COMPETÊNCIAS SOCIOEMOCIONAIS E UM NOVO PARADIGMA PARA INTELIGÊNCIA

Walcir Soares da Silva Junior

Resumo


Este artigo tem como objetivo apresentar uma introdução ao tema das competências socioemocionais (também conhecidas como habilidades não-cognitivas) e sua relação com a fronteira de pesquisa em economia da educação. Habilidades são competências que possuem algum nível de maleabilidade durante a vida e podem ser divididas em dois grupos principais: habilidades cognitivas e competências socioemocionais. Habilidades cognitivas têm como medida mais próxima o QI (relacionadas comumente à capacidade de raciocínio e lógica). Apesar de muito valorizadas no âmbito educacional por sua associação com diversos resultados positivos, evidências neurocientíficas mostram que essas habilidades se estabilizam por volta dos dez anos de idade. Já a habilidades ou competências socioemocionais são traços relacionados à motivação, disciplina, criatividade, resiliência e autoestima. Estudos mostram que algumas dessas competências além de serem mais maleáveis durante a adolescência e vida adulta, são pelo menos tão importantes ou mais do que as habilidades cognitivas na predição de resultados positivos. Este artigo apresenta a maneira pela qual essas habilidades são comumente classificadas na literatura, e seus principais resultados associados em termos de desempenho educacional, saúde e violência.


Texto completo:

PDF

Referências


Allport, G. W. & Odbert, H. (1936). Trait-names: A psycho-lexical study. Psychological Monographs, 47, Whole No. 211, 1-171.

Almlund, M., Duckworth, A., Heckman, J. J. & Kautz, T. (2011). Personality psychology and economics. In Hanushek, E. A., Machin, S., & Woessmann, L. (Eds.). Handbook of the Economics of Education, Volume 4. Amsterdam: Elsevier. Forthcoming.

Becker, Gary S. (1964). Human capital: a theoretical and empirical analysis, with special reference to education (Columbia University Press, New York).

Borghans, L., Duckworth, A. L., Heckman, J. J., & ter Weel, B. (2008). The economics and psychology of personality traits. IZA Discussion Papers, No. 3333.

Bowles, S., Gintis, H. (2002). Social capital and community governance. Economic Journal, 112: 419-436.

Boyle, S., Williams, R., Mark, D., Brummet, B., Siegler, I., Barefoot, J. (2005). Hostility age and mortality in a sample of cardiac patients. American Journal of Cardiology. 96(1): 64-66.

Caliendo, M., Fossen, F. e Kritikos, A. (2010). The impact of risk attitudes on entrepreneurial survival. Journal of Economic Behavior and Organization 76 (1), 45–63

Carneiro, P., Heckman, J. J. (2003). Human capital policy. In: Heckman, J.J., Krueger, A.B., Friedman.

Carneiro, P., Crawford, C., and Goodman, A. (2007). The impact of early cognitive and non-cognitive skills on later outcomes. London: Centre for the Economics of Education, LSE.

Cattell, R. B. (1933). Psychology and social progress. London: C. W. Daniel.

Cattell, R. B. (1943). The description of personality: Basic traits resolved into clusters. Journal of Abnormal and Social Psychology, 38, 476-506.

Cunha, F., Heckman J., Lochner, L., Masterov, D. (2006). Interpreting the evidence on life cycle skill formation Handbook of the Economics of Education. (pp. 695 a 812). Elsevier.

Cunha, F., Heckman, J. J., Schennach, S. (2010). Estimating the technology of cognitive and noncognitive skill formation. National Bureau of Economic Research.

Duckworth, A. L., Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-44.

Duckworth, A. L. (2011). The significance of self-control. PNAS, 108, 2639–2640.

Duncan, G. J., & Magnuson, K. (2010). The Nature and Impact of Early Achievement Skills, Attention Skills, and Behavior Problems. In G. Duncan & R. Murnane (eds). Social Inequality and Educational Disadvantage. NY: Russell Sage Foundation.

Farkas, G. (2003). Cognitive Skills and Noncognitive Traits and Behaviors in Stratification Processes. Annual Preview of Sociology. Vol. 29:1-609.

Fergusson, D. M., Horwood, L. J. (1998). Early Conduct Problems and Later Life Opportunities. Journal of Child Psychology and Psychiatry; 39(8): 1097-1108.

Gallo, W., Endrass, J., Bradley, E., Hell, D., Kasl, S. (2003). The influence of internal control on the employment status of German workers. Schmollers Jahrbuch 123(1): 71-81.

Goldberg, L. R. (1980a). A catalogue of 1.947 nouns that can be used to describe personality and a taxonomy of 1.342 nouns that are typically so used. Unpublished report, Oregon Research Institute.

Goldberg, L. R. (1980b). Some ruminations about the structure of individual differences: developing a common lexicon for the major characteristics of human personality. Simposium presentation at the meeting of the Western Psychological Association, Honolulu.

Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of personality and social psychology, Beverly Hills, California: Sage, 141-165.

Gutman, L., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people: literature review. Education Endowment Foundation.

Hampson S., Goldberg, L., Vogt, T., Dubanoski, J. (2007). Mechanisms by which childhood personality traits influence adult healt status: educational attainment and healthy behaviors. Health Psychology 26(1): 121-125.

Hampson, S., Tildesley, E., Andrews, J., Luyckx, K., Mroczek, D. (2010). The relation of change in hostility and sociality during childhood to substance use in mid adolescence. Journal of Research in Personality 44(1): 103-114.

Heckman, J. J. (2000). Policies to foster human capital. Research in Economics 54 (1), 3–56. With discussion.

Heckman, J. J., and Rubinstein, Y. (2001). The Importance of Noncognitive Skills: Lessons from the GED Testing Program. American Economic Review 91(2):145–9.

Heckman, J. J., Stixrud, J., & Urzua, S. (2006). The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior. Journal of Labor Economics, 24(3), July 2006, 411–482.

Heckman, J. J., Malofeeva, L., Pinto, R. R., Savelyev, P. & Yavitz, A. (2008). The Impact of the Perry Preschool Program on Noncognitive Skills of Participants. Unpublished manuscript, University of Chicago, Department of Economics.

Heckman, J. J.; Pinto, R.; Savelyev, P. (2013) Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. American Economic Review, 103, n. 6, 2052–2086.

Jacobs, J. E., Lanza, S., Osgood, C. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve. Child development 73 (2), pp. 509-527.

Jencks, C. (1979). Who Gets Ahead? The Determinants of Economic Success in America. New York: Basic Books.

John, O., Caspi A., Robins, R., Moffit, T. (1994). The little five: exploring the nomological network of the Five-Factor Model of Personality in adolescent boys. Child Development 65 (1): 160-178.

Kern, M. L., Friedman, H. (2008). Do conscientious individuals live longer? Healther Psychology. 27(5): 505-512.

Kyllonen, P. C., Walters, A. M., e Kaufman, J. C. (2011). The Role of Noncognitive Constructs and Other Background Variables in Graduate Education. Educational Testing Service (ETS). Princeton, New Jersey.

Lee, W. O. (2013). Education and 21st Century Competencies. Keynote paper presented at the Education and 21st Century Competencies, hosted by the Ministry of Education, Oman, 22-24 September 2013.

Lleras, C. (2008). Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings. Social Science Research, 37(3), 888-902.

Lounsbury, J. W., Steel, R., Loveland, J., Gibson, L. (2004). An investigation of personality traits in relation to adolescent school absenteeism. Journal of youth and adolescence, 33(5): 457-466, 2004.

Martin, L., Friedman, H., Schwartz, J. (2007). Personality and mortality risk across the life span: the importance of conscientiousness as a biopsychosocial attribute. Health Psychology 26(4): 428-436.

Martin, R. P. (1989). Activity Level, Distractibility, and Persistence: Critical Characteristicsin Early Schooling. In: G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart. Chichester: John Wiley and Sons.

Matthews, G., Deary, I. J. (1998). Personality traits. Cambridge University Press.

Mischel, W. (1968). Personality and assessment. New York: Viley.

Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science 244 (4907), 933-938.

Mincer, Jacob (1974). Schooling, experience and earnings (Columbia University Press, New York).

Piatek, R., Pinger, P. (2010). Maintaining (Locus of) Control? Assessing the impact of Locus of Control on education decisions and wages. Institute for the Study of Labor (IZA), Discussios Paper No. 5289.

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin 135 (2), p. 322.

Ramey, C. T. (1974). Carolina Abecedarian. The Carolina Abecedarian Project: A Longitudinal and Multidisciplinary Approach to the Prevention of Developmental Retardation. Chapel Hill, North Carolina.

Roberts, B., Kuncel, N., Shiner, R. Caspi, A. Goldberg L. (2007). The power of personality: the comparative validity of personality traits, socioeconomics status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science 2(4): 313-345.

Santos, D. D. (2014). A Importância Socioeconômica das Características de Personalidade. Instituto de Personalidade. Relatório de resultados, Instituto Ayrton Senna, São Paulo.

Schady, N. (2006) Early childhood development in Latin America and the Caribbean. World Bank Policy Research Working Paper 3869, March.

Sternberg, R. J. (1999). Handbook of creativity. Cambridge University Press.

Störmer, S., Fahr, R. (2010). Individual Determinants of Work Attendance: Evidence on the Role of Personality. IZA Discussion Paper No. 4927

Thompson, R. A.; Nelson, C. A. (2001). Developmental science and the media: Early brain development. American Psychologist, n. 56, 5-15.

Vazsonyi, A., Pickering, L., Junger, M., Hessing, E. D. (2001). An Empirical Test of a General Theory of Crime: A Four-Nation Comparative Study of Self- Control and the Prediction of Deviance. Journal of Research in Crime and Delinquency 38: 91-131


Apontamentos

  • Não há apontamentos.


ISSN : 2527-077X

FESPPR - Faculdade de Educação Superior do Paraná