Motor performance, academic performance, and sense of self-efficiency among elementary school students / Desempenho motor, desempenho acadêmico e senso de auto-eficácia de escolares do ensino fundamental

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The objective of this study was to investigate motor performance, academic performance, and the sense of self-efficiency among elementary school students in a public school in São José, Santa Catarina, Brazil. The sample consisted of 406 children enrolled in the 2nd to 4th grades, aged 7 to 10 years (8.75 years; 1.00), with 231 girls (8.74 years; 1.02) and 175 boys (8.77 years; 0.99). Data was collected through three measurement instruments: Movement Assessment Batery for Children (MABC; HENDERSON &SUGDEN, 1992); Teste de Desempenho Escolar (TDE; STEIN, 1994) and Roteiro para Avaliação do Senso de Auto-eficácia (RASAE; MEDEIROS &LOUREIRO, 1999). The participants were characterized through consultation of their Scholastic Registry Files, made available by the school. For data analysis, descriptive and inferential statistics were used. Based on normality tests, only non-parametric statistics were used: Mann-Witneys U, Kruskal-Wallis, Chi-Squared (X2), Cramers V, Gamma (_), and Spearmans p. In all analyses, a 5% (p<0.05) significance was adopted. We verified that the most frequent learning difficulties among participants were in writing (n=178, 43.8%), followed by arithmetic (n=146; 36%); and reading (n=101; 24.9%). The indicative incidence for general learning difficulty was 31.3% (n=127). No statistically significant associations between sexes were found concerning writing, arithmetic, and/or reading. However, in the general performance, girls obtained better results. The total values of the TDE point out a greater prevalence of difficulties among males; however, this was not shown statistically. Upon comparing motor abilities in both genders, we verified that girls showed better performances in the tasks which required balance, while the boys did better in activities involving a ball. The results were also verified in age groups. The 7-8 year old girls presented better balance, similar to the total sample results, as well as demonstrated better manual dexterities. On the other hand, boys in both age groups did better in ball abilities, when compared to the opposite sex. In what concerns motor performance classification, while the majority of the children had presented normal motor abilities, we verified that a percentage of the motor problems defined surpasses the levels pointed out in literature (4-6% incidence). There was co-occurrence of learning difficulties and motor problems, with statistically significant associations found in arithmetic, reading, and general learning. Concerning self-efficiency, one can attest that in this study, the greater the motor and academic performance demonstrated, the greater the self-efficiency. Based upon the high number of schools identified as having academic and motor difficulties, as well as the influence of self-efficiency in these factors, we suggest further study be undertaken, albeit with a probabilistic focus, seeking to present official estimates of the number of children in Brazilian schools affected with such problems, as well as means for subsequent intervention.

ASSUNTO(S)

dificuldades de aprendizagem self-efficacy desempenho motor transtornos do desenvolvimento motor motor performance auto-eficácia educacao fisica disorders of motor development academic performance learning disabilities desempenho acadêmico

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