Variações Anuais nas Habilidades Socioemocionais de Adolescentes Durantee Após a Covid-19

Conteúdo do artigo principal

Giuliana Violeta Vasquez Varas
Celso Lopes de Souza
Ana Carolina D'Agostini

Resumo

A pandemia de covid-19 impactou significativamente o desenvolvimento de adolescentes, limitando interações sociais e o acesso a ambientes de aprendizagem. Este estudo transversal examina diferenças nas habilidades socioemocionais entre coortes independentes de adolescentes brasileiros de 15 a 17 anos ao longo dos anos de 2021 a 2023. Utilizando dados de 9769 participantes, Análises de Covariância avaliaram diferenças entre grupos nas dimensões de Amabilidade, Abertura ao novo, Autogerenciamento, Engajamento com os outros e Regulação de emoções negativas. Os resultados indicam escores consistentemente mais baixos em Amabilidade entre as coortes, com adolescentes de 17 anos apresentando diferenças significativas em todas as habilidades entre 2021 e 2023. Esses achados sugerem que restrições sociais prolongadas estiveram associadas à redução das habilidades socioemocionais, especialmente nos domínios interpessoais. O estudo destaca a importância
de intervenções direcionadas para promover o desenvolvimento dessas competências no contexto
pós-pandêmico.

##plugins.themes.bootstrap3.displayStats.downloads##

##plugins.themes.bootstrap3.displayStats.noStats##

Detalhes do artigo

Seção

Segunda Sección: Estudios e Investigaciones

Biografia do Autor

Giuliana Violeta Vasquez Varas, Semente Educação, Brasil

PhD in Psychology. 0000-0003-3941-1707. H5: 4. Correo electrónico: giuli_vv700@hotmail.com

Celso Lopes de Souza, Semente Educação, Brasil

Psychiatrist (MD). 0009-0002-7243-2198. H5: 0. Correo electrónico: celso.lopes@programasemente.com.br

Ana Carolina D'Agostini, Semente Educação, Brasil

Master’s Degree in Psychology. 0000-0001-8831-3949. H5: 0. Correo electrónico:
ana.dagostini@sementeeducacao.com.br

Referências

Abrahams, L., Pancorbo, G., Primi, R., Santos, D., Kyllonen, P., John, O. P., & De Fruyt, F. (2019). Social-emotional skill assessment in children and adolescents: Advances and challenges in personality, clinical, and educational contexts. Psychological Assessment, 31(4), 460-473. https://doi.org/10.1037/pas0000591

Anunciação, L., Marques, L., Gomes, A., de Marca, R., Lima, A., Oliveira, B., & Murray, C. (2025). An initial evaluation of a measure of social-emotional skills among Brazilian children and adolescents. Psychology in the Schools, 62(10), 1-12. https://doi.org/q4gv

Appelbaum, M., Cooper, H., Kline, R., Mayo-Wilson, E., Nezu, A., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 3-25. https://doi.org/10.1037/amp0000191

Ayllón-Salas, P., & Fernández-Martín, F. (2024). The role of social and emotional skills on adolescents’ life satisfaction and academic performance. Psychology, Society & Education, 16(1), 49-56. https://doi.org/10.21071/pse.v16i1.16625

Barcala, A., Poverene, L., Torricelli, F., Parra, M. A., Wilner, A., Micele, C., Corrales, C., Moreno, E., D’Angelo, M., Heredia, M., Sánchez, N., & Vila, P. (2022). Infancias y adolescencias: vivencias durante la pandemia por covid-19 en Argentina. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(2), 1-25. https://doi.org/kkx6

Barros, F., Hartwig, F., Barros, A., Menezes, A., Horta, B., Struchiner, C., Vidaletti, L., Silveira, M., Mesenburg, M., Delagostin, O., Hallal, P. C., & Victora, C. G. (2021). COVID-19 and social distancing among children and adolescents in Brazil. Revista de Saúde Pública, 55, 42-55. https://doi.org/10.11606/s1518-8787.2021055003832

Bramen, J., Hranilovich, J., Dahl, R., Forbes, E., Chen, J., Toga, A., & Sowell, E. (2011). Puberty in"uences medial temporal lobe and cortical gray matter maturation differently in boys than girls matched for sexual maturity. Cerebral cortex, 21(3), 636-646. https://doi.org/10.1093/cercor/bhq137

Breaux, R., Cash, A., Lewis, J., Garcia, K., Dvorsky, M., & Becker, S. (2023). Impacts of COVID-19 quarantine and isolation on adolescent social functioning. Current Opinion in Psychology, 52, 101613. https://doi.org/10.1016/j.copsyc.2023.101613

Collaborative for Academic, Social, and Emotional Learning. (2020). Fundamentals of SEL. https://casel.org/fundamentals-of-sel/

Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., & Pepe, A. (2021). Adolescents’ mental health at school: The mediating role of life satisfaction. Frontiers in Psychology, 12, 3322. https://doi.org/10.3389/fpsyg.2021.720628

Choudhury, S., Pi-Sunyer, B., & Blakemore, S.-J. (2023). A neuroecosocial perspective on adolescent development. Annual Review of Developmental Psychology, 5(1), 285-307. https://doi.org/10.1146/annurev-devpsych-120321-011511

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum. Conselho Nacional de Saúde. (2016, 7 de abril). Resolução n.º 510. https://www.gov.br/conselho-nacional-de-saude/pt-br/acesso-a-informacao/atos-normativos/resolucoes/ 2016/resolucao-no-510.pdf/view

Cruz, D., de León, J., & González, C. (2023). Desarrollo de la cognición social en el adoles-cente confinado durante la pandemia por covid-19. Revista Académica Sociedad del Conocimiento Cunzac, 3(1), 187-195. https://doi.org/10.46780/sociedadcunzac.v3i1.79

Costa, P. T., McCrae, R. R., & Löckenhoff, C. E. (2019). Personality across the life span. Annual Review of Psychology, 70, 423-448. https://doi.org/gksc9q

Dahl, R. E. (2016). The developmental neuroscience of adolescence: Revisiting, refining, and extending seminal models. Developmental Cognitive Neuroscience, 17, 101-102. https://doi.org/10.1016/j.dcn.2015.12.016

Dvorsky, M., Breaux, R., & Becker, S. P. (2022). Finding ordinary magic in extraordinary times: Child and adolescent resilience during the COVID-19 pandemic. European Child & Adolescent Psychiatry, 3o, 1829-1831. https://doi.org/10.1007/s00787-020-01583-8

Eccles, J., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (2013). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. The American Psycho-logist, 48(2), 90-101. https://doi.org/10.1037/0003-066x.48.2.90

Feraco, T., & Meneghetti, C. (2023). Social, emotional, and behavioral skills: Age and gender differences at 12 to 19 years old. Journal of Intelligence, 11(6), 118-133. https://doi.org/10.3390/jintelligence11060118

Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage.

Gentile, D., Anderson, C., Yukawa, S., Ihori, N., Saleem, M., Ming, L., Shibuya, A., Liau, A., Khoo, A., Bushman, B., Rowell, L., & Sakamoto, A. (2009). The effects of prosocial video games on prosocial behaviors: International evidence from correlational, lon-gitudinal, and experimental studies. Personality and Social Psychology Bulletin, 35(6), 752-763. https://doi.org/10.1177/0146167209333045

Grazzani, I., Agliati, A., Cavioni, V., Conte, E., Gandellini, S., Lupica, M., Ornaghi, V., Rossi, F., Cefai, C., Bartolo, P., Camilleri, L., & Oriordan, M. R. (2022). Adolescents’ resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health. Frontiers in Psychology, 13(153). https://doi.org/10.3389/fpsyg.2022.801761

Haukoos, J., & Lewis, R. (2005). Advanced statistics: bootstrapping confidence intervals for statistics with «difficult» distributions. Academic Emergency Medicine, 12(4), 360- 365. https://doi.org/10.1197/j.aem.2004.11.018

Hills, A., & Byrne, N. (2010). An overview of physical growth and maturation. En J. Jürimäe, A. Hills, & T. Jürimäe (Eds.), Cytokines, growth mediators and physical activity in children during puberty. S. Karger AG. https://doi.org/10.1159/000321968

Huttunen, I., Upadyaya, K., & Salmela-Aro, K. (2024). Longitudinal associations between adolescents’ social-emotional skills, school engagement, and school burnout. Learning and Individual Differences, 115, 102537. https://doi.org/10.1016/j.lindif.2024.102537

Inchley, J. Currie, D., Budisavljevic, S., Torsheim, T., Jåstad, A., Cosma, A., Kelly, C., & Arnarsson, A. M. (2020). Spotlight on adolescent health and well-being. Findings from the 2017/2018 Health Behaviour in School-aged Children (HBSC) survey in Europe and Canada International report. WHO Regional Office for Europe. https://iris.who.int/server/api/core/bitstreams/a46121d3-8bd4-4267-98ea-c2c7e32c905c/content

Jiménez, A., Banaag Jr, C., Arcenas, A., & Hugo, L. V. (2023). Adolescent development. En A. Tasman, M. Riba, R. Alarcón, C. Alfonso, S. Kanba, D. Lecic-Tosevski, D. M. Ndetei, C. Ng, & T. Schulze (Eds.), Tasman’s Psychiatry (pp. 1-43). Cham; Springer. https://doi.org/10.1007/978-3-030-42825-9_106-1

John, O., & De Fruyt, F. (2015). Framework for the longitudinal study of social and emotional skills in cities. OECD. https://one.oecd.org/document/EDU/CERI/CD(2015)13/en/pdf

Krahé, B., & Möller, I. (2011). Links between self-reported media violence exposure and teacher ratings of aggression and prosocial behavior among German adolescents. Journal of Adolescence, 34(2), 279-287. https://doi.org/10.1016/j.adolescence.2010.05.003

Lichand, G., Christen, J., & Egeraat, E. V. (2024). Neglecting students’ socio-emotional skills magnified remote learning losses during the pandemic. NPJ Science of Learning, 9, 28. https://doi.org/10.1038/s41539-024-00235-9

Miyazaki, Y., & Raudenbush, S. W. (2000). Tests for linkage of multiple cohorts in an accelerated longitudinal design. Psychological Methods, 5(1), 44-63. https://doi.org/10.1037/1082-989x.5.1.44

Mokhtar, S. F., Yusof, Z. M., & Sapiri, H. (2023). Confidence intervals by bootstrapping approach: a significance review. Malaysian Journal of Fundamental and Applied Sciences, 19(1), 30-42. https://doi.org/10.11113/mjfas.v19n1.2660