This research study explored the dimensions of motivation that may exist for mature psychology graduates when completing their postgraduate degree. And because it is widely acknowledged that stress is often a close companion to motivation, specifically in the pursuit of academic goals, the study also investigated those aspects of coping skills these individuals employed to sustain their motivation in completing their studies. Eight mature female psychology postgraduates from four different South African public universities were identified using a non probability sampling technique. Semi structured interviews were then carried out with the eight participants; the interviews were then transcribed and analysed using content analysis. The results of the study indicated that self efficacy; intrinsic motivation, attribution and achievement goals all play a role in the students’ motivation. It further indentified perseverance as an important factor in the students’ completion of their studies. Positive beliefs, problem solving strategies and social support appeared to be the most widely used coping skills by this sample.

Este trabalho investigou concepções de dez estudantes de doutorado em química de uma Universidade pública paulista, sobre aspectos da filosofia da química. Buscou-se compreender como a química se caracteriza para esse grupo de pesquisadores, a fim de obter subsídios a respeito de como essa ciência pode ser mais bem ensinada e aprendida. Utilizou-se, como referencial teórico, trabalhos das áreas de filosofia da química e ensino de química, abordando as peculiaridades dessa ciência, para analisar o conjunto de transcrições de dois grupos de entrevistas semi-estruturadas realizadas com os doutorandos. A análise dos dados obtidos levou à classificação das concepções dos doutorandos em duas categorias e nove subcategorias. A categoria \"características da área de atuação da química\" foi subdividida em \"presença profissional no setor produtivo\", \"aplicação prática\", \"desenvolvimento de novas formas de explicação\", e \"interfaces com outras ciências\". A segunda categoria, \"características do pensamento químico\", abrangeu as subcategorias \"realismo químico com referência a imagens\", \"realismo químico sem referência a imagens\", \"valorização das evidências experimentais\", \"caráter qualitativo e relacional entre as entidades químicas\", e \"utilização de múltiplos modelos\". Os resultados revelam, entre as características marcantes da química, a valorização da experimentação e sua relação com abordagens realistas para as entidades submicroscópicas. Foi possível observar, também, indicadores de distinção entre a produção de conhecimento em química e o ensinar química, sugerindo a necessidade de explicitar questões filosóficas para promover melhor formação de professores de química. / This study investigated ideas of ten chemistry doctoral students from a public University in São Paulo about aspects of the philosophy of chemistry. Our aim was to gain insight on what chemistry is about for this group of researchers, in order to devise ways in which chemistry could be better taught and learned. Works in the areas of philosophy of chemistry and chemistry education were used to build a theoretical framework, addressing the peculiarities of this science. The set of transcripts of two groups of semi-structured interviews with the graduate students was analyzed using such framework. Data analysis led to the classification of the conceptions of the graduate students in two categories and nine subcategories. The category \"characteristics of the range of chemistry\" was subdivided into \"professional presence in the productive sector\", \"practical application\", \"development of new forms of explanation\", and \"interfaces with other sciences\". The second category, \"characteristics of chemical thinking\", covered the subcategories \"chemical realism with reference to images\", \"chemical realism without reference to images\", \"significance of experimental evidence\", \"qualitative and relational character of chemical entities\", and \"use of multiple models\". Results show the centrality of laboratory experiments and its relation to realistic approaches for submicroscopic entities among the outstanding characteristics of chemistry. Indicators of distinction between the production of chemical knowledge and the teaching of chemistry were also observed, suggesting the need for explicit philosophical discussions to improve chemistry teacher education.

Science teachers in the United States are not prepared to teach the students in their classrooms. Teachers are most often White females, while the children in their classrooms are from diverse backgrounds. Multicultural pedagogies exist, but teachers must be educated during their teacher preparation courses to understand their own relationship with race before they can enact such pedagogies in their classrooms. This qualitative study sought to examine the lived experiences of eight science education doctoral students in a course called Critical Voices in Teacher Education, through the qualitative method approach of transcendental phenomenology. The participants’ experiences were examined through three theoretical frameworks: transformative learning theory, White racial identity, and racial literacy. Interviews, field notes, and student reflections were used to collect data for this phenomenological study. The findings showed that through the process of critical reflection and group discussion, participants had a transformative experience in which their racial identities developed, and perceptions of students and curriculum shifted to include multicultural pedagogical approaches. The findings from this study supported the idea that teacher education programs must use racial identity development and multicultural curriculum as a foundation for all education programs.

This research considers the experiences and difficulties that professional doctoral students face and the supervision relationship. Winnicott’s psychoanalytical ideas are used to understand and make sense of the less visible dynamics that shape the professional doctoral students’ narratives. Semi-structured interviews are used to sensitively explore in-depth the nature of difficult experiences. The method of analysis was both compatible with the psychoanalytical theoretical perspective and with the qualitative interview method. The analysis provided an opportunity to listen to and make sense of the professional doctoral students’ narratives in four different ways. The thesis begins with a review of the wider doctoral education research context. Changes, taking place in that context, are considered, looking particularly at the impact of the knowledge economy on doctoral educational research in general and, more specifically, on professional doctoral educational research. Literature within doctoral education highlights supervision models and psychoanalytical supervision models designed for doctoral supervision practice and doctoral student support. Key findings relate to the professional doctoral students’ expectations and the perceptions that shape their difficult experiences. Firstly, professional doctoral students have little knowledge of doctoral supervision before beginning their first doctoral supervision relationship. The professional doctoral students’ expectations and perceptions influence their supervision relationships. When the professional doctoral students negotiate their expectations, they experience a productive working supervision relationship. However, when professional doctoral students exclude difficult experiences from their supervision relationships they do not get an opportunity to make sense of their experiences. Informal pastoral support, such as cohorts, peer groups and families, provide additional space for the professional doctoral students to talk about their difficult experiences. However, this thesis shows that informal support does not provide an academic framework for the professional doctoral student to understand their difficult experience within a doctoral research context. In contrast, this research suggests that the supervision relationship between the professional doctoral student and the supervisor can offer a supervision space informed by Winnicott’s psychoanalytical ideas. In this space supervisors and supervisees can explore difficult professional doctoral student experiences in a creative, playful and academic environment. The thesis concludes by considering the implications for doctoral supervisors and for professional doctoral students. In doing so, I offer recommendations that include points to consider for Higher Education policy, professional doctoral education and supervision training.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-24T14:13:56Z No. of bitstreams: 1 2015 - Sandra Maria Morgado Ferreira.pdf: 5136516 bytes, checksum: e234c7bb0d1e27b7d6b27300db893f18 (MD5) / Made available in DSpace on 2017-01-24T14:13:56Z (GMT). No. of bitstreams: 1 2015 - Sandra Maria Morgado Ferreira.pdf: 5136516 bytes, checksum: e234c7bb0d1e27b7d6b27300db893f18 (MD5) Previous issue date: 2015-09-30 / This research was conducted at the Graduate Program in Biotechnology of the Northeast Biotechnology Network - (PPGB - RENORBIO), Pernambuco, at Federal Rural University of Pernambuco, focusing graduate students of agriculture and animal husbandry research area during the period 2011-2014, as well as coordinators and teachers from the same area. The main objective was to demonstrate the impact of the former students performance in Pernambuco state. In order to complete this research objective, it was adopted a methodology of data collection in documentation research and descriptive field research. The investigative tools were semi-structured interviews; survey of Lattes curriculum and records and official documents of the graduated students of the program and the biotechnology area. The quantitative analysis of the collected data was conducted through programs like Excel, Adobe InDdesign and Adobe Illustrator. The qualitative analysis was performed by categorical analysis technique where the information is grouped by categories. The study was carried out on the profile of graduated students and their contribution for the development of the Pernambuco state, as well as the perception of the coordinators and teachers about the social and economic impact of the program for the state. The results showed the relevance of the program referred to the training of qualified personnel; to increase the scientific publication with the dissemination of new knowledge to society in general. Also, it was demonstrated the social and economic benefits for the people with new techniques, processes and products generated through the results of students' surveys / Esta pesquisa foi realizada no Programa de P?s-Gradua??o em Biotecnologia da Rede Nordeste de Biotecnologia (PPGB - RENORBIO), Ponto Focal Pernambuco, na Universidade Federal Rural de Pernambuco, cujo universo de estudo foram os egressos da ?rea de concentra??o em agropecu?ria, durante o per?odo 2011-2014, bem como os coordenadores e professores da mesma ?rea. O objetivo principal foi demonstrar o impacto da atua??o dos egressos do PPGB ? RENORBIO no Estado de Pernambuco. A fim de atingir seus objetivos, foi adotada, como metodologia de coleta de dados, a pesquisa documental e a pesquisa de campo descritiva, cujas ferramentas investigativas foram: entrevistas semiestruturadas; levantamento dos curr?culos Lattes e fichas de registros de matr?cula dos egressos e documentos oficiais do programa e da ?rea de biotecnologia da CAPES. A an?lise quantitativa dos dados coletados foi realizada nos programas Excel, Adobe InDdesign e Adobe Illustrator. Para a an?lise qualitativa optou-se pela utiliza??o da t?cnica da an?lise categorial, onde as informa??es s?o agrupadas por categorias. O estudo foi desenvolvido sobre o perfil dos alunos egressos e a contribui??o da atua??o dos mesmos para o desenvolvimento do Estado de Pernambuco, bem como a percep??o dos coordenadores e professores quanto ao impacto social e econ?mico do programa para o estado. Como resultado, constatou-se a relev?ncia do programa para a forma??o de pessoal qualificado; o aumento do acervo bibliogr?fico com a divulga??o de novos conhecimentos para a sociedade em geral; e os benef?cios sociais e econ?micos gerados ? popula??o com as novas t?cnicas, processos e produtos oriundos da aplica??o pr?tica dos resultados das pesquisas dos egressos

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-08-21T12:40:34Z No. of bitstreams: 1 2017 - Maria do Socorro Souza de Ara?jo.pdf: 1309508 bytes, checksum: 7b46fb6c27bca449493b6671726df9bc (MD5) / Made available in DSpace on 2018-08-21T12:40:34Z (GMT). No. of bitstreams: 1 2017 - Maria do Socorro Souza de Ara?jo.pdf: 1309508 bytes, checksum: 7b46fb6c27bca449493b6671726df9bc (MD5) Previous issue date: 2017-03-31 / The beginning of university life is a personal growth and professional choice. At this time, young people are more susceptible to the impact of changes and daily break with the family. The family and social detachment can contribute to emotional imbalance, since it is a very peculiar moment in the individual life, usually synchronized with the changes and adaptations proper to the transition from adolescence to adulthood life, which can lead to stress, as well as the quality of the student assistance. This study aimed to investigate the stress perception in incoming students. This research was based on a qualitative and exploratory approach with the participation of 54 incoming students housed at Federal Rural University of Rio de Janeiro, ranging from 18 to 25 years old. The questionnaires were analyzed and categorized according to content analysis. The results were 46.21% (f=61) for happiness/positive emotions and 43.94% (f=58) for satisfaction/ achievement in relation to university admission. Negative emotions were 9.85% (f=13) of responses during the first period, and negative emotions were 36.54% (f=38), with anxiety being the largest response. As for the changes in feelings during the first period of the University, 24.14% (f=35) answered they have changed, while 12.41% (f=18) answered no changes. 51.64% (f=110) of the responses were attributed to good interpersonal relationships in student house, but coexistence was difficult for 45.83% (f=66). 62.96% (f=68) pointed out the convenience of student house. In contrast, 46.49% (f=53) highlighted the lack of infrastructure. In conclusion, student assistance influences the academic performance, as well as infrastructural conditions, the later of great importance. Institutional measures are needed to ensure adequate student housing in order to prevent stress. It is suggested further study on stress perception of housed student in other academic periods / O in?cio da vida universit?ria representa uma oportunidade de crescimento pessoal, principalmente pela escolha da profiss?o do estudante. ? a ?poca em que os jovens s?o mais suscet?veis ao impacto das mudan?as e do afastamento di?rio da fam?lia. O distanciamento do contato familiar e social pode contribuir para um desequil?brio emocional, j? que se trata de um momento bastante peculiar na vida do indiv?duo, geralmente sincronizado com as mudan?as e adapta??es pr?prias da transi??o da adolesc?ncia para a vida adulta, podendo acarretar estresse, bem como a qualidade da assist?ncia estudantil. Este estudo teve como objetivo geral investigar a percep??o do estresse em alunos ingressantes alojados na Universidade Federal Rural do Rio de Janeiro, o qual foi baseado em uma abordagem qualitativa e explorat?ria com a participa??o de 54 estudantes, com faixa et?ria de 18 a 25 anos. Os question?rios foram analisados e categorizados de acordo com a an?lise de conte?do. Os resultados encontrados foram 46,21% (f=61) para felicidade/emo??es positivas e 43,94% (f=58) para satisfa??o/realiza??o com rela??o ao ingresso na universidade. As emo??es negativas foram 9,85% (f=13) das respostas, durante o primeiro per?odo, sendo a ansiedade a resposta mais frequente, com 36,54% (f= 38). Quanto ?s mudan?as de sentimentos durante o primeiro per?odo da Universidade, 24,14% (f=35) responderam que mudaram, enquanto 12,41% (f=18) responderam que n?o houve mudan?as. Foram encontradas 51,64% (f=110) das respostas atribu?das ?s boas rela??es interpessoais no alojamento, mas a conviv?ncia foi dif?cil para 45,83% (f=66). Em 62,96 % (f=68) foram assinaladas a comodidade de morar no alojamento, em contraste, 46,49% (f=53) ressaltaram a falta de infraestrutura. Conclui-se que a assist?ncia estudantil influencia no desempenho acad?mico do estudante, assim como as condi??es estruturais, estas de grande import?ncia. Tornam-se necess?rias medidas institucionais que garantam condi??es adequadas dessas moradias, a fim de prevenir o estresse. Sugerem-se estudos sobre a percep??o de estresse dos estudantes alojados em outros per?odos

Through in-depth interviews with 21 participants, this thesis investigates how graduate students at East Tennessee State University feel about their finances. Although all adults, by necessity, have everyday money concerns, this study explores the unique experiences that post-baccalaureate students have with debt, how they talk about it, and what meanings they attach to student loans in their daily lives. This study is novel in that little research to date has examined how graduate students' perceptions of adulthood are connected to their financial situations and their stage in life. For example, saving money is important to this population mainly because it signifies the achievement of adulthood. Debt, on the other hand, signifies dependence and questionable adult status. Although graduate students' future incomes will vary, they share similar strategies for managing the stigma of debt.

Grantsmanship; seeking external funding for research, personnel preparation, systems change efforts, conference attendance; “Centers” versus projects; early career funding.

Panel presentation includes topics on publications and proposals, practicums, internships, capstone and exhibitions, clinical experiences, and research ethics. Pamela Mims discussed research ethics.

Graduate students are the largest-growing group at East Tennessee State University. While it is easy to assume that graduates have mastered the basics of searching and conducting research, this assumption is largely unfounded. Whether they did learn these skills as undergraduates or not, graduates are rarely prepared for the project management challenge of undertaking the biggest research assignment of their lives. Graduate students often have additional stressors not faced by undergraduates: established careers, families, and greater financial responsibilities. Conceived during Summer 2015 and rolled out as an ongoing series in Fall 2015, the Graduate Student Workshops offered by the Sherrod Library provide instruction in the following areas: scholarly research, papers, and publishing; comprehensive project management; academic searching; APA style; citation management; and establishing a professional identity. As the program coordinator, the Graduate Services Librarian will discuss the origination of the program, from its inception in ETSU’s Graduate Thesis and Dissertation Boot Camp to its growth as a full-fledged series. Creating new relationships, leveraging partnerships with other faculty and departments, and organizing and marketing these services are critical to program success. Scheduling, logistics, costs, and assessment will also be discussed. After the program and discussion, attendees should be able to: recognize the significant function librarians can provide to graduate student research support convey the value of formal, targeted intervention to graduate students and campus administrators create offerings to support their own graduate students