Produção científica em avaliação psicológica no contexto das dificuldades de aprendizagem

Abstract

The present study investigated the scientific production in psychological assessment in the context of learning difficulties published in national and international journals indexed in the CAPES Journal Portal. Forty-two peer reviewed articles were analyzed, between the years 2010 and 2019, retrieved from 12 journals. The results indicated that the journals CEFAC, Psychology: Reflection and Criticism and Psychology: Theory and Research stood out in the publications and that the most fruitful years were 2012, 2013 and 2014. It was observed that all articles found were from multiple authors, the Southeast region of the country being responsible for the origin of most of the productions that, in its majority, consisted of research reports. Only one study was carried out with adults and the samples were composed mainly of up to 100 participants. There was a predominance of evaluations in the school context and the use of a great variability of techniques in the evaluations carried out, with emphasis on the psychometric tests and the scales, which, in their majority, were instruments with evidence of validity and precision. Such findings enabled the construction of an overview of publications on the subject in recent years and constitute an important starting point for future investigations.