دورية أكاديمية
The Role of Self-Control in Academic Performance in the Transition from Adolescence to Adulthood ; El Papel del Autocontrol en el Rendimiento Académico en la Transición de la Adolescencia a la Adultez ; O Papel do Autocontrolo no Desempenho Académico na Transição da Adolescência para a Idade Adulta
| العنوان: | The Role of Self-Control in Academic Performance in the Transition from Adolescence to Adulthood ; El Papel del Autocontrol en el Rendimiento Académico en la Transición de la Adolescencia a la Adultez ; O Papel do Autocontrolo no Desempenho Académico na Transição da Adolescência para a Idade Adulta |
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| المؤلفون: | Fonseca, António Castro, Oliveira, Marta, Silva, José Tomás da |
| المصدر: | Revista Portuguesa de Pedagogia; No. 51-1 (2017); 5-25 ; Revista Portuguesa de Pedagogia; N.º 51-1 (2017); 5-25 ; 1647-8614 ; 0870-418X ; 10.14195/1647-8614_51-1 |
| بيانات النشر: | Imprensa da Universidade de Coimbra |
| سنة النشر: | 2017 |
| المجموعة: | IMPACTVM (Coimbra University Press Journals) |
| مصطلحات موضوعية: | self-control, adolescents, academic achievement, young adults, autocontrolo, adolescência, desempenho académico, jovem adulto, autocontrol, adolescentes, desempeño académico, adultos jóvenes |
| الوصف: | Although there is a considerable amount of evidence that self-control has an important impact on academic achievement, little is known about the role played by its different components in that process. This issue is the main goal of the present work. The data come from a longitudinal study in which several hundred participants were followed up from primary school until their late twenties. Self-report measures were used to assess self-control in adolescence and educational attainment in adulthood, whereas information regarding sociodemographic variables and possible learning difficulties were collected from teachers in elementary school. Results revealed a modest but significant effect of self-control in all measures of academic achievement, even when the confounding variables were statistically controlled for. However, only some components of that construct had a consistent impact in academic achievement: preference for simple tasks, preference for physical activities and, to a lesser extent, impulsivity. It would be interesting to assess in future studies if similar effects are found when other criteria are used to define academic achievement, and whether those three dimensions of low self-control provide a secure basis to develop new intervention strategies aimed at improving young adults’ educational level. ; La relación entre autocontrol y desempeño académico todavía está insuficientemente estudiada, particularmente, el papel desempeñado por los diferentes componentes del autocontrol en ese proceso. El análisis de esta última cuestión constituyó el principal objetivo del presente trabajo. Se utilizó una muestra de 448 participantes que fueran estudiados desde la educación primaria hasta el final de su tercera década de vida. Las medidas fueron proporcionadas por los participantes en una entrevista individual; otras informaciones fueron recogidas junto a los profesores de educación primaria. Los resultados mostraron un hecho moderado de algunos componentes de autocontrol (v.g., preferencia por actividades ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | Portuguese |
| العلاقة: | https://impactum-journals.uc.pt/rppedagogia/article/view/1647-8614_51-1_1/3842Test; https://impactum-journals.uc.pt/rppedagogia/article/view/1647-8614_51-1_1Test |
| DOI: | 10.14195/1647-8614_51-1_1 |
| الإتاحة: | https://doi.org/10.14195/1647-8614_51-1_1Test https://doi.org/10.14195/1647-8614_51-1Test https://impactum-journals.uc.pt/rppedagogia/article/view/1647-8614_51-1_1Test |
| رقم الانضمام: | edsbas.CADAE31C |
| قاعدة البيانات: | BASE |
| DOI: | 10.14195/1647-8614_51-1_1 |
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