Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas

Detalhes bibliográficos
Ano de defesa: 2012
Autor(a) principal: França, Maria Luiza Pontes de
Orientador(a): Del Prette, Almir lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de São Carlos
Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia - PPGPsi
Departamento: Não Informado pela instituição
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/ufscar/5968
Resumo: In considering the national publications about gifted and talented children, it was noticed that there is a lack on scientific knowledge and empirical research about the socio-emotional characteristics of these children, specifically, about social skills repertoire and the level of subjective well-being. It was noticed too, that there is a prevalence of publications on cognitive characteristics and educational needs of these children. Therefore, the main objectives of this study were: (1) characterize the repertoire of social skills in gifted and talented children; (2) characterize the level of subject well-being in gifted and talented children; (3) investigate the relationship between social skills and subjective well-being of these children; (4) identify the predictive power of social skills in explaining subjective wellbeing of these children; (5) identify possible differences and similarities in relation to social skills classes in different domains of gifted (general intelligence, creativity, socio-emotional and sensorimotor); and (6) identify possible differences and similarities in relation to subjective well-being in different domains of gifted (general intelligence, creativity, socioemotional and sensorimotor). Sample was composed by 394 children with age range between eight and twelve years. They were separated in 269 gifted and talented children and 125 not gifted children. Participants completed the following questionnaires: Evaluation System of Social Skills (ESSS), Multidimensional Scale of Life Satisfaction for Children (MSLSC), Scale Positive and Negative Affect Children and Socio-Demographic Questions. Descriptive and inferential analyzes were performed in order to accomplish the aims of this research. Results showed that gifted children reported a broader social skills repertoire and a higher level of subjective well-being than non-gifted children. Regarding the classes of social skills and the subjective well-being indicators, both samples of children reported more frequently the expression of positive feelings and higher satisfaction with family and reported a lower frequency of problem avoidance and lower level of negative affect. These results indicated that a broader repertoire of social skills is associated with a higher level of subjective wellbeing in gifted and talented children. Subjective well-being was predicted by most social skills classes. It was observed that when compared gifted children in a domain with gifted children who did not showed the same performance in that domain were observed differences in some social skills classes and in some subjective well-being indicators for verbal and mathematical sub-domains (belonging to general intelligence domain) and for socioemotional and sensorimotor domains. In conclusion, this study can be considered relevant for the scientific literature of this field research. The results demonstrate that the socio-emotional disadjustment seen as a gifted and talented children feature is a myth, once these children reported a broader social skills repertoire and higher level of subjective well-being overall. Moreover, information about the social skills repertoire and the level of subjective well-being of gifted and talented children might contribute to identify children who excel in the socioemotional domain, once there is a few programs that select gifted children based on their social competence and related variables.
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spelling França, Maria Luiza Pontes deDel Prette, Almirhttp://lattes.cnpq.br/2191226494887247http://lattes.cnpq.br/5219044102729200bed64eaa-3992-4fe0-9df8-9fc353a66dcf2016-06-02T20:30:05Z2012-05-082016-06-02T20:30:05Z2012-03-01FRANÇA, Maria Luiza Pontes de. Social skills and subject well-being of gifted and talented children. 2012. 126 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012.https://repositorio.ufscar.br/handle/ufscar/5968In considering the national publications about gifted and talented children, it was noticed that there is a lack on scientific knowledge and empirical research about the socio-emotional characteristics of these children, specifically, about social skills repertoire and the level of subjective well-being. It was noticed too, that there is a prevalence of publications on cognitive characteristics and educational needs of these children. Therefore, the main objectives of this study were: (1) characterize the repertoire of social skills in gifted and talented children; (2) characterize the level of subject well-being in gifted and talented children; (3) investigate the relationship between social skills and subjective well-being of these children; (4) identify the predictive power of social skills in explaining subjective wellbeing of these children; (5) identify possible differences and similarities in relation to social skills classes in different domains of gifted (general intelligence, creativity, socio-emotional and sensorimotor); and (6) identify possible differences and similarities in relation to subjective well-being in different domains of gifted (general intelligence, creativity, socioemotional and sensorimotor). Sample was composed by 394 children with age range between eight and twelve years. They were separated in 269 gifted and talented children and 125 not gifted children. Participants completed the following questionnaires: Evaluation System of Social Skills (ESSS), Multidimensional Scale of Life Satisfaction for Children (MSLSC), Scale Positive and Negative Affect Children and Socio-Demographic Questions. Descriptive and inferential analyzes were performed in order to accomplish the aims of this research. Results showed that gifted children reported a broader social skills repertoire and a higher level of subjective well-being than non-gifted children. Regarding the classes of social skills and the subjective well-being indicators, both samples of children reported more frequently the expression of positive feelings and higher satisfaction with family and reported a lower frequency of problem avoidance and lower level of negative affect. These results indicated that a broader repertoire of social skills is associated with a higher level of subjective wellbeing in gifted and talented children. Subjective well-being was predicted by most social skills classes. It was observed that when compared gifted children in a domain with gifted children who did not showed the same performance in that domain were observed differences in some social skills classes and in some subjective well-being indicators for verbal and mathematical sub-domains (belonging to general intelligence domain) and for socioemotional and sensorimotor domains. In conclusion, this study can be considered relevant for the scientific literature of this field research. The results demonstrate that the socio-emotional disadjustment seen as a gifted and talented children feature is a myth, once these children reported a broader social skills repertoire and higher level of subjective well-being overall. Moreover, information about the social skills repertoire and the level of subjective well-being of gifted and talented children might contribute to identify children who excel in the socioemotional domain, once there is a few programs that select gifted children based on their social competence and related variables.Ao considerar as publicações nacionais, destaca-se que prevalece no país a falta de maior conhecimento da comunidade científica e de pesquisas empíricas a respeito das características socioemocionais de crianças dotadas e talentosas, especificamente, do repertório de habilidades sociais e do nível de bem-estar subjetivo, uma vez que predominam as publicações sobre as características cognitivas e necessidades educacionais dessas crianças. Diante disso, os objetivos do presente estudo foram: (1) caracterizar o repertório de habilidades sociais de crianças dotadas e talentosas; (2) avaliar o nível de bem-estar subjetivo dessas crianças; (3) verificar a relação entre habilidades sociais e bem-estar subjetivo dessas crianças; (4) identificar o poder preditivo das habilidades sociais na explicação do bem-estar subjetivo dessas crianças; (5) identificar possíveis diferenças e semelhanças em relação às classes de habilidades sociais nos diferentes domínios de dotação (inteligência geral, criatividade, socioafetivo e sensoriomotor); e (6) identificar possíveis diferenças e semelhanças em relação ao bem-estar subjetivo nos diferentes domínios de dotação (inteligência geral, criatividade, socioafetivo e sensoriomotor). A amostra deste estudo foi composta por 394 crianças na faixa-etária de oito a doze anos. Dessa amostra, 269 crianças eram sinalizadas como dotadas e talentosas e 125 crianças eram identificadas como não dotadas. Os participantes responderam a quatro instrumentos: Sistema de Avaliação de Habilidades Sociais (SSRS); Escala Multidimensional de Satisfação de Vida para Crianças (EMSVC); Escala de Afeto Positivo e Negativo para Crianças e Questionário Sócio- Demográfico. Foram realizadas análises descritivas e inferenciais com o intuito de atender aos objetivos propostos para esta pesquisa. A partir dessas análises verificou-se que as crianças dotadas apresentaram no autorrelato um repertório de habilidades sociais mais elaborado e maior nível de bem-estar subjetivo de modo geral do que as crianças não dotadas. Dentre as classes de habilidades sociais e os indicadores de bem-estar subjetivo, as duas amostras de crianças relataram maior frequência em expressão de sentimento positivo e maior nível de satisfação com a família bem como relataram menor frequência em evitação de problema e menor nível de afeto negativo. Os resultados deste estudo indicaram que um repertório elaborado de habilidades sociais está associado a um maior nível de bem-estar subjetivo em crianças dotadas e talentosas. O bem-estar subjetivo foi predito pela maioria das classes de habilidades sociais. Acrescenta-se que ao comparar as crianças dotadas que se destacavam em um domínio com as crianças dotadas que não se sobressaíam nesse mesmo domínio, foram verificadas diferenças em algumas classes de habilidade sociais e em alguns indicadores de bem-estar subjetivo para os subdomínios verbal e matemático pertencentes ao domínio inteligência geral e para os domínios socioafetivo e sensoriomotor. Conclui-se que este estudo pode ser considerado como relevante para a literatura científica da área, pois contribui com resultados que indicam que o desajustamento socioemocional visto como uma característica de crianças dotadas e talentosas trata-se de um mito uma vez que essas crianças relataram um repertório elaborado de habilidades sociais e alto nível de bem-estar subjetivo de modo geral. Além disso, as informações sobre o repertório de habilidades sociais e o nível de bem-estar subjetivo da população de crianças dotadas e talentosas podem contribuir para a identificação de crianças que se destacam no domínio socioafetivo, dado que poucos programas selecionam crianças dotadas baseados em sua competência social e variáveis relacionadas.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarBRHabilidades sociais em criançasBem-estar subjetivoDotaçãoTalentosSocial skillsSubject well-beingGiftednessTalentCIENCIAS HUMANAS::PSICOLOGIAHabilidades sociais e bem-estar subjetivo de crianças dotadas e talentosasSocial skills and subject well-being of gifted and talented childreninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-1861bbc5c-dcfb-47d5-baa1-48393944ea02info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL4294.pdfapplication/pdf635440https://repositorio.ufscar.br/bitstream/ufscar/5968/1/4294.pdfecb6e2b0f36a5af78e961d88d33df6b1MD51TEXT4294.pdf.txt4294.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/5968/2/4294.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL4294.pdf.jpg4294.pdf.jpgIM Thumbnailimage/jpeg6982https://repositorio.ufscar.br/bitstream/ufscar/5968/3/4294.pdf.jpgf22a8d2773497c5a2631381303025d80MD53ufscar/59682023-09-18 18:31:09.599oai:repositorio.ufscar.br:ufscar/5968Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:09Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
dc.title.alternative.eng.fl_str_mv Social skills and subject well-being of gifted and talented children
title Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
spellingShingle Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
França, Maria Luiza Pontes de
Habilidades sociais em crianças
Bem-estar subjetivo
Dotação
Talentos
Social skills
Subject well-being
Giftedness
Talent
CIENCIAS HUMANAS::PSICOLOGIA
title_short Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
title_full Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
title_fullStr Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
title_full_unstemmed Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
title_sort Habilidades sociais e bem-estar subjetivo de crianças dotadas e talentosas
author França, Maria Luiza Pontes de
author_facet França, Maria Luiza Pontes de
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/5219044102729200
dc.contributor.author.fl_str_mv França, Maria Luiza Pontes de
dc.contributor.advisor1.fl_str_mv Del Prette, Almir
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2191226494887247
dc.contributor.authorID.fl_str_mv bed64eaa-3992-4fe0-9df8-9fc353a66dcf
contributor_str_mv Del Prette, Almir
dc.subject.por.fl_str_mv Habilidades sociais em crianças
Bem-estar subjetivo
Dotação
Talentos
topic Habilidades sociais em crianças
Bem-estar subjetivo
Dotação
Talentos
Social skills
Subject well-being
Giftedness
Talent
CIENCIAS HUMANAS::PSICOLOGIA
dc.subject.eng.fl_str_mv Social skills
Subject well-being
Giftedness
Talent
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::PSICOLOGIA
description In considering the national publications about gifted and talented children, it was noticed that there is a lack on scientific knowledge and empirical research about the socio-emotional characteristics of these children, specifically, about social skills repertoire and the level of subjective well-being. It was noticed too, that there is a prevalence of publications on cognitive characteristics and educational needs of these children. Therefore, the main objectives of this study were: (1) characterize the repertoire of social skills in gifted and talented children; (2) characterize the level of subject well-being in gifted and talented children; (3) investigate the relationship between social skills and subjective well-being of these children; (4) identify the predictive power of social skills in explaining subjective wellbeing of these children; (5) identify possible differences and similarities in relation to social skills classes in different domains of gifted (general intelligence, creativity, socio-emotional and sensorimotor); and (6) identify possible differences and similarities in relation to subjective well-being in different domains of gifted (general intelligence, creativity, socioemotional and sensorimotor). Sample was composed by 394 children with age range between eight and twelve years. They were separated in 269 gifted and talented children and 125 not gifted children. Participants completed the following questionnaires: Evaluation System of Social Skills (ESSS), Multidimensional Scale of Life Satisfaction for Children (MSLSC), Scale Positive and Negative Affect Children and Socio-Demographic Questions. Descriptive and inferential analyzes were performed in order to accomplish the aims of this research. Results showed that gifted children reported a broader social skills repertoire and a higher level of subjective well-being than non-gifted children. Regarding the classes of social skills and the subjective well-being indicators, both samples of children reported more frequently the expression of positive feelings and higher satisfaction with family and reported a lower frequency of problem avoidance and lower level of negative affect. These results indicated that a broader repertoire of social skills is associated with a higher level of subjective wellbeing in gifted and talented children. Subjective well-being was predicted by most social skills classes. It was observed that when compared gifted children in a domain with gifted children who did not showed the same performance in that domain were observed differences in some social skills classes and in some subjective well-being indicators for verbal and mathematical sub-domains (belonging to general intelligence domain) and for socioemotional and sensorimotor domains. In conclusion, this study can be considered relevant for the scientific literature of this field research. The results demonstrate that the socio-emotional disadjustment seen as a gifted and talented children feature is a myth, once these children reported a broader social skills repertoire and higher level of subjective well-being overall. Moreover, information about the social skills repertoire and the level of subjective well-being of gifted and talented children might contribute to identify children who excel in the socioemotional domain, once there is a few programs that select gifted children based on their social competence and related variables.
publishDate 2012
dc.date.available.fl_str_mv 2012-05-08
2016-06-02T20:30:05Z
dc.date.issued.fl_str_mv 2012-03-01
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dc.identifier.citation.fl_str_mv FRANÇA, Maria Luiza Pontes de. Social skills and subject well-being of gifted and talented children. 2012. 126 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012.
dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/5968
identifier_str_mv FRANÇA, Maria Luiza Pontes de. Social skills and subject well-being of gifted and talented children. 2012. 126 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2012.
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