Efecto del ajuste socioemocional en el rendimiento y las competencias académicas en el contexto escolar: Estudio comparativo

Abstract

The aim of the current study was to examine the role of socioemotional adjustment and behavioral problems in eleven years old children; as well as their relationships with school achievement and academic competence in Primary School. Teachers and mothers completed the Social Battery (BAS, Silva, & Martorell, 1999) in a sample of 49 children that take part in a longitudinal study. School achievement was measured by standardized test and qualifications in reading and math. The academic competence was evaluated by teachers with a questionnaire (HRI, Keogh, Juvonen, & Bernheimer, 1989). The effect of intelligence was controlled by the IQ. These data showed that intelligence with socio-emotional adjustment were both of them necessary to explain school achievement and academic competences. Also, results showed agreement between mothers and teachers in positive social adjustment and withdrawing. There were discrepancies as to the effect of socio-emotional adjustment on academic competence and school achievement. These data suggest that mothers and teachers agree in their view of childrenś socio-emotional behavior, but only teachers' views were related to school achievement. © 2012: Servicio de Publicaciones de la Universidad de Murcia.