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dc.contributor.authorDébora Dalbosco Dell'Aglio
dc.contributor.authorCláudio Simon Hutz
dc.date.accessioned2019-10-26T03:34:34Z
dc.date.available2019-10-26T03:34:34Z
dc.date.created2017-09-29 23:20
dc.date.issued2004-01-01
dc.identifieroai:doaj.org/article:87cfe056d11e4a30b504ca81189f9cfe
dc.identifier10.1590/S0102-79722004000300008
dc.identifier0102-7972
dc.identifier1678-7153
dc.identifierhttps://doaj.org/article/87cfe056d11e4a30b504ca81189f9cfe
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1567295
dc.description.abstractForam investigadas as variáveis depressão e desempenho escolar em 215 crianças e adolescentes, de ambos os sexos, de 7 a 15 anos, de escolas públicas da periferia de Porto Alegre e Viamão, divididas em 2 grupos. Um grupo de participantes (n=105) estava abrigado em instituições governamentais de proteção especial e o outro (n=110) morava com a família e freqüentava as mesmas escolas. Os participantes responderam individualmente o Children's Depression Inventory (CDI) e o Raven. As professoras preencheram uma Escala de Avaliação do desempenho dos alunos. Os resultados do CDI indicaram uma média mais alta entre as meninas e no grupo institucionalizado. Foi encontrada uma correlação negativa entre o CDI e o desempenho escolar. As meninas apresentaram uma média mais alta no desempenho escolar e as crianças institucionalizadas uma média mais baixa. Estes resultados indicam a necessidade de estratégias de atendimento específicas para crianças e adolescentes institucionalizados para melhorar seu desempenho escolar e prevenir depressão entre as meninas.<br>The present study investigated depression and school achievement of 215 children and adolescents of both sexes, 7 to 15 years-old, who were attending public schools in poor regions of Porto Alegre and Viamão, Brazil. About half the participants (n=105) were living in public institutions. The others (n=110) lived with their families and attended the same schools. The participants completed the Children's Depression Inventory (CDI) and the Raven test. An evaluation scale to assess school achievement was completed by teachers. The CDI scores showed significant differences between the groups. Females living in institutions presented significantly higher scores. A negative correlation was found between the CDI scores and school achievement. Females presented higher school achievement than males but institutionalized children had lower school achievement. These results point to the need of developing specific strategies to deal with institutionalized children and adolescents to improve school performance and to prevent depression, specially among females.
dc.languageEN
dc.publisherSpringer
dc.relation.ispartofhttp://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722004000300008
dc.relation.ispartofhttps://doaj.org/toc/0102-7972
dc.relation.ispartofhttps://doaj.org/toc/1678-7153
dc.sourcePsicologia: Reflexão e Crítica, Vol 17, Iss 3, Pp 351-357 (2004)
dc.subjectDepressão
dc.subjectdesempenho escolar
dc.subjectinstitucionalização
dc.subjectDepression
dc.subjectschool achievement
dc.subjectinstitutionalization
dc.subjectPsychology
dc.subjectBF1-990
dc.subjectPhilosophy. Psychology. Religion
dc.subjectB
dc.subjectDOAJ:Psychology
dc.subjectDOAJ:Social Sciences
dc.titleDepressão e desempenho escolar em crianças e adolescentes institucionalizados Depression and school achievement of institutionalized children and adolescents
dc.typeArticle
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ge.identifier.permalinkhttps://www.globethics.net/gel/11710837
ge.lastmodificationdate2017-09-29 23:20
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ge.oai.setnameDOAJ:Psychology
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