Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-06T17:03:16Z No. of bitstreams: 1 laiscostaxavier.pdf: 1756257 bytes, checksum: c1cf1f37f025ffc29a9855319bb5f692 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-11-23T11:14:43Z (GMT) No. of bitstreams: 1 laiscostaxavier.pdf: 1756257 bytes, checksum: c1cf1f37f025ffc29a9855319bb5f692 (MD5) / Made available in DSpace on 2018-11-23T11:14:43Z (GMT). No. of bitstreams: 1 laiscostaxavier.pdf: 1756257 bytes, checksum: c1cf1f37f025ffc29a9855319bb5f692 (MD5) Previous issue date: 2018 / A assistência estudantil tem como finalidade viabilizar a igualdade de oportunidades entre os discentes que ingressam nas Instituições de Ensino Superior (Ifes). Por isso, o estudo pretende aprimorar essa viabilidade para um grupo específico de discentes (aqueles que ingressaram pelas cotas A e B), devido à possível maior vulnerabilidade desses grupos. Para isso, a pesquisa tem como intenção investigar as maiores necessidades desse público para, no fim, propor alguma intervenção pela Pró-reitoria de assistência estudantil (Proae). Essa intervenção tem como alvo a melhora do desempenho acadêmico desses estudantes para que obtenham uma formação de qualidade, priorizando assim, uma maior igualdade de oportunidades. / The student assistance has the finality to make feasible the equality of opportunities among the undergraduate that join the public university. Therefore, the study intends to improve this viability for an specific group of students (those that joined the course by groups A or B), because of the greater possibility of vulnerability of those. For this, the research has the intention to investigate the bigger necessities of this public in order to, at the end, propose some intervention for the Pro-rectory of students assistance. This intervention has as a target to improve the academic achievement of this students to obtain a quality training, prioritizing thus a greater equality of opportunities.

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.

Orientador: Marcia Regina F. de Brito / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-03T16:57:04Z (GMT). No. of bitstreams: 1 Loos_Helga_D.pdf: 12753129 bytes, checksum: 7a6030ee52459952f5e4d1254bfe4c25 (MD5) Previous issue date: 2003 / Resumo: O estudo avaliou o papel da família e de crenças auto-referenciadas (crenças de controle, auto-conceito e auto-estima) sobre o desempenho e as atitudes em relação à Matemática, em amostra de conveniência de 94 alunos de 3a, Sa e 7a séries e seus pais, numa escola privada de Campinas, SP. A coleta de dados foi feita por meio de observações em classe, uso de questionários e escalas, incluindo a versão brasileira do Control, Agency and Means-Ends Beliefs Interview (Skinner, Chapman & Saltes, 1988). Os dados foram submetidos a análises estatísticas uni e multivariada e à análise estrutural (path ana/ysis) A atitudes em relação à matemática e as crenças auto-referenciadas foram predominantemente positivas, especialmente entre os alunos mais novos, que se mostraram os mais confiantes e motivados para a matemática, apresentando também melhor desempenho nessa disciplina. As meninas demonstraram crenças autoreferenciadas ligeiramente mais positivas do que os garotos. Contudo, estas não apresentaram percepção de desempenho mais elevada que os meninos na disciplina de matemática, apesar de apresentarem melhor desempenho. As percepções e expectativas dos pais em relação à vida escolar dos filhos foram predominantemente positivas, para ambos os gêneros. A atitude dos pais em relação à matemática não se correlacionou diretamente à atitude dos filhos, mas a atitude dos pais e a qualidade de suas expectativas em relação aos filhos são elementos que parecem atuar sobre as crenças auto-referenciadas dos mesmos. Estas, por sua vez, funcionam como variáveis moderadoras, já que aparecem ligadas tanto ao desenvolvimento das atitudes dos alunos, como ao seu desempenho nessa disciplina / Abstract: It was a descriptive study aimed at evaluate: 1) the influence of parents' attitudes and expectancies toward children's academic life in general and performance in mathematics in particular, and 2) the role of personal resources, such as control beliefs, self-concept and self-esteem on students' performance and attitudes towards mathematics. The sample was composed by 94 students from 3rd, 5th and 7th grades and their parents, from a private school of Campinas, Brazil. Data collection was performed with aid of observations in classroom, questionnaires and scales, including a Brazilian version of the Control, Agency and Means-Ends Beliefs Interview (Skinner, Chapman & Baltes, 1988). Data were submitted to univariate, multivariate and structural analysis (path ana/ysis). Attitudes and selfbeliefs toward academic achievement and performance in mathematics were predominantly positive, mostly among the youngest. They also showed better performance, in comparison with the oldest students. Girls had more positive self beliefs toward mathematics, but worse self perception about achievement, in despicte of their superior performance, in comparison with boys. There were found statistically significant interactions between parents' attitudes and expectancies toward children's academic performance and their self-beliefs and attitudes toward Mathematics. Children' s personal resources seem to act as moderator variables, since self-concept and control beliefs showed to have strong effects on affective and cognitive components of attitudes towards mathematics and on achievement in mathematics as well / Doutorado / Doutor em Educação

The aim of the present study was to examine how the academic confidence among first year and second year master students were affected by the students’ parents educational level. 47 students on advanced level completed a questionnaire examining self-efficacy (SE), a concept that Albert Bandura (1997) defined as the level of confidence individuals have in their ability to execute courses of action or attain specific performance results. The questionnaire also included questions regarding the students’ parents educational level, the students gender, age and campus. The results indicated that the students SE in no significant matter were affected by the parents’ educational level. Neither did the students gender or campus significantly affect their SE. There was a significant negative correlation between the age of students and SE, which showed that as the age of the students increased, their SE decreased. / Målsättningen med den aktuella studien var att undersöka hur magister- och masterstudenters tilltro till sin studieförmåga påverkades av deras respektive föräldrars utbildningsnivå. 47 studenter på avancerad nivå fick svara på en enkät som undersökte graden av self-efficacy (SE), vilket Albert Bandura (1997) definierade som förmågan att ta sig an en uppgift och slutföra den, samt nå ett på förhand uppsatt mål. Enkäten omfattade även information om studenternas föräldrars utbildningsnivå, studenternas kön, ålder och studieort. Resultaten visade att studenternas SE inte påverkades signifikant av föräldrarnas utbildningsnivå. Inte heller studenternas kön, eller studieort hade någon signifikant påverkan på SE. Däremot fanns en signifikant negativ korrelation mellan studenternas ålder och SE, vilken visade på att i takt med att åldern på studenterna ökade, så minskade deras SE.

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Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Limpopo Province comprises five districts namely Capricorn, Vhembe, Sekhukhune, Waterberg and Mopani. Furthermore, Limpopo Province has been amongst the bottom three provinces concerning Grade 12 results for the past years specifically since the introduction of the Curriculum and Assessment Policy Statement (CAPS) in 2014. The Capricorn District of Limpopo Province has shown a decline in Grade 12 results from 71.6% to 69.9% in 2016. However, there are certain schools in this district that are high performers while some are low performers. Also, the Sekhukhune District has shown a decline in Grade 12 resulted from 63.9% in 2014 to 51.1% in 2016. The purpose of this research study was to investigate and analyse the factors influencing Grade 12 results in low performing and high performing secondary schools in the Capricorn District, Limpopo Province. The objectives of this research study were to identify factors contributing to the high performance and low performance of grade 12 learners in the Capricorn district and investigate the perceptions of teachers and principals with regards to the school’s academic performance. Besides, the objectives include assessing the culture of teaching and learning in the participating low and high performing secondary schools and its influence on academic performance and assessing the roles of the school management team in the schools. This study employed a qualitative research approach in examining the factors that contribute to the academic performance of Grade 12 results of high and low performing schools in Capricorn District of Limpopo province. In addition, a case study was utilised to collect data of this study through interviews, observations and field notes. The sampled population of this study is as follows: Two school principals from the selected two secondary schools, thus one from poor performing school and one from high performing, four grade12 teachers from the two secondary schools, thus two grade 12 teachers from high performing secondary school and two teachers from low performing secondary schools. The data was thematically analysed by highlighting phrases that presented the respondents’ attitudes and thoughts, repeating the interview transcripts, reading to ensure accuracy, highlighting important statements and organising the themes that emerge from the interview. . vi The following themes emerged from the thematic analysis of data in this study (i) Physical resources, (ii) parental involvement, (iii) learner discipline, (iv)school community and (v) senior support. The findings of this study revealed that for the schools to achieve high performance and obtain excellent results, both teachers and learners must be distinctly committed to the teaching and learning process.

This research set out to explore the educational and socio-cultural experiences of DRC immigrant students in South African schools. Utilising a qualitative case study approach, the study attempted to provide a glimpse of the lived experiences of DRC immigrant students inside South African schools by exploring the following aspects: (1) academic performance, (2) schooling experiences, (3) linguistic disposition, (4) acculturation experiences and (5) how the students constructed their identities within South African society. The theoretical framework applied to this study was threefold in nature, namely Cultural Ecological Theory, Culture-Centred Theory and Critical Race Theory. The Major findings emanating from this study were: First, Cultural Ecological Theory could not explain the low academic performance of DRC immigrant students. Second, DRC immigrant students experienced acts of prejudice, isolation, linguistic adjustment incapability and xenophobic attacks. Third, acts of racism were prevalent at the school because teachers who taught them brought in African languages to explain lessons in class to indigenous students at their expense. Fourth, they were confronted by disrespectful modes of behaviour emanating from indigenous students to teachers. Fifth, the opportunity they had at the school, in terms of having access to education without being able to pay tuition fees, likely became their source of low academic achievement. The school had rapid turnover of teachers because the school governing body could not afford to pay additional teachers. Sixth, the students were exposed to uncommon modes of behaviour originating from indigenous students, in terms of gambling and smoking at the school. Seventh, they were exposed to display of weapons by indigenous students. Eight, the incorporation of culture into their academic work at school seemed to enhance their focus on learning. Ninth, they could not commence acculturation and identity negotiation in mainstream culture. / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

Objective: Evaluate the association between self-reported bruxism and academic performance in students at a university in Lima, Peru. Materials and methods: A total of 203 students were evaluated in this study, between the ages of 19 to 35. Self-reported bruxism was measured using the 'Bruxism Assessment Questionnaire'. Likewise, academic performance was evaluated using the Approval Index Scale. In addition, other variables were included such as employment status, socioeconomic level, stress, anxiety, among others. The association of variables were factored in using the chi-square test and the logistic regression presented the unadjusted and adjusted analisis. Results: The frequency of self-reported awake bruxism and sleep bruxism was 53.20% and 36.45%, respectively. Evidence revealed there was a statistically significant association between awake bruxism with stress and anxiety, and sleep bruxism with anxiety. Students with high academic performance (OR=2.36; IC del 95%:1.06-5.23) and low academic performance (OR=5.72; IC del 95%:1.28-25.57) were found to be more likely to have awake bruxism than those with medium academic performance. Conclusions: This study revealed a statistically significant association between self-reported awake bruxism and academic performance. However, in the future it is suggested to carry out a study with focus only on students with bruxism and with a larger sample of participants with low academic performance to confirm the association found between these variables. / Objetivo: Evaluar la asociación entre bruxismo autorreportado y rendimiento académico en estudiantes de una universidad privada de Lima, Perú. Materiales y métodos: Un total de 203 estudiantes con edades comprendidas entre 18 a 35 años fueron encuestados en esta investigación. Para la evaluación del bruxismo autoreportado se aplicó el cuestionario ‘Bruxism Assessment Questionnaire’. Asimismo, el rendimiento académico se evaluó mediante la escala de Índice de Aprobación (IA). Además, se incluyeron otras variables como situación laboral, estrés, ansiedad, entre otros. La asociación de variables se realizó mediante la prueba Chi cuadrado y para el análisis crudo y ajustado se utilizó la regresión logística. Resultados: Se encontró una prevalencia de bruxismo de vigilia de 53.20% y de bruxismo de sueño de 36.45%. Se evidenció asociación estadísticamente significativa entre bruxismo de vigilia con estrés y ansiedad, y bruxismo de sueño con ansiedad. Se halló que los estudiantes con rendimiento académico alto (OR=2.36; IC del 95%:1.06-5.23) y rendimiento académico bajo (OR=5.72; IC del 95%:1.28-25.57) tienen más probabilidades de presentar bruxismo de vigilia que aquellos con rendimiento académico medio. Conclusiones: En el presente estudio se halló asociación estadísticamente significativa entre bruxismo de vigilia autorreportado y rendimiento académico. No obstante, a futuro se sugiere realizar un estudio a los estudiantes con presencia de bruxismo y con un mayor tamaño muestral de participantes con rendimiento académico bajo para afirmar la asociación encontrada entre dichas variables. / Tesis

Naturopathic medical schools are concerned with low first-time pass rates on the Naturopathic Physicians Licensing Exam Part I (NPLEX I) that may impact schools' accreditation with the Council on Naturopathic Medical Education (CNME). At a North American school of naturopathic medicine first-time pass rates have been a concern for 3 of the last 5 years. The purpose of this quantitative study was to determine whether students' naturopathic basic science content area scores predict NPLEX I scores at this this school. Grounded in general systems theory, a predictive correlational research design utilizing multiple logistic regression analyses was used. Archival data were obtained from the school for students who completed NPLEX I and all basic science courses. For the first model, microbiology, pathologyplus (including pathology and other content), and disease/dysfunction scores were obtained for N = 208 students. For the second model, anatomy, physiology, biochemistry, and structure/function scores were obtained for N = 256 students. For each model, students' groups of basic science content area final exam scores were analyzed against NPLEX I scores to determine predictive relationships. Results indicated pathologyplus, anatomy, and physiology scores were significant predictors of NPLEX I performance, microbiology and biochemistry were not significant predictors, and students who completed NPLEX I during the August 2015 administration were most likely to earn passing scores on NPLEX I. Based on the findings a position paper was developed recommending curriculum mapping to examine alignment and make all content areas predictive of NPLEX I performance. Positive social change may ensue by increasing the reputation of the schools and profession of naturopathic medicine.