This quantitative study utilized secondary data from one large four-year, state university in the southwestern US. The relationship between registration time and academic performance was examined as well as the relationship between registration time and retention of first-time-in-college (FTIC) undergraduate students during their first semester of enrollment at the university. The differences between decided and undecided students were tested regarding students’ academic performance and retention of the same population. The study population for the fall 2011 semester included 6,739 freshmen, and the study population for the fall 2012 semester included 4,454 freshmen. Through multiple and logistic regression models, registration time was shown to statistically have a relationship with academic performance and retention (p < .05). Later registrants showed to have a negative relationship with GPA and were less likely to return the following spring semester. The explained variance (R2) for both measures of academic performance and retention along with descriptive statistics are also presented. A Mann Whitney U test and chi square test indicated that a statistically significant association between decided and undecided students exists for academic performance and retention (p < .05). Decided major students performed better as measured by semester GPA performance and were more likely to return the following spring semester. Recommendations and implications are issued regarding future research, policy, and practice.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

This mixed methods research study used a QUAN-QUAL Model to examine the impact that various factors have on student persistence to graduation in postsecondary education. A documentary research approach was used to collect secondary or existing data from the student information system for first-time full-time freshmen in the Fall 2008 Cohort who graduated within six years. The size of the sample for the quantitative inquiry was 211. A correlational research design was employed to determine if a significant relationship existed between the dependent variables—Persistence to Graduation within Six Years (YEAR) and Final GPA at Time of Degree Completion (FIN GPA)—and the independent variables, Financial Aid Awarded (FINAID), High School GPA (HSGPA), ACT Composite Score (ACT COMP), SAT Combined Score (SAT COMB), First-Year First-Semester GPA (FYFS GPA), First-Year Cumulative GPA (FY GPA), Adjusted Gross Income (AGI), and On-Campus or Off-Campus Housing (ON-OFF CAMP). Descriptive statistical analyses were used to describe, summarize, and interpret the data collected. A case study research approach was used to gain an in-depth understanding into the real-life experiences of a small group of students who did not graduate within six years and who were still persisting toward degree attainment. The Graduation: Survey of Undergraduate Persistence questionnaire was distributed to the participants to gain a holistic understanding of the impact that family, faculty, peers, financial resources, and other environmental influences had on their experiences while persisting toward a college degree. Four questionnaires were completed and returned, followed by three in-depth interviews. The findings from the survey and interviews on the role of financial aid supported the quantitative findings on the relationship between financial aid awarded and persistence to graduation. In the quantitative data analysis, persistence to graduation within six years was significant and positively related to the number of occurrences of financial aid awarded. As the number of financial aid occurrences decreased, the number of years to graduate decreased. Alternatively, an increase in the number of financial aid occurrences resulted in an increase in years to graduate. Postsecondary educational leaders and P-12 educational leaders can utilize the study in forming partnerships to foster collaboration and a “move to action” in preparing students to do college-level course work upon graduating from high school.

Entre dez e treze anos de idade, as crianças passam por um desenvolvimento físico e cognitivo acelerado, coincidindo com as mudanças nas relações interpessoais e uma importante transição escolar, do meio ao final do ensino fundamental. Estudos sobre esta transição investigam suas principais demandas e condições associadas. Com base na abordagem bioecológica do desenvolvimento humano, este estudo pretende investigar o impacto desse período de transição sobre o desempenho acadêmico, sintomas de estresse, habilidades sociais, autoconceito e satisfação da vida, levando em consideração o ambiente familiar (monitoramento parental e escolaridade materna), ambiente escolar (escore IDEB, tamanho da escola e local da escola) e a natureza da transição (com ou sem mudança escolar). A coleta de dados ocorreu em dois momentos: no 5º ano foram coletados dados de 415 alunos, e os dados do 6º ano foram coletados de 379 alunos (meninos e meninas). Instrumentos para avaliar o repertório infantil, o contexto de pares e familiares foram os seguintes: Prova Brasil; Escala de estresse infantil (ESI); Sistema de Avaliação de Habilidades Sociais (SSRS); Questionário para avaliação de autoconceito (SDQ1); Escala Multidimensional de Satisfação de Vida para Crianças (EMSV-C) e Questionário de Monitoramento Parental (QMP). Foram realizadas análises das qualidades psicométricas dos instrumentos, ANOVA unifatoriais, de medidas repetidas e mistas e regressões. Os resultados apontam para a diminuição do 5º para o 6º ano em indicadores positivos de funcionamento (habilidades sociais, autoconceito e satisfação com a vida) e na percepção do apoio parental, acompanhada de aumento do desempenho acadêmico e sintomas de estresse. Quanto aos grupos formados de acordo com as variáveis escolares, a família e o contexto de transição, observou-se que o Índice de Desenvolvimento da Educação Básica (IDEB) se destacou, no 5º e 6º ano, como fator associado ao desempenho, autoconceito e percepção do apoio parental. O monitoramento parental foi o fator mais associado às diferenças individuais em ambos os anos. A escolaridade materna apareceu no 6º ano como um importante fator de diferenciação, com achados atípicos em relação à literatura existente. O fator de transição foi associado a um maior número de diferenças entre os grupos no 5º ano, ao mesmo tempo em que expressou expectativas de transição, bem como a influência de trajetórias múltiplas entre o 5º e 6º ano. Os resultados das análises de regressão mostraram que o modelo proposto tinha maior poder preditivo para a leitura e realização matemática, sintomas de estresse e autoconceito, representando cerca de 30% da variância dessas variáveis no 6º ano. Para habilidades sociais, seu poder preditivo foi de 22% e para a satisfação da vida, foi ainda menor, apenas 11% da variação. Juntos, os resultados sugerem a presença de efeitos de mesossistema, com influência ativa da família no processo de transição e diversidade de desfechos, reiterando o caráter de desafio da transição ecológica que se configura na passagem do EFI ao EFII. Conclui-se, em consonância com o modelo bioecológico, que as crianças se sentem tanto melhor na transição quanto mais se percebam apoiadas por pessoas significativas no seu entorno. A transição pode ser percebida como um recomeço, uma oportunidade que as crianças têm de reescreverem sua própria história / Between 10 and 13 years of age, children go through an accelerated physical and cognitive development, coinciding with changes in interpersonal relationships and an important school transition, from middle to late years of elementary school. Studies on this transition investigate its main demands and associated conditions. Based on the bioecological approach to human development, this study aims to investigate the impact of this transition period on academic achievement, stress symptoms, social skills, self-concept and life satisfaction, taking into account the family environment (parental monitoring and maternal schooling), the school environment (IDEB score, school size and school location) and the nature of the transition (with or without school change). Data collection took place in two moments: in 5th grade data were gathered from 415 students, and in 6th grade data were gathered from 379 students (both boys and girls). Instruments to evaluate the children\'s repertoire, peer and family context were the following: Prova Brasil; Child Stress Scale (ESI); Social Skills Assessment System (SSRS); Questionnaire for Self-Concept Evaluation (SDQ1); Multidimensional Scale of Life Satisfaction for Children (EMSV-C) and Parental Monitoring Questionnaire (QMP). Analyzes were performed regarding the psychometric qualities of the instruments, followed by one way and mixed repeated measures ANOVAs and regressions. Results point to the decrease from the 5th to the 6th year in positive indicators of functioning (social skills, self-concept and life satisfaction) and in the perception of parental support, accompanied by increasing academic achievement and symptoms of stress. As for the groups formed according to school variables, the family and the transition context, it was observed that the Basic Education Development Index (IDEB) stood out, in the 5th and 6th year, as a factor associated with performance, self-concept and perception of parental support. Parental monitoring was the factor most associated with individual differences in both years. The level of maternal schooling appeared in the 6th year as an important factor of differentiation, with atypical findings in relation to the existing literature. The transition factor was associated with a higher number of differences between groups in the 5th year, while it also expressed transition expectations, as well as the influence of multiple trajectories between the 5th and 6th grades. The results of regression analyses showed that the proposed model had greater predictive power for reading and mathematical achievement, stress symptoms and self-concept, accounting for about 30% of the variance of these variables in the 6th year. For social skills, its predictive power was 22% and for life satisfaction, it was even lower, accounting for only 11% of the variation. Together, results suggest the presence of mesosystem effects, with an active influence of the family in the transition process and its diverse outcomes, reconfiguring the transition from EFI to EFII as ecological in nature. One can conclude, in line with the bioecological model, that children perform and feel better in transition tasks when they perceive active support from significant people in their environment. Under appropriate support and guidance, the transition can be perceived as a fresh start, an opportunity for children to rewrite their own story

O Brasil viveu, nas últimas décadas, um crescimento exponencial no ensino superior, aumentando-se o número de instituições, cursos, vagas e matrículas. No entanto, mesmo com essa expansão, o acesso à universidade ainda é restrito a poucos, principalmente nas universidades públicas. As universidades utilizam processos de seleção para ingresso, com o objetivo de escolher os candidatos mais aptos, para que, assim, aumentem as chances de sucesso no ensino superior. Nesse sentido, este trabalho buscou analisar a relação entre o desempenho no vestibular e o rendimento acadêmico dos alunos de uma universidade pública paulista, sendo que o desempenho no vestibular foi medido pela pontuação final do aluno para ingresso na universidade e o rendimento acadêmico, pela média geral do aluno concluinte nas carreiras selecionadas. Esse objetivo foi atingido por meio de uma pesquisa quantitativa utilizando dados de 6055 alunos ingressantes nos anos de 2005, 2006 e 2007, em 12 carreiras das áreas de Ciências Exatas e Tecnológicas, Ciências Biológicas e Humanidades. Os dados iniciais demonstraram que a média de idade dos alunos ingressantes é de 20 anos, sendo a maioria homens (64,3%), solteiros (96,5%), com renda familiar acima de R$ 3.000,00 (59,3%), cujos pais e mães, em sua maioria, têm ensino superior completo, e ensino fundamental e ensino médio cursados em escolas particulares. Do total de alunos ingressantes no período de análise, 4237 concluíram o curso superior até o momento da análise dos dados; assim, utilizando-se os dados dos alunos concluintes, foram elaborados 4 modelos de regressão, um modelo geral e um para cada área de carreira, ou seja, Ciências Exatas e Tecnológicas, Ciências Biológicas e Humanidades. Concluiu-se que o desempenho no vestibular se relaciona positivamente com o rendimento acadêmico, independentemente da área da carreira, ou seja, melhores desempenhos no vestibular estão associados a melhores rendimentos acadêmicos no curso superior. Além disso, o gênero, a cor, a quantidade de bens, o tipo de ensino fundamental e médio cursado pelo aluno, a quantidade de vestibulares e a nota de corte para ingresso nas carreiras ajudam a explicar o rendimento acadêmico dos alunos concluintes na universidade pesquisada. / Brazil has experienced, in the past decades, an exponential growth in higher education, with increasing number of institutions, courses, vacancies and enrollment. However, even with such an expansion, college access is still restricted to a few, especially in public universities. Universities use selection processes for entrance in order to choose the most suitable candidates, so thus the chances of success in higher education increase. In this sense, this work was to examine the relationship between performance in the university entrance exam and academic achievement of students of a public university; the performance in the entrance exam was measured by the final score of the student for entrance into the university and academic achievement, the overall average of students who finish the course in their selected careers. This goal was achieved by means of a quantitative study using data from 6055 entering students in 2005, 2006 and 2007, in 12 career areas of Exact and Technological Sciences, Biological Sciences and Humanities. Initial data showed that the average age of entering students is 20 years, most of which were men (64.3%), single (96.5%), with family income up to $ 3,000.00 (59.3%), whose parents, mostly, went to higher education, and elementary and secondary education attended in private schools. From the total students entering the period of analysis, 4237 had university course until the time of data analysis; so, using the data of the graduating students, 4 regression models, one general model and one for each career area were prepared, that is, Exact and Technological Sciences, Biological Sciences and Humanities. It was concluded that the performance in the entrance exam is positively related to academic performance, regardless of career field, that is, better performance in the entrance exam is associated with better academic performance in college. In addition, gender, color, quantity of goods, the type of middle and high school attended by the student, the amount of entrance exams and the cutoff for entrance into careers help explain the academic performance of the graduates from the searched university.

Made available in DSpace on 2016-04-04T18:33:23Z (GMT). No. of bitstreams: 1 Sylvia Bernadete Alves Salgado Oliveira.pdf: 2082501 bytes, checksum: 7ae6fb8ced2f0567f80870bce9c801c8 (MD5) Previous issue date: 2015-02-05 / One of the great concerns of the professionals in the educational field is education underachievement. Despite the educational policies efforts and the investments that have been made over the last years, the country is still lower than expected in face of the school learning effects. Studies in the area point to a vast number of interpretation difficulties within children who do not understand what they read, do not read what they write down and do not think before writing. Furthermore they show a poor performance at developing a logical mathematical reasoning, and, as a result, finding difficulties in learning at various school subjects. In spite of the governmental efforts, the students continue to display underachievement at high levels. What can educators, parents and society do, generally, to minimize this situation? Undertaken research with this emphasis indicates the importance of promoting self-regulatory skills at schools in order to increase the students academic performance levels. One of the directions pointed by international researchers indicates the urgency in adopting programs which promote the self-regulated learning in a more significant way. Beyond the pointed out elements, one considers it important to understand the factors that may contribute to educational success, responding to the issues regarding how the students build their processes of self-regulation, how to promote a fairer assessment by teachers and a self-regulation more effective by students. The present study has as a generic goal, to evaluate the implementation of a project for basic education of students that promotes the construction of self-regulatory strategies and the relation to the process of self-regulation and academic performance. The key objectives of this study are: i) To assess the project s contribution for the improving of the processes of self-regulation and studying; ii) to verify on whether there is a relation between the processes of self-regulation obtained by the students, as the project went on, and the academic performance on the subjects of Portuguese Language and Mathematics at different assessments. The survey consisted of 256 students in their 5th year of basic education. It utilized four instruments for the collecting and analyses of the documents, such as: An inventory of the self-regulatory learning processes (IPAA), the results of the external evaluation of the Department of Education (AMDA) and an interview with a pedagogical advisor, in addition the accompaniment and field observation by the researcher who attended at the pedagogical meetings through the process. Among the authors which excelled in this research we point out: Hadj, Zimmerman, Zabala, Luckesi, Freitas, Ros?rio among others. The data indicated that the intervention with self-regulatory processes takes on a fundamental role as a didactic and auxiliary procedure in the gaining of autonomy in the participant students. The monitoring of the project indicated that the teaching of self-regulatory strategies to students throughout 2013 by means of the project The Antics of the Yellow enabled and favored a greater organization and time at the studies, autonomy, attention and concentration on the assignments, power to solving obstacles, among other aspects featured by the attendants. The results of IPPA indicated a significant statistical change when comparing the beginning of the process to its ending. The results indicate that the developing of projects focusing on self-regulation might help the process of learning. At last, we indicate the need of further research focusing on basic education. / Uma das grandes preocupa??es dos profissionais da ?rea da educa??o ? o insucesso escolar. Apesar do empenho das pol?ticas educacionais e dos investimentos feitos nos ?ltimos anos, o pa?s ainda se encontra abaixo do esperado frente aos efeitos das aprendizagens escolares. Estudos na ?rea apontam para a grande dificuldade de interpreta??o das crian?as que n?o entendem o que leem, n?o leem o que escrevem e n?o pensam antes de escrever, al?m de apresentarem baixo desempenho no desenvolvimento do racioc?nio l?gico matem?tico e por consequ?ncia encontram dificuldades de aprendizagem em diversos conte?dos escolares. Apesar dos esfor?os governamentais, os alunos continuam a apresentar n?veis elevados de insucesso escolar. O que educadores, pais e sociedade de maneira geral podem fazer para minimizar essa situa??o? Pesquisas realizadas nesse enfoque apontam a import?ncia na promo??o de compet?ncias autorregulat?rias em escolas, com a finalidade de aumentar os n?veis de desempenho escolar dos alunos. Um dos caminhos apontados em pesquisas internacionais indica a urg?ncia na ado??o de programas que promovam a autorregula??o da aprendizagem de forma mais significativa. Al?m dos elementos apontados, considera-se importante a compreens?o de fatores que possam contribuir para o sucesso escolar, respondendo quest?es relacionadas ? como os alunos constroem seus processos de autorregula??o, como promover uma avalia??o mais justa por parte dos professores e uma autorregula??o mais eficaz por parte dos alunos. A presente pesquisa tem como objetivo geral avaliar a implementa??o de um projeto para alunos do Ensino Fundamental que promove a constru??o de estrat?gias autorregulat?rias e a rela??o com o processo de autorregula??o e desempenho escolar, tendo como objetivos espec?ficos: i) avaliar as contribui??es do projeto para a melhoria dos processos de autorregula??o e de estudo; ii) verificar se h? a rela??o entre os processos de autorregula??o adquiridos pelos alunos no transcorrer do projeto e o rendimento escolar nas disciplinas de L?ngua Portuguesa e Matem?tica em diferentes avalia??es. Participaram da pesquisa 256 alunos do 5? ano do Ensino Fundamental e uma orientadora pedag?gica. Foram utilizados quatro instrumentos para a coleta e tamb?m an?lise de documentos como o: Invent?rio de Processos de Autorregula??o da Aprendizagem (IPAA); resultados da avalia??o externa da Secretaria de Educa??o (Amda) e entrevista com uma orientadora pedag?gica, al?m do acompanhamento e a observa??o de campo pela pesquisadora que participou dos encontros pedag?gicos durante o projeto. Dentre os autores que balizaram a pesquisa destacamos Hadj, Zimmerman, Zabala, Luckesi, Freitas, Ros?rio entre outros. Os dados indicaram que a interven??o com os processos autorregulat?rios assume papel fundamental como procedimento did?tico auxiliador no ganho de autonomia estudantil dos alunos participantes. o acompanhamento do projeto o ensino de estrat?gias autorregulat?rias aos alunos durante o ano de 2013 por meio dos do projeto As Travessuras do Amarelo possibilitou e favoreceu maior organiza??o e tempo nos estudos, autonomia, aten??o e concentra??o nas tarefas, poder de resolu??o de obst?culos, entre outros aspectos destacados pelos participantes. Os resultados do instrumento IPAA indicaram uma mudan?a estatisticamente significativa quando comparados o in?cio do projeto com o final. Os resultados indicam que o desenvolvimento de projetos com foco na autorregula??o pode auxiliar o processo de aprendizagem. Por fim, recomendamos a necessidade de novos estudos com foco no Ensino Fundamental.

Metacognition, the knowledge and regulation of our cognitions, is an essential part of our learning. Metacognition has been linked to academic performance at all levels of education. Metacognitive skills, however, are likely to differ depending on that level. The current thesis aims to address four key questions. Firstly, how do metacognitive skills differ between undergraduate and postgraduate education? The metacognitive experiences and skills of 20 doctoral students were examined through semi-structured interviews. Thematic analysis indicated that, whilst doctoral students score above average on metacognitive skills questionnaires, doctoral students’ metacognitive development is influenced by peer interaction and environment. Considering the findings presented at postgraduate level, the second question addressed was what role does social context play in metacognition at undergraduate level? The relationship was measured using both experimental and self-report measures in a first-year undergraduate population. The findings suggested that first year students are not capable of working effectively with others. The lack of capability stems, in part, from normative beliefs suggesting that the participants’ peers think in a similar way to them. These relationships could also be due to individual differences, for example personality. The third question addressed, therefore, was do individual differences play a part in these relationships? Self-report measures of metacognition and personality were administered to undergraduates in all years of study. Correlational and moderation analyses indicated that conscientiousness plays a role in the implementation of metacognition in the later years of study. First-year performance, in comparison, was strongly related to extraversion, suggesting that the previous relationships found between social context and metacognition could potentially be impacted by a person’s personality. Finally, can we implement the information achieved here into an intervention to improve the metacognitive skills of secondary school students? An intervention designed to promote metacognitive skills in group contexts was implemented in a secondary school classroom of 20. The intervention lasted for 6 weeks. By the end of the intervention, analysis of Think Aloud Protocols indicated a marked difference in student’s problem-solving ability and their communication skills. Overall, the findings support the idea that metacognitive skills differ between levels and years of study. Yet, the role of social context and individual differences in metacognition could be key to improving academic performance at all levels of education.

Orientador: Sadao Omote / Banca: Dagoberto Buim Arena / Banca: Maria de Lourdes Morales Horiguela / Banca: Enicéia Gonçalvez Mendes / Banca: Olga Maria Piazantin Rolin Rodrigues / Resumo: Esta pesquisa teve por objetivo geral avaliar como a política de educação inclusiva instituída pelo Governo do Estado, na Res. SE nº 95/00 se manifesta em um sistema educacional, através da comparação de como era antes e como foi o período posterior à implantação desta política. E ainda, descrever o desempenho acadêmico e o espaço social ocupado por alunos que freqüentavam classes do ensino comum concomitante às salas de recurso, a atitude social dos professores em relação à inclusão e a percepção desses profissionais sobre seus alunos nos aspectos acadêmicos e interpessoais. A metodologia utilizada foi o Estudo de Caso sobre um sistema educacional do ensino fundamental ciclo I. Tivemos como objeto de estudo as escolas públicas estaduais do ciclo I do Ensino Fundamental de uma cidade do interior do Estado de São Paulo, no ano de 2005. Os dados foram coletados, por meio de entrevista, questionários sobre a posição social dos alunos, provas do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo - SARESP-, Escala Lickert de Atitudes Sociais em relação à Inclusão - ELASI e ficha avaliativa do professor sobre o desempenho acadêmico e as relações interpessoais de seus alunos. Os dados foram analisados quantitativamente e qualitativamente. Os resultados apontam para o aumento tanto do número de alunos encaminhados para a escola especial quanto para o número de alunos com atendimento concomitante em sala de ensino comum e sala de recurso que dobram nos cinco anos posteriores à Res. SE/SP nº 95/00. Quanto ao desempenho dos alunos no SARESP encontramos diferença significante no desempenho em Leitura e Escrita entre alunos com e sem NEE, em todas as séries de todas as escolas pesquisadas, exceto nos resultados da Redação, quando analisadas as 3ªs e 4ªs séries juntas. Um terço dos alunos pesquisados (27%) apresentaram baixa...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract:The general goal of this study is aimed at evaluating how the policy of inclusive education established by the State Government through resolution SE No 95/00 manifests itself in an educational system, by comparison, as it was before and how it was during the period after the implementation of this policy. And also, describe the academic performance and social space occupied by students who attended common classrooms and special educational needs classrooms, the teacher's social attitudes regarding the inclusion and the perception of these professionals on their students in academic and interpersonal aspects. The methodology used was the case study. WE had as object of study the 1st cycle of the elementary public schools in the countryside of São Paulo state, in 2005.The data was gathered through interviews, questionnaires on the social position of pupils, tests of "SARESP" an evaluation system that evaluates the students academic performance of São Paulo state, Lickert scale of Social Attitudes regarding the inclusion -ELASI and the reports of the teachers about the academic performance of their students and interpersonal relationship of the students. The data was analyzed quantitatively and qualitatively. The results show an increase both in the number of students sent to special schools as to the number of students with concomitant care in the common classrooms and special needs classrooms that double in the 5 years subsequent to Resolution. SE / SP No 95/00 .The results from SARESP's students point to significant difference in the performance of Reading and Writing skills among students with and without SEN, in all grades of all schools surveyed, except in the results of Writing, when analyzed the 3rd and 4 th grade together. One third of students surveyed (27%) presented low acceptance of their peers. Comparing the beginning and the end of the academic year of 2005,...(Complete abstract, click electronic access below) / Doutor

A importância do investimento em capital humano para o crescimento econômico de um país foi o que motivou esta dissertação. Procuramos explicá-lo analisando a eficácia na utilização da verba do Programa Nacional de Assistência Estudantil (PNAES), através do desempenho acadêmico dos estudantes. Inicialmente, apresentamos uma revisão de alguns modelos desenvolvidos para explicar o crescimento econômico e após, incluímos a visão dos economistas Adam Smith e Alfred Marshall sobre a relação entre crescimento econômico e educação. A Teoria do Capital Humano nas visões de Theodore Schultz, Gary Becker e Jacob Mincer foi apresentada e comentamos a influência do nível de educação no crescimento econômico e as externalidades positivas da educação. Através de uma perspectiva histórica, mostramos como a educação superior foi expandindo ao longo dos anos e, através de pesquisa documental, apresentamos as mais recentes políticas públicas educacionais para o ensino superior no Brasil. Abordamos amplamente o PNAES e sua aplicação na Universidade Federal do Rio Grande do Sul (UFRGS). Foi realizada a análise dos dados da pesquisa, através do teste t-Student para duas amostras independentes, com o propósito de verificar se as ações motivadas pelo PNAES têm garantido igualdade de condições entre os estudantes em vulnerabilidade socioeconômica e que são beneficiários do PNAES e os demais estudantes. Optamos por utilizar a Taxa de Integralização Média (TIM) do curso e a do estudante para avaliar o desempenho acadêmico. Concluímos que o PNAES foi parcialmente eficaz quando comparamos o desempenho acadêmico dos estudantes de graduação da UFRGS: beneficiados e não beneficiados, cujas médias das TIMs percentuais não são iguais, mas os dois grupos apresentaram uma média da TIM percentual superior a 50% da média da TIM dos respectivos cursos, evidenciando que os estudantes vão conseguir concluir o seu curso no tempo máximo permitido pela Universidade. No grupo de estudantes que ingressaram na modalidade baixa renda, os dados evidenciaram que o PNAES está sendo eficaz porque não existe igualdade entre as médias das taxas percentuais e, também, observamos que os estudantes que solicitaram os benefícios apresentam, na média, taxas maiores do que os demais. Recomendamos a realização de estudos detalhados do desempenho acadêmico por curso, o acompanhamento pedagógico aos estudantes beneficiados, a manutenção de banco de dados atualizado e a avaliação permanente do PNAES por meio de indicadores de monitoramento. / The importance of investment in human capital for the economic growth of a country was the motivation for this thesis. We attempt to explain this by analyzing the efficacy in the use of the National Program of Student Assistance (PNAES) through the analysis of the academic performance of students. We begin by showing a review of some models developed to explain the economic growth. Then, we introduce the views of the economists Adam Smith and Alfred Marshall on the relation between economic growth and education. We then present the Human Capital Theory from the viewpoints of Theodore Schultz, Gary Becker and Jacob Mincer and comment on the influence of the level of education on the economic growth and the positive externalities of education. Next, we use a historical perspective to demonstrate how higher education has expanded over the years, and we use documentary research to present the most recent affirmative actions in higher education in Brazil. We approach in detail the application of PNAES at Universidade Federal do Rio Grande do Sul (UFRGS). We used Student's t-test for the data analysis of two independent samples in order to verify if the actions encouraged by PNAES have been assuring equal conditions among regular students and students who face social economic vulnerability and are beneficiaries of PNAES. We use the course and the student's Average Completion Rates (TIM) to evaluate academic performance. Based on the comparison between students of higher education at UFRGS who are beneficiaries of PNAES and students who are not beneficiaries of PNAES, we concluded that PNAES was partially effective. The percentage TIMs are not the same for the two groups, but both have percentage TIM above 50% in regards to the average TIM of the respective courses. This shows both groups of students will be able to conclude their courses within the time allowed by the university. Considering only the group of students who joined the university through the low-income modality, data show that PNAES has been effective because there is no equality between the average percentage rates. We have also noted that students who applied for the grant have, on average, higher rates than the remaining students do. We recommend the conduction of detailed studies on academic performance per course, pedagogic supervision of beneficiaries, maintenance of updated database, and permanent evaluation of PNAES with monitoring indicators.

No mundo atual, é crescente a convicção de que a educação precisa ser reformulada de forma a priorizar, não somente o aprendizado acadêmico, mas também o desenvolvimento das competências socioemocionais. Tais competências são tão necessárias quanto as cognitivas para a promoção do bem estar individual e o progresso social: podem ampliar a capacidade de relacionamento interpessoal, a inteligência emocional e promover o atingimento de objetivos, entre outros, constituindo uma ferramenta importante a ser considerada pelos governos com vistas à diminuição das lacunas entre resultados educacionais, econômicos e sociais. O presente trabalho busca contribuir para a evolução do conhecimento científico sobre as competências não cognitivas e das práticas educacionais que contribuem para sua formação por meio da análise do contexto escolar da religiosidade, cuja influência positiva sobre o desenvolvimento juvenil tem atraído a atenção crescente de pesquisadores (YONKER et al., 2012). O estudo é dividido em duas partes: a primeira investiga as associações entre a religiosidade na escola e o desenvolvimento socioemocional, sobretudo de acordo com a vulnerabilidade de alunos em termos socioeconômicos e familiares, e a segunda verifica se os atributos socioemocionais exercem papel de mediação nos efeitos deste contexto escolar sobre o desempenho acadêmico. Foram utilizados dados de uma pesquisa com 23.133 alunos da rede pública do Rio de Janeiro, da Prova Brasil, Censo Escolar e SAERJINHO. Mediante estimações de mínimos quadrados ordinários, foram encontrados efeitos positivos da religiosidade, sobretudo sobre o lócus de controle interno, abertura a experiências, autoconfiança e reflexão. Alunos com baixa escolaridade materna apresentam maiores benefícios: aumentos na conscienciosidade, extroversão e autoestima, além dos demais atributos citados. Por outro lado, análises realizadas por meio do Sobel Test e Bootstraping apontam para uma mediação exercida por parte de algumas habilidades sobre as notas de português e matemática, concretamente a abertura a experiências, lócus de controle, autoconfiança, autoestima e curiosidade. / There is a growing conviction today that education must be reformulated to prioritize not only academic learning but also the development of socioemotional skills. These competencies are as necessary as cognitive skills to promote individual well-being and social progress: they can intensify the ability to develop interpersonal relationships and emotional intelligence, and help people achieve their goals. These skills therefore represent a powerful tool to be considered by governments aiming to reduce the divide between educational, economic and social results. This study seeks to contribute to the advancement of scientific knowledge on non-cognitive skills and to educational practices that contribute to their development, based on an analysis of the school context of religiosity, whose positive influence on youth development has attracted increasing attention of researchers (YONKER et al., 2012). The study is divided into two parts: the first investigates the associations between religiosity in school and socioemotional development, above all from the standpoint of the vulnerability of students in socioeconomic and family terms, while the second part examines whether socioemotional attributes play a mediating role in the effects of this school context on academic performance. Data from a survey involving 23,133 students of the public school system in Rio de Janeiro were used, taken from the Prova Brasil, Censo Escolar and SAERJINHO. Based on ordinary least squares estimates, religiosity was found to have positive effects, particularly on the internal locus of control, openness to experience, selfconfidence and reflection. Students with low maternal education presented greater benefits: increases in conscientiousness, extroversion and self-esteem, in addition to the other cited attributes. On the other hand, Sobel Test and Bootstrapping analyses point to mediation exercised by some skills on academic grades in Portuguese and mathematics, namely openness to experience, locus of control, self-confidence, self-esteem and curiosity.