Psychology: Research and Review
Table 1 Descriptive statistics and comparison between school years in administered tests
Variable | 1st year M (SD) | 1st year Min-Max (Mode) | 2nd year M (SD) | 2nd year Min-Max (Mode) | 3rd year M (SD) | 3rd year Min-Max (Mode) | Kruskal-Wallis | Dunn | ε2 |
|---|---|---|---|---|---|---|---|---|---|
Brazilian Test of Children’s Figural Creativity | |||||||||
Factor 1 (enrichment of ideas) | 9.30 (11.15) | 0–40 (0) | 9.80 (5.02) | 1–21 (12) | 11.26 (6.89) | 2–29 (5.0b) | 5.29 | 1 = 2; 1 = 3; 2 = 3 | .07 |
Factor 2 (emotivity) | 3.34 (4.35) | 0–15 (0) | 2.65 (3.21) | 0–17 (2) | 3.53 (3.77) | 0–17 (0) | .818 | 1 = 2; 1 = 3; 2 = 3 | .011 |
Factor 3 (creative preparation) | 1.86 (2.39) | 0–8 (0) | 1.08 (1.12) | 0–4 (0) | 1.85 (1.64) | 0–6 (2) | 2.42 | 1 = 2; 1 = 3; 2 = 3 | .03 |
Factor 4 (cognitive aspects) | 36.21 (11.70) | 15–63 (15,0b) | 38.65 (15.02) | 8–66 (41.0b) | 38.23 (12.29) | 19–59 (42) | .798 | 1 = 2; 1 = 3; 2 = 3 | .010 |
Raw total | 50.69 (20.97) | 16–96 (41.0b) | 52.57 (20.24) | 12–101 (55.0b) | 54.88 (17.76) | 27–94 (48.0) | .600 | 1 = 2; 1 = 3; 2 = 3 | .008 |
Total percentile | - | - | 34.26 (26.67) | 3–87 (3) | 35.07 (21.17) | 3–71 (40) | 326.50ª | 2 = 3a | .03b |
Abbreviated Wechsler Scale of Intelligence | |||||||||
Vocabulary | 11.08 (5.12) | 6–28 (6) | 12.76 (4.61) | 5–25 (14) | 14.88 (4.43) | 6–22 (11.0b) | 9.72* | 1 = 2; 1 < 3; 2 = 3 | .13 |
Cubes | 5.56 (2.08) | 2–11 (6) | 6.88 (2.37) | 2–15 (6) | 9.07 (4.94) | 3–20 (6) | 7.72* | 1 = 2; 1 < 3; 2 = 3 | .10 |
Similarities | 7.56 (5.12) | 1–24 (9.0b) | 9.73 (5.32) | 2–18 (3.0b) | 12.42 (6.86) | 3–26 (4) | 7.79* | 1 = 2; 1 < 3; 2 = 3 | .10 |
Matrix reasoning | 11.08 (4.45) | 5–21 (9.0b) | 12.65 (5.09) | 5–24 (9.0b) | 14.57 (5.90) | 4–24 (12.0b) | 5.03 | 1 = 2; 1 = 3; 2 = 3 | .06 |
Raw total | 35.30 (11.72) | 66–108 (73.0b) | 42.03 (10.47) | 68–96 (72.0b) | 50.96 (17.5) | 55–96 (66.0b) | 13.05* | 1 = 2; 1 <3; 2 = 3 | .17 |
Verbal IQ | 77.13 (12.39) | 58–118 (67) | 76.07 (10.31) | 60–99 (60.0b) | 73.42 (12.33) | 50–98 (58) | .644 | 1 = 2; 1 = 3; 2 = 3 | .008 |
IQ execution | 89.47 (9.29) | 71–110 (79) | 88.65 (9.19) | 72–104 (97) | 85.65 (11.33) | 65–103 (79.0b) | 1.26 | 1 = 2; 1 = 3; 2 = 3 | .017 |
Total IQ | 80.82 (9.87) | 1–70 (4) | 79.76 (7.43) | 1–39 (3) | 76.65 (11.27) | 0.1–39 (1) | .987 | 1 = 2; 1 = 3; 2 = 3 | .013 |
Phonological Awareness - Sequential Assessment Tool | |||||||||
Total syllable | 24.60 (6.19) | 10–36 (21.0b) | 26.38 (6.78) | 12–38 (20) | 31.34 (5.91) | 17–40 (33) | 13.33* | 1 = 2; 1 < 3; 2 <3 | .18 |
Total phoneme | 6.80 (4.43) | 0–16 (4b) | 9.69 (4.91) | 0–19 (10b) | 13.96 (5.74) | 5–24 (8b) | 16.00* | 1 = 2; 1 <3; 2 = 3 | .21 |
Raw total | 30.43 (9.69) | 10–52 (24.0b) | 36.11 (11.04) | 14–55 (21.0b) | 44.92 (11.24) | 22–62 (49) | 17.52* | 1 = 2; 1 <3; 2 <3 | .23 |
Assessment of Isolated Word and Pseudoword Reading | |||||||||
Raw total | 23.40 (17.15) | 3–58 (3b) | 30.00 (15.94) | 7–53 (29) | 44.58 (12.69) | 11–59 (51) | 16.30 * | 1 = 2; 1 <3; 2 <3 | .22 |
Total percentile | 21.62 (21.89) | 7–90 (16) | 13.00 (8.80) | 7–40 (7) | 37.00 (32.33) | 10–90 (10) | 6,211 * | 1 = 2; 1 = 3; 2 <3 | .08 |