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Determinantes do desempenho acadêmico dos alunos dos cursos de ciências contábeis; Determinants of the academic achievement of students accountancy courses

Santos, Nalbia de Araujo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 28/03/2012 Português
Relevância na Pesquisa
58.869277%
O primeiro teste padronizado de larga escala que compôs o sistema de avaliação da educação superior implantado pelo governo brasileiro, pela Lei 9.131, 1995, foi o Exame Nacional de Cursos (ENC) - Provão, com período de aplicação entre 1996 a 2003. Em 2004, o ENC foi substituído pelo Exame Nacional de Desempenho de Estudantes (Enade), pela Lei 10.861, instituindo o Sistema Nacional de Avaliação da Educação Superior (SINAES), para auferir conhecimentos, habilidades acadêmicas e competências profissionais, definidas previamente por diretrizes educacionais e desenvolvidas pelos seus estudantes durante a graduação. Os estudantes da graduação em Ciências Contábeis participaram do Provão, em 2002 e 2003, e Enade, em 2006 e 2009. Entretanto, o histórico do desempenho geral desses estudantes, que estavam no final do último ano, conforme o Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), de 0 a 100, registrou média geral de 32,0 no Provão de 2002 e 2003, respectivamente, e no Enade de 2006, 33,9. Assim, este estudo objetivou a analisar o efeito de características individuais e institucionais sobre o desempenho acadêmico dos estudantes dos cursos de Ciências Contábeis, via resultados obtidos no ENC-Provão de 2002 e 2003 e Enade de 2006. Os fundamentos teóricos da função de produção educacional nortearam este trabalho. A série de microdados do Provão...

A relação entre o desempenho no vestibular e o rendimento acadêmico no ensino superior: um estudo em uma universidade pública paulista; The relationship between the performance in the university entrance exam and academic achievement in higher education: a study in a public university of the state of São Paulo

Baccaro, Thais Accioly
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 26/05/2014 Português
Relevância na Pesquisa
58.93045%
O Brasil viveu, nas últimas décadas, um crescimento exponencial no ensino superior, aumentando-se o número de instituições, cursos, vagas e matrículas. No entanto, mesmo com essa expansão, o acesso à universidade ainda é restrito a poucos, principalmente nas universidades públicas. As universidades utilizam processos de seleção para ingresso, com o objetivo de escolher os candidatos mais aptos, para que, assim, aumentem as chances de sucesso no ensino superior. Nesse sentido, este trabalho buscou analisar a relação entre o desempenho no vestibular e o rendimento acadêmico dos alunos de uma universidade pública paulista, sendo que o desempenho no vestibular foi medido pela pontuação final do aluno para ingresso na universidade e o rendimento acadêmico, pela média geral do aluno concluinte nas carreiras selecionadas. Esse objetivo foi atingido por meio de uma pesquisa quantitativa utilizando dados de 6055 alunos ingressantes nos anos de 2005, 2006 e 2007, em 12 carreiras das áreas de Ciências Exatas e Tecnológicas, Ciências Biológicas e Humanidades. Os dados iniciais demonstraram que a média de idade dos alunos ingressantes é de 20 anos, sendo a maioria homens (64,3%), solteiros (96,5%), com renda familiar acima de R$ 3.000...

Preparação académica, estatuto sociocultural, abordagens à aprendizagem e envolvimento académico : fatores de um modelo explicativo do rendimento académico no primeiro ano da universidade

Trigo, Maria Luísa
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 20/12/2012 Português
Relevância na Pesquisa
49.461636%
Tese de doutoramento em Ciências da Educação (ramo de conhecimento em Psicologia da Educação); Os estudos que almejam identificar os fatores explicativos do (in)sucesso no ensino superior têm vindo a despertar um interesse crescente por parte de investigadores, docentes, estudantes, instituições de ensino superior, entidades governamentais e público em geral. Num contexto em mudança, com a criação de um Espaço Europeu do Ensino Superior e a implementação do Processo de Bolonha e com a crescente diversificação da população estudantil, torna-se importante compreender os fatores que influenciam os resultados académicos dos estudantes, no sentido de identificar caminhos que permitam promover a melhoria da qualidade das aprendizagens e maximizar o sucesso dos estudantes. Este estudo teve como principal objetivo analisar a viabilidade e estabilidade de um modelo explicativo do rendimento académico no primeiro ano do ensino superior, em dois momentos diferentes: no início e no final do primeiro semestre. Participaram nesta investigação duas amostras de estudantes do primeiro ano do ensino superior de uma universidade do grande Porto: 549 estudantes na Amostra 1 – início do semestre e 472 estudantes na Amostra 2 – final do semestre. Os dados foram analisados com recurso a modelos de equações estruturais...

The African American Student Experience at Predominantly White Colleges: Implications for School and College Counselors

Guiffrida, Douglas A. ; Douthit, Kathryn Z.
Fonte: Universidade de Rochester Publicador: Universidade de Rochester
Tipo: Trabalho em Andamento
Português
Relevância na Pesquisa
58.81079%
Research from higher education and cultural studies that has examined the African American college student experience at predominantly white institutions (PWIs) is presented with a focus on providing an understanding of how African American college students’ relationships with faculty, family, friends from home, and peers in African American student organizations can become either assets or liabilities to their academic achievement and persistence. Implications for counseling practice are provided to assist secondary school-based counselors in preparing their African American students for the academic and socio-cultural challenges they will face when transitioning to PWIs. Implications are also provided for counselors working in college counseling centers, career counseling centers, and academic advising and retention programs at PWIs to effectively support and retain their African American college students.

How to Interpret the Growing Phenomenon of Private Tutoring : Human Capital Deepening, Inequality Increasing, or Waste of Resources?

Dang, Hai-Anh; Rogers, F. Halsey
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Português
Relevância na Pesquisa
49.500425%
Private tutoring is now a major component of the education sector in many developing countries, yet education policy too seldom acknowledges and makes use of it. Various criticisms have been raised against private tutoring, most notably that it exacerbates social inequalities and may even fail to improve student outcomes. This paper surveys the literature for evidence on private tutoring-the extent of the tutoring phenomenon, the factors that explain its growth, and its cost-effectiveness in improving student academic performance. It also presents a framework for assessing the efficiency and equity effects of tutoring. It concludes that tutoring can raise the effectiveness of the education system under certain reasonable assumptions, even taking into account equity concerns, and it offers guidance for attacking corruption and other problems that diminish the contributions of the tutoring sector.

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
68.70743%
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.

The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies

Gomez, Jorge
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
69.109087%
Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom...

Family Background, School System and Academic Achievement in Germany and in Japan

OJIMA, Fumiaki; VON BELOW, Susanne
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Trabalho em Andamento Formato: application/pdf; digital
Português
Relevância na Pesquisa
58.555474%
This paper investigates why the effect of family background on student’s educational achievement is so different in Germany and in Japan in spite of their similarity over a huge variance of student performance scores in the PISA 2003 study. We intend to clarify the factors which produce the difference and the similarity simultaneously. For this purpose, we analyzed the PISA 2003 data of both countries. The strong tracking system with early stage selection and with grade retention in Germany, and the entrance examination system in Japan contribute to produce the difference and similarity of student’s test performance in the two countries. In addition, we found that the role of the mother in the family, connecting family background and student performance, differs according to each school system.

The relationship of student and teacher variables on academic achievement in Florida schools

Watkins, Nancy A
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
58.989053%
Since 1995, Florida has been one of the leading states in the country initiating a high-stakes school accountability system. Public schools in Florida receive letter grades based on their performance on the Florida Comprehensive Assessment Test (FCAT). These school grades have significant effects on schools' reputations and funding. Consequently, the plan has been criticized for grading all schools in the same manner, without taking into account such variables as student poverty and mobility rates which are beyond the control of the school. ^ The purpose of this study was to examine the relationship of student variables (poverty and mobility rates) and teacher variables (average years of teacher experience and attained degree level) on FCAT math and reading performance. This research utilized an education production function model to examine which set of inputs (student or teacher) has a stronger influence on student academic output as measured by the FCAT. ^ The data collected for this study was from over 1500 public elementary schools in Florida that listed all pertinent information for 2 school years (1998/1999 & 1999/2000) on the Florida Department of Education's website. ^ It was concluded that student poverty, teacher average years of experience and student mobility taken together...

Private Non-State Sector Engagement in the Provision of Educational Services at the Primary and Secondary Levels in South Asia : An Analytical Review of Its Role in School Enrollment and Student Achievement

Dahal, Mahesh; Nguyen, Quynh
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
49.54922%
Private (non-state) sector engagement in the provision of educational services at the primary and secondary levels in South Asia has recently undergone remarkable growth. This type of education comes in various forms, such as schools financed and managed by the private sector, schools financed by the government and managed by the private sector, private school vouchers, and tutoring outside the classroom. According to recent household survey data, almost one-third of school-goers aged 6 to 18 years in South Asia go to private schools, with a high concentration in Bangladesh, India, Nepal, and Pakistan. Data for India, Nepal, and Pakistan show that on average, private schools perform at least as well as government schools on student test scores, after controlling for socioeconomic factors, and they do so at significantly lower costs to society. However, student achievement varies greatly across schools of each type, with many weak private schools as well as strong government schools. Substantial, albeit indirect, evidence points to teacher behavior and accountability as an important driver of the effectiveness of private schools. In the long run...

Broken Gears : The Value Added of Higher Education on Teachers' Academic Achievement

Balcazar, Carlos Felipe; Nopo, Hugo
Fonte: World Bank Group, Washington, DC Publicador: World Bank Group, Washington, DC
Tipo: Publications & Research; Publications & Research :: Policy Research Working Paper
Português
Relevância na Pesquisa
49.3468%
Good teachers are essential for high-quality educational systems. However, little is known about teachers' skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs. Teachers' skills vis-a-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language-oriented programs. For native language, there is no evidence of robust differences in relative learning mobility.

Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student Achievement

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
Português
Relevância na Pesquisa
49.339443%
The following report is the first of a two-stage video study to examine teaching practices and activities in Indonesian classrooms. The first stage is linked to results of the 2007 Trends in International Mathematics and Science Study (TIMSS) where 100 of the 150 classes that participated in the TIMSS examination also participated in this additional video study component. The second stage will also involve 100 classes that will participate in the 2011 exam. The second phase will follow the same methodology, allowing for comparison across years, but will also involve more in-depth analysis of the links between teaching practices and student outcomes and how teaching practices are influenced by teachers' belief systems and subject content knowledge. Indonesia has been a committed participant in the TIMSS, Program for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) international standardized student examinations for many years and is one of the few non-OECD (Organization for Economic Cooperation and Development) countries to participate so fully. Indonesian student performance in these examinations has been relatively low...

Promotion with and without Learning : Effects on Student Enrollment and Dropout Behavior

King, Elizabeth M.; Orazem, Peter F.; Paterno, Elizabeth M.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
49.57079%
Many educators and policymakers have argued for lenient grade promotion policy - even automatic promotion - in developing country settings where grade retention rates are high. The argument assumes that grade retention discourages persistence or continuation in school and that the promotion of children with lower achievement does not hamper their ability or their peers' ability to perform at the next level. Alternatively, promoting students into grades for which they are not prepared may lead to early dropout behavior. This study shows that in a sample of schools from the Northwest Frontier Province of Pakistan, students are promoted primarily on the basis of merit. An econometric decomposition of promotion decisions into a component that is based on merit indicators (attendance and achievement in mathematics and language) and another that is uncorrelated with those indicators allows a test of whether parental decisions to keep their child in school is influenced by merit-based or non-merit-based promotions. Results suggest that the enrollment decision is significantly influenced by whether learning has taken place...

The effect of schooling on student self-concept /|nRonald S. Cowley. -- 260 St. Catharines [Ont. : s. n.],

Cowley, Ronald S.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
59.102705%
The following research paper was a study into change in student academic and general self-concept with increase in grade level and age# The majority of literature found by this researcher dealt with self-concept and its relationship to achievement and interactions with others, Review, then, was in these two areas-particularily within the academic setting, but outside of it as well. It wrs hypothesized that there would be a decrease in both academic and general student self-concept with increase in grade level and age. Self-Appraisal inventories, measuring general and academic selfconcept, and Inferential Self-Reports, measuring only academic selfconcept, were the instruments used* Subjects were students, Trade 1 to 13, and ranging in age from 5 to 21„ Although al] Self-Appraisal inventories and all Self-1?eports were very similar, they differed according to three Grade levels: Primary (Grades 1 to 3)> Intermediate (Grades L to 8), and Secondary (Grades 9 to 13) • Students in the Primary division received only their respective Self-Appraisal inventory, while others v/ere administered both inventories designed for their grade level. Scores on the inventories were computed to percents and then mean percents were arrived at for epch grade...

Learning styles and achievement in postsecondary classrooms

O'Farrell-Bowers, Mary.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
58.848066%
The purpose of this study was to investigate the relationship between learning styles and academic achievement in postsecondary education. It was the intent of the study to establish if there was a relationship between student learning style, teacher style, learner/teacher matching and/or mismatching, student gender and age, to the academic grades of students. This study was basically a replication of a study completed by Mary J. Thompson and Terrance P. O'Brien in 1991 on two campuses of a southeast community college in the United States. In the present study, 243 students and 18 teachers from two different campuses of a community college in the Province of Ontario participated in the research. All participants were administered the Gregorc Style Delineator and students identified by program, age and gender. Data were tested by two analysis of variance (ANOVA) models. In the first ANOVA model considered in this study, significant main effects were manifested in regard to the teaching style, age group and gender. With the exception of gender, these findings were very similiar to those of the original study. Duncan's multiple range test revealed that Concrete Sequential (CS) teachers assigned significantly lower grades than did teachers dominant in any of the other three learning styles. Post hoc testing revealed that students 25 years of age and older received significantly higher grades than did younger students. Female students also received significantly higher grades than did male students. In the second ANOVA model student/teacher learning style match/mismatch did emerge as a significant main effect. However...

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
68.90261%
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...

As rotinas de vida diária e o sucesso escolar: o nível de atividade física diária e o sucesso académico em rapazes adolescentes: relatório de estágio; The daily life's routines and the school success: level of daily physical activity and the academic achievement in adolescent boys

Silva, Hilário
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em //2014 Português
Relevância na Pesquisa
68.93045%
Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário; A concretização do relatório de estágio insere-se no plano de estudos do mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário da Universidade do Minho, no âmbito do estágio profissional. Este documento autentica os acontecimentos e experiências derivadas das práticas desenvolvidas durante o Estágio Pedagógico 2013/2014. O desenvolvimento pessoal e profissional do professor estagiário torna-se o principal objetivo deste estágio pedagógico, uma vez que se enquadra no modelo de formação de professores. Posto isto, neste documento reflete-se sobre o trabalho e as dificuldades sobressaídas durante este ano letivo nas variadas tarefas executadas. Além disso, patenteiam-se as estratégias desenvolvidas, os objetivos desejados, assim como as metas obtidas. O produto destas reflexões culminou num fundamental alicerce para o desenvolvimento de toda a atividade docente. Este relatório subdivide-se em três partes distintas. A primeira refere-se à organização e gestão do ensino aprendizagem, a segunda diz respeito à escola e relação com a comunidade e, por fim, a terceira destina-se a uma componente científica...

Academic achievement in sciences: the role of preferences and educative assets

Gamboa Niño, Luis Fernando; Rodríguez-Acosta, Mauricio; García-Suaza, Andrés
Fonte: Facultad de Economía Publicador: Facultad de Economía
Tipo: info:eu-repo/semantics/book; info:eu-repo/semantics/acceptedVersion Formato: application/pdf
Publicado em //2010 Português
Relevância na Pesquisa
68.618057%
This paper provides new evidence on the effect of pupil’s self-motivation and academic assets allocation on the academic achievement in sciences across countries. By using the Programme for International Student Assessment 2006 (PISA 2006) test we find that both explanatory variables have a positive effect on student’s performance. Self-motivation is measured through an instrument that allows us to avoid possible endogeneity problems. Quantile regression is used for analyzing the existence of different estimated coefficients over the distribution. It is found that both variables have different effect on academic performance depending on the pupil’s score. These findings support the importance of designing focalized programs for different populations, especially in terms of access to information and communication technologies such as internet.

Black Churches need to unite to improve Student Performance

Scott, Marc
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
59.1149%
James Jones; The purpose of my thesis is to examine what Black churches are currently doing to help improve student performance. The church has a long history of encouraging and supporting the education of African Americans. Presently, school systems around the country face a crisis in education as minority academic performance continues to trail that of their white counterparts. The achievement gap has changed very little over the last fifteen years, and school districts are struggling to reduce it. I propose that the church is an option to help reduce the achievement gap, and improve student performance. In my thesis, I examine what three local churches are doing in New Castle County to help improve student performance. The goal of these interviews was to see how these churches are approaching this problem and in what ways they might need assistance. I found that the pastors were dedicated to helping improve student performance through various outreach efforts. However, each pastor encountered different obstacles that mired the success of the programs at their church. Although the outreach programs may help some students, there is no evidence of its broader impact. From the interviews, I concluded that churches need to work with other churches to build a broader coalition that will tackle this issue with greater resources and numbers than any single church could. Churches working at this problem alone are only reaching a small population of children. The problem is much larger than this and requires a collaborative effort of several churches. The church can draw greater attention to this problem and provide a forum for solutions. The church is one option among many possible solutions to academic achievement differences. There is no single solution to this problem...

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
68.768467%
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...