Preditores do Rendimento Escolar: Inteligência Geral e Cren as sobre Ensino-Aprendizagem

This study intends to investigate the articulation between two predictors of school achievement – the g factor of intelligence and the students’ beliefs about the process of teaching and learning. There were 101 students participants of a federal high school of Belo Horizonte. Four tests of the BaFaCAlO and some items of the CrEA were applied. And the quarterly note of Portuguese, mathematics, physics and chemistry was used as measure of the school incomes. The full Structural Equation Modeling was managed to define five models about the relations between g, beliefs and academic proficiency. The models had been compared using the difference between its qui-squares and degrees of freedom and with the statistical variables CFI and RMSEA. The results indicated equivalence between the models, concerning to the data adjustment; that g is a strong predictor of school incomes and that beliefs doesn’t show predictive power. Although the prominences evidences, a non linear relation between beliefs and school performance was verified, suggesting that only strong beliefs have implications to the proficiency. New studies are necessary to investigate this result.