Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students

Chiappetta-Santana, Leilane Henriette Barreto; Jesuino, Ana Deyvis Santos Araújo; Lima-Costa, Ariela Raissa

doi:10.1590/1982-4327e3232

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

School and Educational Psychology • Paidéia (Ribeirão Preto) 32 • 2022 • https://doi.org/10.1590/1982-4327e3232 copy

Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students

Motivação para Aprender, Competências Socioemocionais e Desempenho Escolar no Ensino Fundamental

Motivación para Aprender, Habilidades Socioemocionales y Desempeño Escolar en Alumnos de Primaria

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The motivation to learn is an element that drives student behavior and acts as a subjacent solving school demands, as well it influences the development and expression of socioemotional skills and school performance. This research constitutes a systematic review of the literature that investigated the relationship between motivation to learn, socioemotional skills and school performance in children enrolled in elementary school. A total of 9,631 abstracts from the ASSIA, EDUC, ERIC, PsycArticles, Science Direct, SCOPUS and Web of Science databases were examined, ending with 44 studies. The findings indicated a positive relationship between the three constructs, corroborating the literature that illustrates the benefits of various indicators of school and psychological well-being of children and adolescents to enhance learning and school performance. It is noteworthy that student-family and student-teacher interactions can favor student success or failure.

Keywords:
socialization; motivation; academic achievement; literature review

Context	Constructs	Description
Aspects of the social context	Parental Involvement	Positive, harmonious and non-punitive affective relationships.
	Parental Communication	Effective and assertive communication.
	Mother’s educational level	High level of education.
	Academic performance of teachers	High level of education.
	Children’s perception of the school’s interpersonal climate	Perception of the level of how much children like their peers and teachers.
Subjective and individual aspects	Decision making	Process of choosing between existing alternatives.
	Social understanding	Understand social reality.
	Internal and external regulation	Ability to monitor and modulate emotion, cognition and behavior to achieve a goal and/or adapt to the cognitive and social demands of specific situations.
	Courage	Ability to persevere and consistency of interests.
	Confidence	Ability to trust one’s own abilities.
	Connection with others	Ability to feel connected to other people.
	Social skills	Ability to connect in a healthy and assertive way.
	Positive and negative emotions	Internal experiencing of positive (euphoria) or negative (fear) feelings.
	Self-management	Ability to manage own behavior.
	Self-efficacy	Belief in own ability to successfully complete tasks and influence the behavior of others.
	Empathy and empathic concern	Ability to understand how the other feels.
	Self-concept	How perceive oneself in front of the other.
	Relationship skills	Ability to initiate and maintain social relationships.
	Extrinsic and intrinsic motivation	Disposition and force of internal (intrinsic) or external (extrinsic) origin that maintain the engagement of a behavior.
	School avoidance	Pattern of refusing or avoiding school.
	Like school	Expressing positive feelings when at school.
	School self-concept	Set of individual representations - cognitive, affective and behavioral - about their own school performance.
	Verbal fluency	Student speech rate.
	Math performance	Ability to recognize, read and interpret numbers, math problems, graphs, geometric and plane figures.
	Reading skill	Word decoding ability.
	Grades	Raw measurement of student performance in a given subject.

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Correspondence address: Leilane Henriette Barreto Chiappetta Santana. Universidade São Francisco. Rua Waldermar César da Silveira, 105 Jardim Cura D’ars, Campinas-SP, Brazil. CEP 13.045-510. E-mail: leilaneh@hotmail.com

P	Children and adolescents enrolled in elementary school.
I	Psychological measurement or testing with absence or presence of school interventions.
C	-
O	School learning, psychological characteristics, personality traits and school engagement.
T	Randomized clinical trials; Control cases and cut research.
Which school strategies stimulate motivation to learn, socioemotional skills and school performance in elementary school children and adolescents?