Estratégia de psicocognição de habilidades emocionais com homogeneidade: um estudo de educação física em escolas primárias
DOI:
https://doi.org/10.47197/retos.v54.104283Palavras-chave:
emotional skills;, physical education, elementary school studentsResumo
As habilidades emocionais dos alunos do ensino fundamental nas disciplinas de educação física ainda são mínimas. Portanto, uma exploração mais aprofundada foi realizada neste estudo para descobrir. Este estudo tem como objetivo analisar a relação entre a inteligência emocional e a homogeneidade das estratégias psicocognitivas em estudantes de educação física do ensino fundamental. Este estudo tem como objetivo analisar a relação entre as habilidades emocionais e a homogeneidade das estratégias psicocognitivas na educação física de alunos do ensino fundamental. Os resultados mostraram relação entre habilidades emocionais e homogeneidade de estratégias psicocognitivas em sujeitos de educação física. Alguns fatores provocam a ausência de relação entre a educação física e a homogeneidade das estratégias psicocognitivas dos alunos do ensino fundamental. Os resultados mostraram uma relação entre habilidades emocionais e homogeneidade psicocognitiva apoiada por colaboração adequada e emocional por parte de todos os alunos. Outros fatores são a interação reduzida ou limitada entre os alunos e o ambiente de aprendizagem, agravada por uma carga económica que causa problemas emocionais aos pais que impactam as emoções dos filhos. Portanto, a psicocognição da homogeneidade pode ser recomendada no aprendizado da educação física para melhorar as habilidades emocionais dos alunos do ensino fundamental.
Palavras-chave: Habilidades emocionais; HPC; Educação Física; Escola Primária
Referências
Adjorlolo, S., Anum, A., & Huang, K. Y. (2022). Adverse life experiences and mental health of adolescents in Ghana: a gendered analysis. International Journal of Adolescence and Youth, 27(1), 444–456. https://doi.org/10.1080/02673843.2022.2123714
ARIKAN, N. (2020). Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence. International Education Studies, 13(4), 41. https://doi.org/10.5539/ies.v13n4p41
Åsebø, E. K. S., Løvoll, H. S., & Krumsvik, R. J. (2022). Students’ perceptions of visibility in physical education. European Physical Education Review, 28(1), 151–168. https://doi.org/10.1177/1356336X211025874
Barbosa, D., Melo-Silva, L. L., & Lessa, J. P. A. (2023). Social and Emotional Skills: The Effects of a Career Education Intervention. Psicologia - Teoria e Prática, 25(3), 1–23. https://doi.org/10.5935/1980-6906/eptppe14759.en
Barker, D., Nyberg, G., & Larsson, H. (2020). Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach. Sport, Education and Society, 25(8), 872–888. https://doi.org/10.1080/13573322.2019.1672148
Batlolona, J. R., & Kalean, A. (2023). The Effect of Homogeneity Psycho Cognition Strategies on Students ’ Understanding of Physics Concepts in Static Fluid Topics. Jurnal Pendidikan Fisika Indonesia, 19(1), 89–100. https://doi.org/10.15294/jpfi.v19i1.40325
Binagwaho, A., & Senga, J. (2021). Children and adolescent mental health in a time of COVID-19: A forgotten priority. Annals of Global Health, 87(1), 1–5. https://doi.org/10.5334/aogh.3330
Bräuninger, I., & Röösli, P. (2023). Promoting social-emotional skills and reducing behavioural problems in children through group psychomotor therapy: A randomized controlled trial. Arts in Psychotherapy, 85, 1–9. https://doi.org/10.1016/j.aip.2023.102051
Ciotto, C. M., & Gagnon, A. G. (2018). Promoting Social and Emotional Learning in Physical Education. Journal of Physical Education, Recreation and Dance, 89(4), 27–33. https://doi.org/10.1080/07303084.2018.1430625
Collins, A. L., Jordan, P. J., Lawrence, S. A., & Troth, A. C. (2016). Positive affective tone and team performance: The moderating role of collective emotional skills. Cognition and Emotion, 30(1), 167–182. https://doi.org/10.1080/02699931.2015.1043857
DeRobertis, E. M., & Bland, A. M. (2021). Humanistic and Positive Psychologies: The Continuing Narrative After Two Decades. Journal of Humanistic Psychology, 1–33. https://doi.org/10.1177/00221678211008353
Dyson, B., Howley, D., & Wright, P. M. (2021). A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along? European Physical Education Review, 27(1), 76–95. https://doi.org/10.1177/1356336X20923710
Fenanlampir, A., Leasa, M., & Batlolona, J. R. (2021). The development of homogeneity psycho cognition learning strategy in physical education learning. International Journal of Evaluation and Research in Education, 10(3), 1047–1059. https://doi.org/10.11591/IJERE.V10I3.21713
Fenanlampir, A., & Mutohir, T. C. (2021). Emotional intelligence and learning outcomes: Study in physical education. Journal Sport Area, 6(3), 304–314. https://doi.org/10.25299/sportarea.2021.vol6(3).6836
Gonçalves, S. F., Chaplin, T. M., Turpyn, C. C., Niehaus, C. E., Curby, T. W., Sinha, R., & Ansell, E. B. (2019). Difficulties in Emotion Regulation Predict Depressive Symptom Trajectory from Early to Middle Adolescence. Child Psychiatry and Human Development, 50(4), 618–630. https://doi.org/10.1007/s10578-019-00867-8
Granero-Jiménez, J., López-Rodríguez, M. M., Dobarrio-Sanz, I., & Cortés-Rodríguez, A. E. (2022). Influence of Physical Exercise on Psychological Well-Being of Young Adults: A Quantitative Study. International Journal of Environmental Research and Public Health, 19(7), 1–14. https://doi.org/10.3390/ijerph19074282
Grund, J., & Holst, J. (2023). Emotional competence: The missing piece in school curricula? A systematic analysis in the German education system. International Journal of Educational Research Open, 4, 1–9. https://doi.org/10.1016/j.ijedro.2023.100238
Harris, V. W., Anderson, J., & Visconti, B. (2022). Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies. Motivation and Emotion, 46(2), 226–253. https://doi.org/10.1007/s11031-021-09922-1
Izquierdo, A. (2023). Pre-Service Teachers ’ Personal Traits and Emotional Skills : A Structural Model of General Mental Ability. SAGE Open, 13(4), 1–12. https://doi.org/10.1177/21582440231204179
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting Social and Emotional Competencies in Elementary School. The Future of Children, 27(1), 49–72.
Kayili, G., & Erbay, F. (2019). A comparison of preschool children’s communication and emotional skills on the basis of their cognitive tempos. Early Child Development and Care, 189(4), 625–634. https://doi.org/10.1080/03004430.2017.1336168
Le, D. M., Dao, O. T., Thi, T., & City, D. (2022). Identifying social-emotional skills among students in Vietnam : a cross-sectional study Elementary Keyword s. International Journal of Education and Practice, 10(3), 277–286. https://doi.org/10.18488/61.v10i3.3140
Leasa, M., Fenanlampir, A., Pelamonia, J., Talakua, M., & Education, P. (2023). Contribution of metacognition awareness to critical thinking skills with pbl model and hpc strategy: A food digestion system study. Biosfer : Jurnal Pendidikan Biologi, 16(2), 467–480.
Leisterer, S., & Jekauc, D. (2019). Students’ emotional experience in physical education—a qualitative study for new theoretical insights. Sports, 7(1), 1–15. https://doi.org/10.3390/sports7010010
Lorca, M. M. (2023). Assessing emotional, empathic and coping skills in Spanish undergraduates in Health Sciences and Social Sciences. Retos, 47, 126–137.
Malinauskiene, V., & Malinauskas, R. (2021). Predictors of adolescent depressive symptoms. International Journal of Environmental Research and Public Health, 18(9), 1–13. https://doi.org/10.3390/ijerph18094508
Manuaba, I. B. A. P., No, Y., & Wu, C. C. (2022). The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLoS ONE, 17(11), 1–12. https://doi.org/10.1371/journal.pone.0277339
McGowan, A. L., Chandler, M. C., & Gerde, H. K. (2023). Infusing Physical Activity into Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal, 1–18. https://doi.org/10.1007/s10643-023-01532-5
Oh, D., & Lee, K. (2023). Humanities-Oriented Physical Education for Social and Emotional Learning. Journal of Physical Education, Recreation and Dance, 94(3), 17–23. https://doi.org/10.1080/07303084.2022.2156940
Olive, C., McCullick, B. A., Tomporowski, P., Gaudreault, K. L., & Simonton, K. (2021). Effects of an after-school program focused on physical activity and social-emotional learning. Journal of Youth Development, 15(6), 292–305. https://doi.org/10.5195/JYD.2020.889
Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813. https://doi.org/10.1177/1356336X19882054
Öztürk Samur, A. (2015). A study on the relationship between externalising behaviours and emotional skills of 60–72-month-old children. Early Child Development and Care, 185(1), 75–83. https://doi.org/10.1080/03004430.2014.905549
Remskar, M., Western, M. J., Osborne, E. L., Maynard, O. M., & Ainsworth, B. (2024). Effects of combining physical activity with mindfulness on mental health and wellbeing: Systematic review of complex interventions. Mental Health and Physical Activity, 26, 1–16. https://doi.org/10.1016/j.mhpa.2023.100575
Salmela-aro, K., Upadyaya, K., Vinni-laakso, J., & Hietaj, L. (2021). Adolescents ’ Longitudinal School Engagement and Burnout Before and During COVID-19 — The Role of Socio-Emotional Skills. Journal of Research on Adolescence, 31(3), 796–807. https://doi.org/10.1111/jora.12654
Salokivi, M., Salanterä, S., & Ala-Ruona, E. (2022). Scoping review and concept analysis of early adolescents’ emotional skills: Towards development of a music therapy assessment tool. Nordic Journal of Music Therapy, 31(1), 63–88. https://doi.org/10.1080/08098131.2021.1903977
Schoon, I. (2021). Towards an Integrative Taxonomy of Social-Emotional Competences. Frontiers in Psychology, 12, 1–9. https://doi.org/10.3389/fpsyg.2021.515313
Sri, E., Febriyanti, I., Ferdita, E., & Rosyida, E. (2023). The Effect of Pacotera Gymnastics on The Psychology of Home- Schooling Students. JOSSAE (Journal of Sport Science and Education), 7(1), 74–82.
Stormont, M. A., Thompson, A. M., Herman, K. C., & Reinke, W. M. (2017). The Social and Emotional Dimensions of a Single Item Overall School Readiness Screener and its Relation to Academic Outcomes. 42(2), 67–76. https://doi.org/10.1177/1534508416652070
Ubago-Jiménez, J. L., González-Valero, G., Puertas-Molero, P., & García-Martínez, I. (2019). Development of emotional intelligence through physical activity and sport practice. A systematic review. Behavioral Sciences, 9(4), 1–10. https://doi.org/10.3390/bs9040044
Varveris, D., Saltas, V., & Tsiantos, V. (2023). Exploring the Role of Metacognition in Measuring Students’ Critical Thinking and Knowledge in Mathematics: A Comparative Study of Regression and Neural Networks. Knowledge, 3(3), 333–348. https://doi.org/10.3390/knowledge3030023
Wang, C. (2022). The role of physical activity promoting thinking skills and emotional behavior of preschool children. Psicologia: Reflexao e Critica, 35(1), 1–8. https://doi.org/10.1186/s41155-022-00223-1
Wigelsworth, M., Humphrey, N., Kalambouka, A., & Kalambouka, A. (2010). A review of key issues in the measurement of children’s social and emotional skills. Educational Psychology in Practice, 26(2), 173–186. https://doi.org/10.1080/02667361003768526
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2024 Retos
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess