{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2022,4,1]],"date-time":"2022-04-01T08:28:37Z","timestamp":1648801717347},"reference-count":32,"publisher":"FapUNIFESP (SciELO)","issue":"0","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Psic.: Teor. e Pesq."],"abstract":"<jats:p>Resumo As concep\u00e7\u00f5es pessoais de compet\u00eancia (CPC) influenciam o rendimento escolar e\/ou o contr\u00e1rio? Com base nesse questionamento, neste estudo pretendeu-se analisar a rela\u00e7\u00e3o entre CPC (concep\u00e7\u00f5es pessoais de intelig\u00eancia, atribui\u00e7\u00f5es causais, autoconceito, autoefic\u00e1cia e compet\u00eancia emocional) e o rendimento escolar ao longo do ensino secund\u00e1rio, especificamente em Portugu\u00eas. Com esse objetivo, administrou-se o Question\u00e1rio Comp\u00f3sito de Compet\u00eancia Percebida (162 itens) para 433 alunos, entre os quais est\u00e3o 52,8% de meninas com idade entre 14 e 18 anos (M=15,3; DP=0,63), num desenho longitudinal com tr\u00eas momentos separados por um ano de intervalo. Globalmente, os resultados revelaram rela\u00e7\u00f5es rec\u00edprocas: o rendimento de um ano influenciou as CPC no ano seguinte e o autoconceito e a autoefic\u00e1cia foram os principais preditores do rendimento escolar.<\/jats:p>","DOI":"10.1590\/0102.3772e3433","type":"journal-article","created":{"date-parts":[[2018,11,30]],"date-time":"2018-11-30T12:01:20Z","timestamp":1543579280000},"source":"Crossref","is-referenced-by-count":0,"title":["Concep\u00e7\u00f5es Pessoais de Compet\u00eancia e Rendimento Acad\u00eamico: Estudo Longitudinal no Ensino Secund\u00e1rio Portugu\u00eas"],"prefix":"10.1590","volume":"34","author":[{"given":"Joana","family":"Stocker","sequence":"first","affiliation":[{"name":"Zayed University,  United Arab Emirates"}]},{"given":"Luisa","family":"Faria","sequence":"additional","affiliation":[{"name":"Universidade do Porto,  Portugal"}]}],"member":"530","published-online":{"date-parts":[[2018,11,29]]},"reference":[{"issue":"1","key":"ref1","first-page":"7","article-title":"The role of emotional intelligence in the academic success of UAE university students","volume":"41","author":"Ahammed S.","year":"2011","journal-title":"International Education"},{"issue":"2","key":"ref2","doi-asserted-by":"crossref","first-page":"191","DOI":"10.1037\/0033-295X.84.2.191","article-title":"Self-efficacy: Toward a unifying theory of behavioral change","volume":"84","author":"Bandura A.","year":"1977","journal-title":"Psychological Review"},{"key":"ref3","series-title":"Advances in psychological science, Volume 1: Social, Personal and Cultural Aspects","first-page":"51","volume-title":"Personal and collective efficacy in human adaptation and change","author":"Bandura A.","year":"1998"},{"issue":"2","key":"ref4","first-page":"344","article-title":"Socio-emotional well-being and academic achievement: Evidence from a multilevel approach","volume":"24","author":"Berger C.","year":"2011","journal-title":"Psicologia: Reflex\u00e3o e Cr\u00edtica"},{"issue":"1","key":"ref5","doi-asserted-by":"crossref","first-page":"246","DOI":"10.1111\/j.1467-8624.2007.00995.x","article-title":"Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention","volume":"78","author":"Blackwell L. 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