The diploma thesis focuses on the problems of regulation of financial intermediaries and reviews the contemporary situation in the financial market of the Czech Republic. In the introductory part subjects that can provide financial services and circumstances under which these services are possible are defined. The introduction also outlines the framework for controlling, its planned development, state institutions supervising this process and the up-to-date state of self-regulation by the financial intermediaries themselves. The main part of the thesis is devoted to contemporary key topics in the field (mis-selling, providing of misleading or incomplete information, reinsurance, promotion of excessive trading, low expertise, reward system etc.), supervision by the state and the attitude of financial intermediaries to these activities.. The aim of the thesis is to find a functional relationship between the set of rules defined by legislation and the internal self-regulatory system of the financial intermediaries.

This study was designed to determine the effectiveness of biofeedback-assisted relaxation therapy on reducing psychophysiological stress levels of working professional mothers. Participants were 14 working professional mothers from a major daily newspaper. Reported stress levels were measured with the 123 question Stress Profile (Nowack, 1990) three times during the eight week treatment study that was held at the women's workplace. A repeated measure ANOVA design was used to analyze the data and a partial eta squared was used to calculate effect size. As hypothesized, the study found a statistically significant reduction of reported stress levels (F=8.62; p=.001) and a statistically significant (F=3.65; p=.01) reduction in measured muscle tension across subjects. Practical significance (effect size) was found for reduction in reported stress levels (n=.39) and reduction in muscle tension (n=.21).

An adolescent’s subjective experiences of mindfulness were explored in a single case study of a 17-year-old female. Data were created by means of “mindfulness sessions”, unstructured interviews, creative expression, journals and field notes. The data were analysed and interpreted using a combination of typological and interpretive analysis strategies. Findings are presented within a conceptual framework of mindfulness derived by the author from the literature review. The conceptual framework includes the following five “dimensions” of mindfulness: ‘present-centered attention and awareness’, ‘attitude and heart qualities’, ‘self-regulation’, ‘universalism of mindfulness’, and ‘mindlessness’. The adolescent’s subjective experiences of each dimension of mindfulness are presented in terms of the primary and secondary themes that emerged from the data. Emerging themes include being task-oriented, experiencing greater external than internal awareness, and enhanced sensory experiences, in terms of present-centered attention and awareness in mindfulness. In terms of the ‘attitude and heart qualities’ dimension of mindfulness, the participant experienced the themes of perfectionism and “letting go”, and an increased intention to practice mindfulness. The study found that the participant experienced self-regulation of attention in mindfulness as interest-driven, needing silence, requiring effort, and improved with awareness. The participant experienced a greater awareness of mindlessness, as well as the themes of mindfulness being applicable to everyday life, and an initial conflict as to the place of mindfulness in the contexts of science and religion. Overall findings suggest firstly that the participant subjectively experienced mindfulness as being predominantly task-oriented. Secondly, it appears that the participant experienced personal growth and development in terms of her understanding and practice of mindfulness. These findings could make a potential contribution towards qualitative research on mindfulness, and research on how mindfulness could possibly apply to an adolescent. Studies have shown mindfulness to be a potentially promising intervention and quality to be cultivated in the development of well-being. This study is thus significant in the context of positive psychology and a move towards more holistic health and well-being. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Educational Psychology / unrestricted

Orientador: Soely Aparecida Jorge Polydoro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T15:14:04Z (GMT). No. of bitstreams: 1 Ramos_VaniaRodriguesLima_M.pdf: 1061886 bytes, checksum: 93333af57e438d4bd72d9e8c30309f07 (MD5) Previous issue date: 2015 / Resumo: É possível observar, por meio dos Censos da Educação Superior - INEP, o aumento da população adulta ingressante no ensino superior, porém ainda são poucos os estudos nacionais sobre tal público. Na busca por investigar o processo de aprendizagem dos ingressantes adultos, este trabalho objetiva analisar a percepção da autorregulação da aprendizagem e a percepção da autoeficácia para autorregular-se de ingressantes do ensino superior. Para tanto, realizou-se uma pesquisa documental com delineamento descritivo correlacional. A amostra é composta por 328 ingressantes do ensino superior de diferentes faixas etárias, a saber: 122 alunos adultos jovens (entre 25 a 34 anos), 42 alunos adultos maduros (com idade igual ou maior que 35 anos) e 164 alunos ingressantes não adultos (até 24 anos), oriundos de doze universidades brasileiras públicas e confessionais. Os participantes foram selecionados a partir do banco de dados de pesquisa realizada em 2010 e 2011, cujas respostas utilizaram os instrumentos: Inventário de Processos de Autorregulação da Aprendizagem e Questionário de Autoeficácia para Autorregular-se. A análise dos dados deu-se por meio de testes Kruskal-Wallis e correlação de Sperman. Os resultados obtidos quanto à autorregulação da aprendizagem pelos três grupos etários apontaram alta frequência de comportamento autorregulatório, sendo observada diferença significativa entre os alunos não adultos e adultos maduros (estes com a média maior). Com relação à percepção da autoeficácia para autorregularse, a maior média observada ocorreu entre os ingressantes adultos maduros, diferenciando-se significantemente dos alunos não adultos. Tais resultados indicam que os alunos adultos maduros percebem-se mais capazes e ativos em seu processo de aprendizagem do que os ingressantes não adultos, regulando sua cognição, motivação e comportamento. Verifica-se também correlação positiva moderada e significante entre a autorregulação da aprendizagem e a crença de eficácia para autorregular-se em todas faixas etárias. Os resultados encontrados na investigação apontam para o papel protagonista do aluno adulto maduro diante de seu ingresso no ensino superior, indicando que poderiam ser participantes ativos no fortalecimento da autorregulação da aprendizagem de seus colegas mais novos / Abstract: It is possible to note through the Census of Higher Education the increased entrant adult population in higher education, but there are few national studies on this audience. Trying to investigate the learning process of adults entering, this paper aims to analyse the perception of self-regulation of learning and the perception of self-efficacy for selfregulate of higher education freshman. Therefore, there was a documentary research with descriptive correlational design. The sample consists of 328 freshman in higher education in different age groups: 122 young adult students (between 25 and 34 years), 42 mature adult students (older than 35 years) and 164 non-adult students (until 24 years). They came from twelve Brazilian public and confessional universities located in the North, Northeast, Midwest, Southeast and South. Participants were selected from the search database held in 2010 and 2011, whose answers used instruments: Inventory of SelfRegulation Process of Learning and Self-efficacy Questionnaire for self-regulate themselves. Data analysis was performed by Kruskal-Wallis test and Spearman correlation. The results obtained on self-regulation of learning the three age groups showed high frequency of auto-regulatory behaviour, with a significant difference between non-adult learners and mature adults (those with the highest average). Regarding the perception of self-efficacy to regulate themselves, the highest average observed occurred between mature adults entering, differing significantly from non-adult students. These results indicate that the mature adult learners perceive themselves more capable and active in their learning process than non-adult entrants, regulating their cognition, motivation and behaviour. It appears also moderate and significant positive correlation between self-regulation of learning and the effectiveness of belief to self-regulate in all age groups. The findings of the research point to the leading role of the mature adult students before their admission to higher education - they could be active participants in strengthening of self-regulation of learning of their younger colleagues / Mestrado / Psicologia Educacional / Mestre em Educação

Os efeitos da demonstração na aprendizagem motora tem sido objeto de estudo de longa data. Porém, o efeito da demonstração autocontrolada e das formas de utilização da possibilidade de autocontrolar esse fator ainda são pouco explorados na literatura. Dessa forma, quatro questões de estudo foram formuladas: 1) qual o efeito da demonstração autocontrolada na aprendizagem de uma habilidade motora seriada? 2) há diferença na aprendizagem entre aqueles que gastam mais tempo para tomar a decisão sobre pedir a demonstração e aqueles que gastam menos tempo? 3) há diferença na aprendizagem entre aqueles que processam a informação observada de forma mais rápida e aqueles que processam de forma mais lenta? 4) há diferença na aprendizagem entre aqueles que mais demonstrações pedem e aqueles que menos pedem? Para investigar essas questões, quatros estudos foram realizados com a participação de 120 indivíduos voluntários, universitários, de ambos os sexos. A tarefa de aprendizagem foi uma habilidade motora seriada que consistiu em movimentar com o mouse um quadrado vermelho, exibido na tela de um computador, de forma a tocar sequencialmente todos os alvos retangulares apresentados na tela, em um determinado padrão temporal. O Estudo 1 envolveu a formação de dois grupos: Auto (demonstração autocontrolada, n=60) e Yoked (demonstração espelhada a partir do grupo Auto, n=60). O experimento consistiu de quatro etapas: fase de aquisição (100 tentativas de prática); teste de retenção 24 horas (20 tentativas); teste de transferência 50 (20 tentativas); teste de transferência 100 (20 tentativas). Os Estudos 2 e 3 foram realizados com a participação de 40 e o Estudo 4 com a participação de 38 indivíduos, todos do grupo Auto do Estudo 1. Para cada um desses estudos foram selecionados participantes que obtiveram valores extremos para as variáveis: Tempo para Tomada de Decisão (TTD), Tempo de Processamento da Informação Observada (TPIO) e quantidade de Demonstrações (DEM). Para a verificação da aprendizagem, o Erro Relativo (ER), Erro Total (ET), Erro Absoluto (EA) e Erro na Sequência (ES) foram medidos. Também foram adotadas medidas complementares para a verificação de como os participantes se envolveram no processo. Com relação ao Estudo 1, os principais resultados foram: a) a superioridade do grupo Auto sobre o Yoked, especialmente, quanto ao ER e o EA; b) o grupo Auto processou por mais tempo a informação observada que o grupo Yoked; c) as demonstrações foram requeridas no início da prática, momento em que o desempenho era significativamente baixo, em ambos os grupos; d) o grupo Yoked se mostrou satisfeito com o momento em que recebeu as demonstrações. Os resultados dos Estudos 2, 3 e 4 mostraram, em síntese, que: a) o gasto de mais tempo tomando a decisão sobre pedir a demonstração promoveu melhor aprendizagem que a condição de gasto menor; b) ambos os grupos, formados a partir da variável Tempo de Processamento da Informação Observada (TPIO), aprenderam de forma semelhante; c) o grupo + DEM teve aprendizagem superior ao DEM em todas as medidas de desempenho. A partir desses resultados concluiu-se que a demonstração autocontrolada produziu melhor aprendizagem que a condição externamente controlada, sendo o Tempo para a Tomada de Decisão e a Quantidade de Demonstração, fatores determinantes dessa superioridade / The effects of demonstration on motor learning have been studied for a long time. However, the effect of self-controlled demonstration and the strategies of the learner in this process have been little explored in the literature. Thus, four questions for study were posed: 1) what is the effect of self-controlled demonstration on learning of a serial motor skill? 2) are there learning differences between the learners that spend more time and the learners that spend less time in making a decision about asking for a demonstration? 3) are there differences in the motor learning process between learners that spend more time and the learners that spend less time in processing the demonstration information? 4) are there differences in the motor learning process between learners that ask for more and the learners that ask for less demonstration in the acquisition phase? To investigate these questions four studies were designed involving 120 volunteer university students of both sexes. A timing task was used whose objective was to manipulate the mouse to move a red square on the computer screen so as to touch, in a sequential manner, all the rectangular targets shown on the screen in a determined temporal pattern. Study One was designed with two groups: Self (self-controlled visual model, n=60) and Yoked (control, n=60). The experiment consisted with four stages: acquisition phase (100 practice trials); retention test, 24 hours after acquisition phase (20 trials); transfer test 50 (20 trials); and transfer test 100 (20 trials). The other three studies were performed with participants from the Self group of Study One with 40 subjects being selected for Study Two and Study Three and 38 subjects for Study Four. Subjects were selected according to those that achieved extreme values for the variables of decision-making time, time for processing the demonstration information, and number of demonstrations. To assess motor learning, relative error, total error, absolute error and sequence error were measured. Complementary measures were also adopted to verify how the participants were involved in the process. In relation to Study One, results indicated: a) superiority of the Self group over the Yoked group, especially in relation to relative error and absolute error; b) the Self group processed the demonstration information for a longer time than the Yoked group; c) demonstration was requested at the beginning of practice, a time at which performance was poor for both groups; and d) the Yoked group was satisfied at the time the demonstration was presented. In short, the results of the Studies Two, Three and Four showed that: a) the more time spent in decision making on requesting demonstration, the better the learning of a sequential motor skill; b) the motor learning of both groups formed through time for demonstration information processing was similar; c) the group that asked for more demonstration learned better than the group that asked for less. Based on these results, it may be concluded that the self-controlled demonstration condition promoted better motor learning than the externally-controlled condition, with decision making time and the amount of demonstration being decisive factors in this respect

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-08T23:12:13Z No. of bitstreams: 1 DISSERTACAO ACAO COGNITIVA_POSBANCA_IMPRESSAO (1).pdf: 1747345 bytes, checksum: 47c6574e4bb2481c6000190f610d6f07 (MD5) / Made available in DSpace on 2016-09-08T23:12:13Z (GMT). No. of bitstreams: 1 DISSERTACAO ACAO COGNITIVA_POSBANCA_IMPRESSAO (1).pdf: 1747345 bytes, checksum: 47c6574e4bb2481c6000190f610d6f07 (MD5) Previous issue date: 2016-03-23 / This work was presented and defended the Master of Education from the University of West Paulista - Concentration Area: Institution Educational and Training Educator. The research had the main objective to understand how the student's vocational education conceives the operation of their intelligence in the learning situation and specific objectives, aimed at identifying possible reflections of students about their own thinking and understand how they understand the construction of intelligence. Cognitive action was addressed from the perspective of Theoretical cognitive as Jean Piaget, David Ausubel, Jerome Bruner and John Flavell, in order to have different contributions in relation to aspects of cognition related to learning and intelligence training process. As a methodological option appealed to the research exploratory qualitative nature of the kind of intrinsic study case. The methodological procedures involved the collection of data using interviews with semi-structured having a guiding question that was applied to twelve students in a class Young Apprentice Senai - SENAI. The interpretation and discussion of the data were worked through Content Analysis. The collected responses were organized into four categories: Knowledge own intelligence operation in the learning process; Perception of learning; learning strategies; Development of intelligence. The results indicate that students conceive the functioning of the intelligence focused on memorization and practice activity. Who realize the thought, but not associate the construction of intelligence and thus reveal limited reflective abstraction. It is noticed that the academic life of these students was not rich enough in relation to self-regulation. Finally, it is understood to be necessary to carry out new studies to add knowledge and explore other ways to deepen the theme of this investigation. / Esta dissertação foi apresentada e defendida no Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador. A pesquisa teve por objetivo principal compreender como o aluno do ensino profissionalizante concebe o funcionamento da sua inteligência em situação de aprendizagem e, como objetivos específicos, buscou identificar possíveis reflexões dos alunos sobre o próprio pensamento e compreender como eles entendem a construção da inteligência. A ação cognitiva foi abordada a partir da visão dos Teóricos Cognitivistas como Jean Piaget, David Ausubel, Jerome Bruner e John Flavell, com o intuito de apresentar diferentes contribuições no que tange aos aspectos da cognição relativos à aprendizagem e ao processo de formação da inteligência. Como opção metodológica recorreu-se à pesquisa de natureza qualitativa exploratória, do tipo Estudo de Caso intrínseco. Os procedimentos metodológicos envolveram a recolha de dados utilizando-se de entrevista com roteiro semiestruturado tendo uma questão norteadora que foi aplicada a doze alunos de uma turma de Jovem Aprendiz do Serviço Nacional de Aprendizagem Industrial – SENAI. A interpretação e discussão dos dados foram trabalhadas por meio da Análise de Conteúdo. As respostas recolhidas foram organizadas em quatro categorias: Conhecimento do funcionamento da própria inteligência no processo de aprendizagem; Percepção do aprendizado; Estratégias de aprendizagem; Desenvolvimento da Inteligência. Os resultados sinalizam que os alunos concebem o funcionamento da inteligência com foco na memorização e atividade prática. Que percebem o pensamento, mas não o associam à construção da inteligência e, assim, revelam limitada abstração reflexiva. Percebe-se que a vida acadêmica destes alunos não foi suficientemente rica em relação à autorregulação. Por fim, entende-se ser necessária a realização de novos estudos para acrescentar conhecimentos e explorar outros caminhos para aprofundamento na temática desta investigação.

abstract: The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics has been illustrated by both state and international assessments. Throughout the decades, mathematics instruction and reforms have varied, but overall students’ psychological needs have been neglected. This innovation was designed to develop students’ psychological characteristics regarding facing challenges in mathematics. For this purpose, two guiding theories were utilized to frame this research study, Dweck’s mindset theory and self-regulation theory. To address the research questions of this study, pre- and post-questionnaire data, observational data and student work was analyzed. Results of the qualitative data indicated that the innovation positively impacted students’ mindsets and use of self-regulation strategies. However, quantitative data indicated the innovation had no effect on students’ use of self-regulation strategies or academic growth, and a negative impact on students’ mindsets. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

Orientador: Sandro Caramaschi / Resumo: Aspectos influenciadores no desenvolvimento humano incluem a interação de fatores ambientais e inatos, como a constituição histórica e biológica do indivíduo, envolvendo compartilhamento de experiências e características individuais nas quais estabelecem e modificam pensamentos, emoções e comportamentos de pessoas e grupos de forma dinâmica. Nesse sentido, as emoções pertenceriam a condições biológicas inatas universais, equivalentes a uma comunicação passível de ser compreendida em qualquer cultura, tendo funções importantes no processo evolutivo. A tristeza, enquanto emoção básica, é uma das mais intensas da vida humana comparada às outras, a qual nem sempre possui aspectos negativos. Desta forma, os objetivos deste trabalho foram identificar e analisar os desencadeadores de tristeza, o interesse dos indivíduos por estímulos com conteúdo triste (música, filmes e notícias), além de testar o modelo preditivo tendo a autoestima, autorregulação emocional e ruminação como preditoras e a tristeza como variável dependente, comparando os resultados entre homens e mulheres. Para responder os objetivos, foram realizados dois estudos: o primeiro, de caráter descritivo e comparativo, e o segundo, de caráter exploratório e comparativo. Os resultados mostraram que a tristeza pode ser desencadeada por diversos fatores, como questões financeiras, trabalho, estudo, relações interpessoais e perdas, se assemelhando com dados de pesquisas realizadas em outras culturas. Ademais, muitos particip... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Influencing aspects of human development include the interaction of environmental and innate factors, such as the individual's historical and biological constitution, involving the sharing of experiences and individual characteristics in which they dynamically establish and modify the thoughts, emotions and behaviors of people and groups. In this way, emotions belong to universal innate biological conditions, equivalent to a communication that can be understood in any culture, having important functions in the evolutionary process. Sadness, as a basic emotion, is one of the most intense in human life compared to others, which does not always have negative aspects. Thus, the objectives of this work were to identify and analyze the triggers of sadness, the interest of individuals in stimuli with sad content (music, films and news), in addition to testing the predictive model with self-esteem, emotional self-regulation and rumination as predictors and sadness as a dependent variable, comparing the results between men and women. To answer the objectives, two studies were carried out: the first, descriptive and comparative, and the second, exploratory and comparative. The results showed that sadness can be triggered by several factors, such as financial issues, work, study, interpersonal relationships and losses, similar to data from research conducted in other cultures. In addition, many participants said they were interested in experiencing stimuli such as sad songs and movies, ... (Complete abstract click electronic access below) / Mestre

Magister Legum - LLM / Deceptive advertising, which is also known as false advertising, refers to a manufacturer making use of confusing, misleading, or blatantly untrue statements to promote a particular product or service. The phrase ‘false, misleading or deceptive’ was apparently adopted from North American legislation. It is important to begin by defining these key terms that are frequently used in this thesis. A ‘false’ representation means giving wrongful or incorrect information to someone. A ‘misleading’ representation can be defined as one that leads someone astray, or causes someone to have an incorrect impression or belief. A ‘deceptive’ representation is similar to a misleading representation because it is aimed at deceiving the consumer which ultimately leads to the consumer making an error in judgement. These terms are very similar to each other but there are subtle differences between them. Representations are often misleading or deceptive by virtue of it being false. A representation can, however, also be true yet still be misleading or deceptive.

Differential parenting has been shown to be an important correlate and possible cause of positive and negative adjustment of sibling children. However, it is not known whether sibling differences in temperament affect this link between differential harsh parenting and sibling differences in adjustment outcomes. The current study addressed this gap in knowledge. The sample included 92 monozygotic (MZ, 63% female) twin pairs and 137 dizygotic same-sex (DZ, 52% female) twin pairs who had complete temperament survey data collected near the third annual wave in the longitudinal study. Children were 6.09 years old (SD = .69) years old at wave 1. Mothers completed questionnaires, and mother and child were observed interacting during a home visit. Within families, greater sibling differences in conduct problems were statistically predicted by greater differences in harsh parenting exposure between siblings, but not by differences in effortful control. A hypothesized two-way interaction between sibling differences in harsh parenting and differences in effortful control was not significant. Regarding statistical bidirectional “child effects”, greater sibling differences in harsh parenting exposure were statistically predicted by greater sibling differences in conduct problems and greater sibling differences in effortful control. A hypothesized two-way interaction between conduct problems and effortful control was not significant. There was evidence of a bidirectional association between differential harsh parenting and sibling differences in conduct problems. In order to study the proximal family process, it is important to investigate sibling differences using within-family designs. Results can inform parents about how their differential parenting practices may affect child behavioral outcomes, to keep in mind when they parent their children.