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‣ Cognitive abilities, sociocultural background and academic achievement

Diniz, António; Pocinho, Margarida Maria Ferreira Diogo Dias; Almeida, Leandro Silva
Fonte: Psicothema Publicador: Psicothema
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
68.158457%
The infl uence of students’ sociocultural background on academic achievement is a well established fact. Research also points out that sociocultural background is related to students’ cognitive abilities and these have an effect on their academic achievement. However, the mediator role of cognitive abilities on the relationship between sociocultural background and academic achievement is less well known. A structural equation model that represents these relationships was tested in a sample (N= 728) of Portuguese junior high school students. Multigroup analysis of the model showed the importance of the cognitive ability mediation effect between sociocultural background and academic achievement in the 7th and 9th grades, but not in the 8th grade. This difference may be the result of the academic transition experienced in the 7th and 9th grades in the Portuguese educational system, which requires parents’ higher involvement in school.

‣ Academic achievement on first-year Portuguese college students : the role of academic preparation and learning strategies

Soares, Ana Paula; Guisande, M. Adelina; Almeida, Leandro S.; Páramo, M. Fernanda
Fonte: Psychology Press Publicador: Psychology Press
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
Relevância na Pesquisa
68.16601%
This paper analyses the impact of learning strategies, gender, academic field attended and students’ entrance classification to the university on academic achievement at the end of the first academic year. The study, developed with 445 first-year college students (68.5% female), ages between 17 and 57 years old (M = 18.3; SD = 2.17), from the University of Minho (Portugal), implicated answering a questionnaire on learning strategies, which concerned five dimensions (comprehensive approach, surface approach, personal competency perceptions, intrinsc motivation and organization of study activities). Regression analyses showed that academic achievement was more related to students’ entrance classifications to the university than to their learning strategies, independently of the academic field attended. Despite the significance of the other variables, these results seem to highlight the relationship between students’ academic preparation and their achievement at the end of the first-year.; Cet article analyse le rôle de la préparation académique et des stratégies d’apprentissage dans la prediction des resultats académiques des étudiants collegiens portugais de premiere année, considerant le sexe des étudiants et le champ d’etudes poursuivies. Un échantillon de 445 etudiants collegiens de première annee (68...

‣ The cognitive abilities’ impact on the relationship between sociocultural background and academic achievement

Diniz, Pocinho, & Almeida
Fonte: Colegio de Psicólogos del Principado de Asturias Publicador: Colegio de Psicólogos del Principado de Asturias
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
68.158457%
The infl uence of students’ sociocultural background on academic achievement is a well established fact. Research also points out that sociocultural background is related to students’ cognitive abilities and these have an effect on their academic achievement. However, the mediator role of cognitive abilities on the relationship between sociocultural background and academic achievement is less well known. A structural equation model that represents these relationships was tested in a sample (N= 728) of Portuguese junior high school students. Multigroup analysis of the model showed the importance of the cognitive ability mediation effect between sociocultural background and academic achievement in the 7th and 9th grades, but not in the 8th grade. This difference may be the result of the academic transition experienced in the 7th and 9th grades in the Portuguese educational system, which requires parents’ higher involvement in school.

‣ "Is it beneficial to stress grades to my child?" - Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents

Peixoto, Francisco José Brito
Fonte: European Research Network about Parents in Education Publicador: European Research Network about Parents in Education
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
Relevância na Pesquisa
68.3633%
In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (Antunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to selfenhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally...

‣ Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

Tinajero,Carolina; Lemos,Sônia Maria; Araújo,Margarete; Ferraces,M. José; Páramo,M. Fernanda
Fonte: Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul Publicador: Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 Português
Relevância na Pesquisa
68.024316%
In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement.

‣ Turning points : meaning-making and its association with psychological well-being, academic achievement and parental relationship quality among adolescents

Tavernier, Royette
Fonte: Brock University Publicador: Brock University
Português
Relevância na Pesquisa
68.125127%
There is substantial research linking meaning-making ability and psychological well-being in the context of turning point events. Still, an important research question remains: whether individuals who report meaning-making and psychological well-being were already better adjusted psychologically, prior to the experience of their turning point. In addition, the role of meaning-making on academic achievement and parental relationship quality has received little empirical attention although both variables have been shown to be positively associated with positive adjustment among adolescents. This longitudinal study examined differences in psychological well-being, academic achievement, and parental relationship quality between adolescents who reported meaning-making (lessons or insights) and those who reported no meaning-making within their turning point narratives. Participants were 803 (52% female) grade 12 adolescents, 26% (N = 209) of whom had reported experiencing a turning point. Participants also completed measures on the outcome variables (psychological well-being, academic achievement, and parental relationship quality) 3 years prior, when they were in grade 9. MANOVA results indicated that, of the participants who experienced a turning point...

‣ The Effect of School Type on Academic Achievement: Evidence from Indonesia

Newhouse, David; Beegle, Kathleen
Fonte: Washington, DC : World Bank Publicador: Washington, DC : World Bank
Português
Relevância na Pesquisa
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Using data from Indonesia, Newhouse and Beegle to evaluate the impact of school type on academic achievement of junior secondary school students (grades 7-9). Students that graduate from public junior secondary schools, controlling for a variety of other characteristics, score 0.15 to 0.3 standard deviations higher on the national exit exam than comparable privately schooled peers. This finding is robust to OLS, fixed-effects, and instrumental variable estimation strategies. Students attending Muslim private schools, including Madrassahs, fare no worse on average than students attending secular private schools. The results provide indirect evidence that higher quality inputs at public junior secondary schools promote higher test scores.

‣ Parental Absence and Academic Achievement in Immigrant Students

Wright, Chrysalis L
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
68.062896%
Academic achievement and educational expectations as a function of parental absence were examined among 268 newly immigrant elementary, middle, and high-school students from Spanish-speaking countries. Data collected as part of a longitudinal study of adaptation and achievement in newly immigrant students were analyzed. Participants had varying experiences with parental absence, in terms of length of absence, gender of absent parent, and reason for absence. Reasons for parental absence included parental divorce, parental death, and serial migration, a cause unique to immigrant children. Students who experienced parental absence reported lower educational expectations. Students who experienced the death of a parent had lower achievement scores and lower expectations than students who did not experience parental death. Prolonged absence was also important, with students who experienced parental absence for more than one year performing worse than students who had minimal parental separation. In addition, boys who experienced parental absence because of serial migration performed worse academically than boys who did not have this occurrence. Educational expectations were reduced among students who experienced parental absence as a result of the migratory process...

‣ Desempenho escolar e suas relações com a autopercepção de empatia e competência social em adolescentes; Academic achievement and its relations with the self-perception of empathy and social competence in adolescents

Andréa da Cunha Kirst da Conceição
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 07/11/2014 Português
Relevância na Pesquisa
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É crescente a quantidade de estudos que se preocupam com a investigação de fatores afetivos, cognitivos e comportamentais no âmbito escolar. Essas pesquisas têm gerado diferentes pontos de vista e abordagens que possibilitam entender a contribuição multidimensional de tais variáveis no campo educacional e psicológico. No Brasil, pouco se encontra a respeito do estudo das relações entre os constructos desempenho escolar, competência social - nominações sociométricas - e empatia, referentes ao funcionamento social, afetivo e cognitivo dos indivíduos. Entendendo dessa forma, o presente estudo teve por objetivo principal analisar se alunos com diferentes desempenhos escolares se diferem entre si em relação às escolhas e rejeições dos colegas e também em relação à autopercepção de empatia. O público-alvo da pesquisa foi 217 adolescentes de 10 a 14 anos de idade e inseridos em turmas do 6º ao 9º anos escolares. Três medidas foram utilizadas. Um instrumento de avaliação de empatia, que tem por intuito investigar a percepção dos estudantes sobre a presença de comportamentos e sentimentos empáticos em si mesmos. Como segunda medida, e que condiz com a análise da competência social do estudante, foi investigado o status sociométrico dos mesmos em relação aos seus pares...

‣ Extracurricular Activities and Academic Achievement in Fourth Grade Students

Perez, Jacqueline J; Starratt, Gerene, Dr.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
67.94577%
This action research project will investigate the relationship between participation in extracurricular activities and academic achievement of students in the fourth grade. Students’ achievement scores on the FAIR exams will be the measure of academic success. Analysis will consist of a correlation between extracurricular activities and academic success.

‣ An investigation of adolescent constructs of stress and academic achievement /

Burgess, Sherri T.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
68.18454%
The present study was a phenomenological investigation of adolescent constructs of stress and academic achievement. The study utilised a modified version of George Kelly's Repertory Grid Technique to provide direct insight into adolescent stress and academic achievement. The premise of the study was that only students who exhibited extreme cases of stress and academic achievement levels would be examined. The investigation identified and examined the adolescents who exhibited these extremes and explored the underlying constructs that defined these differences. It was expected that if adolescents were able to identify the stressors in their lives, how these stressors affect their lives, and how these stressors affect their academic performance, then suggestions could be made to help students to better cope with stress and to improve their academic achievement level. Further, based on the results of the study, the pedagogical implications for classroom research are provided. Phenomenological inquiries, using modified, and less complex versions of the repertory grid, can be conducted pre-, mid-, and postacademic terms, to determine and to monitor the stressors and the academic performance of the students in a classroom. Specific assessments for individual students will help teachers to better exercise their knowledge and understanding of the realm of teaching and learning strategies (e.g....

‣ Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in Greater Toronto Area (GTA) secondary schools

Areepattamannil, Shaljan
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 8337603 bytes; application/pdf
Português
Relevância na Pesquisa
68.30102%
This study examined the academic achievement, academic self-concept, and academic motivation of 573 immigrant and non-immigrant adolescents in two public secondary schools in the Greater Toronto Area (GTA). Multivariate analyses revealed statistically significant differences between immigrant and non-immigrant adolescents with respect to their academic achievement, academic self-concept, and academic motivation. In addition, supplemental exploratory analyses indicated significant ethnic group differences in academic achievement, academic self-concept, and academic motivation. Surprisingly and importantly, analyses showed the absence of statistically significant gender differences among immigrant adolescents in terms of their academic achievement, academic self-concept, and academic motivation. Results from multiple linear regression analyses provided support for the Self-Description Questionnaire II as a measurement to be used with both immigrant and non-immigrant adolescents. In contrast, support for the Academic Motivation Scale, which is based on the Self-Determination Theory, was not adequately substantiated in the current research for either immigrants or non-immigrants.; Thesis (Master, Education) -- Queen's University, 2007-11-20 10:34:07.043

‣ Associações entre habilidades motoras grossas e rendimento acadêmico de escolares; Associations between gross motor skills and academic achievement

Leonardo Trevisan Costa
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 23/03/2015 Português
Relevância na Pesquisa
68.158457%
A literatura tem demonstrado que capacidades motoras bem desenvolvidas facilitam o funcionamento cognitivo de crianças. Entretanto, nenhum estudo nacional representativo abordou, até o presente, a associação entre habilidades motoras grossas e rendimento acadêmico em crianças brasileiras. Neste contexto, compreender as relações entre estas variáveis poderá fornecer informações úteis para implementação de programas de intervenção. Com isso, o objetivo deste estudo foi analisar as associações entre habilidades motoras grossas e rendimento acadêmico em escolares da rede regular do município de Votuporanga - SP. Para tanto, a amostra foi composta por 929 crianças de ambos os sexos, com idades entre 5 e 11 anos. Foram realizadas medidas antropométricas de peso corporal e estatura, para o cálculo do IMC, além da circunferência abdominal. Para as habilidades motoras, foi adotada a bateria de Teste de Coordenação Corporal para Crianças (Körperkoordination Test für Kinder ¿ KTK). Informações referentes ao nível habitual de atividade física foram coletadas por meio de questionários. Para o tratamento estatístico, foram utilizadas análises descritivas para caracterização da amostra, test t de Student, teste de independência do Qui-quadrado e regressão linear para verificar as relações entre habilidades motoras e rendimento acadêmico. Os resultados demonstraram que escolares com coordenação motora boa ou muito boa apresentam 7...

‣ Memoria de trabajo y rendimiento académico en estudiantes de primer semestre de una universidad de la ciudad de barranquilla/ Working memory and academic achievement in freshmen students of a university in barranquilla

Luis Felipe Zapata Yance; Universidad del Norte; Carlos José De Los Reyes Aragón; Universidad del Norte; Soraya Lewis; Universidad del Norte; Ernesto Barceló; Universidad del Norte
Fonte: Psicología desde el Caribe Publicador: Psicología desde el Caribe
Tipo: article; publishedVersion Formato: application/pdf
Português
Relevância na Pesquisa
68.125127%
ResumenLa memoria de trabajo puede ser un componente de gran influencia en el rendimiento académico, aunque no es el único que lo determina. Este artículo muestra los resultados de una investigación en la que se intentó determinar la correlación que existe entre la memoria de trabajo y el rendimiento académico en estudiantes de primer semestre de diferentes programas de una universidad de Barranquilla. No se encontró correlación entre ninguna de las medidas de memoria de trabajo utilizadas y el rendimiento académico de los participantes. Estos resultados pueden ser explicados por los efectos que otras variables tienen en el rendimiento académico, como la cognición, la motivación, el afecto y el contexto.AbstractWorking memory can influence academic achievement, eventhough is not the only component. This article shows research findings that tried to determine the correlation between working memory and academic achievement in freshmen students of a university in Barranquilla. There was not correlation between any of the working memory measures used and academic achievement. These results can be explained throughout many variables that can affect academic achievement such as, cognition, motivation, emotion and context.

‣ Estilos y estrategias de aprendizaje, relacionadas con el logro académico en estudiantes universitarios; Estilos e estratégias de aprendizagem relacionadas com o logro acadêmico em estudantes universitários; Learning Styles and Strategies Related to Academic Achievement among University Students

Bahamón Muñetón, Marly Johana; Docente Universidad de Boyacá; Vianchá Pinzón, Mildred Alexandra; Docente Universidad de Boyacá; Alarcón Alarcón, Linda Liliana; Docente Universidad de Boyacá; Bohórquez Olaya, Claudia Inés; Universidad de Boyac
Fonte: Pontificia Universidad Javeriana Cali Publicador: Pontificia Universidad Javeriana Cali
Tipo: info:eu-repo/semantics/article; "Artículo revisado por pares"; info:eu-repo/semantics/publishedVersion; Artículo Formato: application/pdf; application/pdf; application/pdf
Português
Relevância na Pesquisa
67.94577%
Objetivos. Esta investigación tuvo como propósito determinar la relación existente entre estilos de aprendizaje, estrategias de aprendizaje y el logro académico en estudiantes de pregrado de la Universidad de Boyacá. Método. Participaron 312 estudiantes de pregrado de todos los programas de la Universidad de Boyacá, sede Tunja, de los cuales el 62.5% pertenecen al género femenino y el 37.2% al masculino. Todos respondieron el Cuestionario Honey-Alonso de estilos de aprendizaje (Alonso, Gallego y Honey, 1995), la Escala de estrategias de aprendizaje de Román y Gallego (1994) y el sistema de reporte de notas de la Universidad de Boyacá, para establecer el logro académico, a partir del promedio académico acumulado de cada participante. Resultados. Los resultados indican que no hay un único estilo de aprendizaje preferente, pues la mayoría de los participantes puntuaron alto en dos o más estilos. En cuanto a las estrategias de aprendizaje se identificó que el 42.6% utilizan estrategias de codificación. Además, no se encontró correlación significativa entre las variables analizadas. Conclusión. Estos datos evidencian la necesidad de que se imparta una enseñanza explícita y sistemática de estrategias de aprendizaje y/o técnicas de estudio a estudiantes de pregrado...

‣ Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger,Christian; Alcalay,Lidia; Torretti,Alejandra; Milicic,Neva
Fonte: Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul Publicador: Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 Português
Relevância na Pesquisa
67.989854%
Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed.

‣ Access to early childhood education and academic achievement in elementary school; Acceso a la educación preescolar y trayectorias de desempeño en la escuela de educación primaria; Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental

Gardinal-Pizato, Elaine Cristina; Marturano, Edna Maria; Fontaine, Anne Marie Germaine Victorine
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf; application/pdf
Publicado em 01/08/2012 Português
Relevância na Pesquisa
68.127812%
The conception that early childhood education (ECE) positively affects academic progress is well established. The purpose of this study was to verify the impact of time of exposure to ECE on the academic performance of children and evaluate their academic progress from the 3rd to the 5th grade when there is exposure to early childhood education. Participants were 294 public school students (both genders) divided into three groups: no ECE, one year of ECE, and two years of ECE. Academic achievement was assessed in the 3rd, 4th, and 5th grades through the judgment of teachers and collective written evaluations of the Portuguese language and mathematics. An Academic Achievement test was administered to 3rd and 5th year students. A multivariate analysis with repeated measures, controlled for socioeconomic level, showed ECE was consistently associated with greater achievement, though one extra year in ECE did not show any additional effect on academic performance. Further research is required due to the implications of this last result for public policies.; Bajo el presupuesto de que la educación preescolar (EP) afecta positivamente el progreso académico, esto estudio investigó el impacto del tiempo de exposición a la educación infantil en el desempeño académico y evaluar el progreso escolar de los niños...

‣ The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured

Dent, Amy L.
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Dissertação
Publicado em //2013 Português
Relevância na Pesquisa
68.184487%

Guided by an integrative conceptual framework, a meta-analysis was conducted to explore the relation between the capacity aspect of self-regulation and academic achievement across childhood and adolescence. This meta-analysis of over 150 studies draws upon diverse research traditions and approaches to test moderators of theoretical, methodological, and practical importance. In the theoretical moderator analyses, results were broken down by the specific self-regulation construct (e.g., emotion regulation, executive functions), students' grade level, and academic subject. Doing so permitted an exploration of developmental and domain differences in the relation between each self-regulation construct and achievement. In the methodological moderator analyses, results were broken down by the type of self-regulation measure (e.g., teacher-report, direct assessment) and the type of achievement measure (e.g., standardized test, course grade). Doing so permitted a formal test of how these measures relate to each other, which has garnered considerable debate among self-regulation researchers.

Findings from the five moderator analyses largely supported hypotheses. The average correlation with achievement was strongest for effortful control and composite measures of executive functions...

‣ Predicting academic achievement in deaf poulations using measures of learning and memory

Gleason, Kelly
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
68.062896%
The purpose of this study was to (1) examine the correlation between a test of academic achievement (SAT-9) and a test of cognitive ability (WISC-III PIQ), and between a test of academic achievement (SAT-9) and tests of memory and learning (TOMAL VSR and WSR subtests), and (2) to examine the degree to which each type of test (either WISC-III PIQ, TOMAL WSR, or TOMAL VSR) is predictive of achievement in several achievement areas for deaf and hard of hearing children. The TOMAL WSR and VSR subtests were administered to 30 children enrolled at a school for the deaf in Buffalo, NY. Data on WISC-ITI PIQ and SAT-9 scores were obtained from school records. Test instructions were given through Total Communication, using a combination of American Sign Language and spoken English. Significant correlations were found between the WISC-III PIQ and each SAT-9 subtest as well as between both subtests of the TOMAL and each SAT-9 subtest. Only the VSR subtest of the TOMAL was found to significantly predict achievement on the Reading Comprehension, Total Language, and Problem Solving subtests of the SAT-9. The study provides support for the use of tests of visual memory in the psychological assessment of deaf children.

‣ Autoconceito, habilidades sociais, problemas de comportamento e desempenho acadêmico na puberdade: inter-relações e diferenças entre sexos; Self-concept, social skills, behavior problems and academic achievement during puberty: inter-releatedness and sex-related differences

Pereira, Camila de Sousa; Universidade Federal de São Carlos; Cia, Fabiana; Universidade Federal de São Carlos; Barham, Elizabeth Joan; Universidade Federal de São Carlos
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; avaliado por pares; Formato: application/pdf
Publicado em 01/09/2009 Português
Relevância na Pesquisa
68.024316%
The objectives of this study included: (a) a comparison of girls and boys self-concept, social skills, behavior problems and academic achievement during puberty and (b) an evaluation of the relations among these factors. Participants included 68 fifth-grade, public-school students (all aged 11), from five separate classes, and their five homeroom teachers. To evaluate their self-concept, the students filled out the Self-Description Questionnaire I; to evaluate the students’ social skills, behavior problems and academic achievement, their teachers filled out a Brazilian version of the Social Skills Rating System, which also evaluated these three factors. Student’s t-tests were used to compare boys and girls across the four different measures while Pearson correlations were used to examine the relations between the factors. The results revealed several differences related to the sex of the participants, and various important relationships among the variables.   Keywords: self-concept; social skills; behavior problems; academic achievement; puberty.; Este estudo teve como objetivos: (a) comparar o autoconceito, as habilidades sociais, os problemas de comportamento e o desempenho acadêmico, entre alunos do sexo masculino e feminino...