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No. of bitstreams: 1 marcelamaradossantossilva.pdf: 2625760 bytes, checksum: 0e5de043b4f5ca940aa5c6f5f1b6f65c (MD5) Previous issue date: 2017-11-30 / Este estudo teve o objetivo de elaborar e verificar os efeitos da implementação de um projeto de intervenção, cujas ações estão associadas ao aumento da motivação dos alunos do oitavo e nono anos do Ensino Fundamental, por meio da análise de suas competências socioemocionais, para a participação e o aprendizado durante as aulas da disciplina Matemática. Para tanto, realizou-se um estudo de caso em uma escola da rede estadual de ensino, no município de Juiz de Fora/MG, com os alunos de oitavo e nono anos, os quais tiveram avaliados o seu desempenho, e as competências socioemocionais frente à Matemática em dois semestres distintos. O primeiro semestre de análise (grupo controle) consistiu em um período no qual os alunos apenas foram diagnosticados, sem receberem qualquer intervenção; enquanto o segundo semestre de estudo (grupo experimental) consistiu em período no qual ações de intervenção foram aplicadas aos alunos visando ao aumento de sua motivação frente à Matemática. O diagnóstico foi realizado por métodos já validados na literatura, focados na análise das competências socioemocionais, em quatro diferentes tempos: início e fim do semestre no grupo controle e, início e fim do semestre no grupo experimental. As ações da intervenção foram elaboradas com base na literatura sobre o tema. Foram incluídos no estudo 67 alunos do oitavo ano (47 do grupo controle e 20 do experimental) e 79 do nono ano (15 do grupo controle e 64 do experimental). Os dados obtidos pelas avaliações diagnósticas foram submetidos a análises quantitativo-descritivas e à análise de regressão linear múltipla, com nível de significância estabelecido em p ≤ 0,05, a fim de comparar as diferenças entre os dados obtidos no grupo controle e no grupo experimental. No oitavo ano, houve diferenças estatisticamente significativas, havendo melhoria das médias com a intervenção em três competências: medidas autocentradas, autoeficácia e motivação intrínseca. Já no nono ano, apenas a competência ansiedade, conforme análise preconizada por Vignoli, apresentou diferença estatisticamente significativa. Concluiu-se que houve melhoria dos índices de algumas competências socioemocionais relacionadas à motivação dos alunos após a implementação da intervenção proposta, para que os mesmos tivessem maior participação e aprendizado durante as aulas da disciplina de Matemática. / This study aimed to elaborate and verify the implementation effects of an intervention project, whose actions are associated to the motivation increase of the eighth and ninth grade students of the Elementary School, through the analysis of their socio-emotional competences, for the participation and learned during the Mathematics classes. In order to do so, a case study should be carried out in a school of the state's educational network, in the municipality of Juiz de Fora/MG, with eighth and ninth-school year students, who underwent a diagnostic evaluation of their performance, and the socio-emotional competences towards Mathematics in two distinct semesters. The first semester of analysis (control group) consisted of a period without qualification of students with only diagnoses, without receiving any intervention; and the second semester (experimental group) consisted of a period without actions of attendance to applications applied to increase their motivation against Mathematics. The diagnosis was made by methods already validated in the literature, focused on the analysis of socio-emotional competences, in four different times: beginning and end of the control semester, and beginning and end of the experimental semester. As intervention actions were elaborated under theoretical literary foundation. Sixty-seven students from the eighth-school year (47 from the control group and 20 from the experimental) and 79 from the ninth-school year (15 from the control group and 64 from the experimental) were included. The data obtained through diagnostic evaluations were subjected to quantitative-descriptive analysis and linear multiple regression analysis, with the definition of significance established at p ≤ 0.05, in order to compare the differences between the data obtained in the control and experimental group. In the eighth-school year, there were statistically significant differences, with mean improvement with intervention in three competences: self-centered measures, self-efficacy and intrinsic motivation. In the ninth-school year, only the anxiety competence, according to Vignoli's analysis, presented a statistically significant difference. It was concluded that there was an average of the indexes of some socio-emotional competences related to student motivation after an implementation of the proposed intervention, so that they had greater participation and learned during the Mathematics discipline classes.

Un sentiment global d’intimité se construit à travers des composantes comportementales ainsi que, des expériences d’intimité qui correspondent à la perception de la réactivité du partenaire. De plus, la manière dont les individus appréhendent leurs relations interpersonnelles ainsi que leurs émotions et celles d’autrui, est susceptible d’influencer la construction de cette intimité. La qualité de l’intimité conjugale se caractériserait par trois dimensions : (1) un sentiment de connexion, (2) une bonne communication et (3) un partage de loisirs avec des amis communs (Article 1). En outre, la construction d’un sentiment d’intimité dans une relation de couple dépendrait du profil d’attachement des individus et de leurs compétences émotionnelles à gérer leurs émotions. Cependant, avoir des compétences élevées pour gérer les émotions des autres serait néfaste pour la qualité de l’intimité perçue (Article 2). Dans une interaction conflictuelle de couple, il existe une relation entre la réactivité perçue vis-à-vis de soi et de son partenaire et les réponses physiologiques des partenaires produites au cours de l'interaction. Plus précisément, la perception des partenaires de la réactivité de l’homme serait associée à des patterns d’activations physiologiques émotionnelles différents selon leur sexe. Aussi, la perception de l’homme envers sa propre réactivité lui permettrait une meilleure régulation émotionnelle (Article 3). Les comportements verbaux et non verbaux exprimés par les partenaires seraient également associés à un degré d’intimité différent selon le sexe (Article 4). Dans un contexte de maladie, ces comportements d’intimité exprimés entre les partenaires lors d’une interaction liée à leur vécu du cancer digestif refléteraient un ajustement émotionnel spécifique selon le rôle social de patient et d’aidant (Article 5). Une discussion intégrative de ces différents éléments empiriques nous amène à proposer des pistes de recherches et d’interventions thérapeutiques dans le domaine du couple. / An overall feeling of intimacy is constructed through behavioral components as well as, experiences of intimacy that correspond to the perception of partner responsiveness. Besides, the way in which people shape their interpersonal relationships and their own emotions and that of others, might influence the construction of this intimacy. The quality of romantic intimacy would be characterized by three dimensions: (1) a feeling of connection, (2) good communication and (3) sharing of leisure time with mutual friends (Article 1). Furthermore, the construction of a feeling of intimacy in couple relationship would depend on the people’s profile of attachment and their emotional competences to deal with their own emotions. However, have high competences to deal with the emotions of others would be harmful for the quality of intimacy perceived (Article 2). In conflictive interaction of couple, there is a relation between the responsiveness perceived toward oneself and one’s partner. In particular, the husbands’ responsiveness perceived by the two partners would be associated with different patterns of physiological emotional arousal, according to their gender (Article 3). Verbal and nonverbal behaviors expressed by the partners would be also associated with a different level of intimacy according to the gender (Article 4). In a context of disease, these intimate behaviors expressed between the partners during an interaction about their life experience of the digestive cancer would reflect a specific emotional adjustment according to their social role of patient and caregiver (Article 5). An integrative discussion of these empirical evidences leads us to propose future research and clinical interventions in the field of couple relationships.

De nombreuses études ont montré que l'intelligence émotionnelle (IE) permet de prédire différents comportements cognitifs émotionnels et sociaux (Di Fabio, Palazzeschi, Asulin-Peretz et Gati, 2013; Fugate, Kinicki & Ashfort, 2004; Joseph & Newman, 2010; Salovey et Mayer, 1990; Van Rooy & Viswesvaran, 2004) le bien-être psychologique et physique ainsi que la santé mentale (Martins, Ramalho & Morin, 2010; Schutte, Malouff, Thorsteinsson, Bhullar & Rooke, 2007). En outre, les recherches étudiant les effets des formations en Compétences Émotionnelles (CE) montrent que ces dernières permettent d’améliorer certaines dimensions cognitives, émotionnelles et comportementales liées à la santé (Schutte, Malouff & Thorsteinsson, 2013). Notre recherche examine si (a) les CE peuvent être développée chez les adultes chômeurs, (b) si ces effets de formation sont modérés par la durée du chômage et (c) si les changements en CE contribuent aux changements de bien-être physique et psychologique (étude 1). Nous faisons par ailleurs l’hypothèse que les perspectives d'employabilité des chômeurs adultes peuvent être améliorées après la formation (étude 2). La recherche d'emploi est testée, comme un possible facteur déterminant des effets de l'intervention, de même que nous examinons si les changements en CE sont associés aux des ressources et des stratégies d'adaptation (étude 3). Les résultats montrent un impact différentiel de la formation en fonction de la durée du chômage et de la recherche d'emploi. En outre, le changement dans la CE prédit de façon significative des changements dans le stress perçu, les plaintes somatiques, la santé mentale, les deux dimensions de l'humeur, la satisfaction avec la vie, l'optimisme, la qualité des relations sociales ainsi que les stratégies d'adaptation orientées vers les problèmes. En outre, l'intervention a eu des effets positifs sur l'employabilité perçue, l’employabilité réelle et l'auto-efficacité entrepreneuriale. Les résultats sont discutés au regard du potentiel de développement des CE et de l'efficacité de l'intervention en CE pour les chômeurs. / Numerous studies showed that Emotional Intelligence (EI) is related to and can predict variety of cognitive and behavioural outcomes (Di Fabio, Palazzeschi, Asulin-Peretz & Gati, 2013; Fugate, Kinicki & Ashfort, 2004; Joseph & Newman, 2010; Van Rooy & Viswesvaran, 2004) and psychological and physical well-being and mental health (Martins, Ramalho & Morin, 2010; Schutte, Malouff, Thorsteinsson, Bhullar & Rooke, 2007). Besides, the results of previous EI or Emotional Competences (EC) trainings showed that EI/EC and different cognitive, behavioral and health-related aspects can be improved and developed (Schutte, Malouff & Thorsteinsson, 2013). Expanding the results of the previous studies, the present study examines whether EC can be developed among unemployed adults, whether the training effects are moderated by the unemployment duration and whether changes in EC can predict changes physical and psychological well-being (Study 1). Second, it is hypothesized that the EC intervention can increase employability prospects of unemployed adults (Study 2). Finally, job search is tested, as a possible determinant of the intervention effects, and whether changes in EC after the intervention can predict changes in positive psychological strengths and adaptive coping strategies (Study 3). The results showed a differential impact of the training depending on the unemployment duration and job search. Besides, change in EC significantly predicted changes in perceived stress, somatic complaints, mental health, two mood dimensions, satisfaction with life, optimism, quality of social relationships and problem oriented coping strategies. Besides, the intervention had positive effects on self-perceived employability, reemployment success and entrepreneurial self-efficacy. The results are discussed focusing on the potential of EC development and the effectiveness of the EC interventions for different life outcomes of unemployed people. / Numerosos estudios han demostrado que la Inteligencia Emocional (IE) está vinculada y que puede predecir la variedad de resultados cognitivos y conductuales (Di Fabio, Palazzeschi, Asulin-Peretz y Gati, 2013; Fugate, Kinicki y Ashfort, 2004; José y Newman, 2010; Van Rooy y Viswesvaran, 2004) y el bienestar físico, psicológico y la salud mental (Martins, Ramalho y Morin, 2010; Schutte, Malouff, Thorsteinsson, Bhullar y Rooke, 2007). Además, los resultados de los entrenamientos anteriores basados en la IE o las Competencias Emocionales (CE) mostraron que la IE/CE y diferentes aspectos cognitivos, conductuales y de salud pueden ser mejorados y desarrollados (Schutte, Malouff y Thorsteinsson, 2013). Ampliando los resultados de los estudios previos, el presente estudio examina si las CE se pueden desarrollar entre los adultos desempleados, si los efectos del entrenamiento son modulados por la duración del desempleo y si los cambios en las CE pueden predecir los cambios en bienestar físico y psicológico (Estudio 1). En segundo lugar, se plantea la hipótesis de que la intervención en las CE puede aumentar las perspectivas de empleabilidad de los adultos desempleados (Estudio 2). Por último, se analiza la búsqueda de empleo, como un posible factor determinante de los efectos de la intervención, y si los cambios en las CE después de la intervención pueden predecir los cambios en las fortalezas psicológicas positivas y estrategias de afrontamiento adaptativo (Estudio 3). Los resultados mostraron un impacto diferencial del entrenamiento en función de la duración del desempleo y de la búsqueda de trabajo. Además, los cambios en las CE predijeron significativamente los cambios en la percepción de estrés, quejas somáticas, salud mental, dos dimensiones del estado de ánimo, satisfacción con la vida, optimismo, calidad de las relaciones sociales así como las estrategias de afrontamiento orientadas al problema. Además, la intervención tuvo efectos positivos en la percepción subjetiva de la empleabilidad, el éxito real en encontrar empleo y en la autoeficacia emprendedora. Los resultados se discuten centrando en el potencial de desarrollo de las CE y de la eficacia de la intervención en CE para diferentes resultados de la vida de las personas desempleadas.