This qualitative research seeks to improve our understanding of the relatively under-researched phenomenon of repeat teenage pregnancies, by exploring the underlying factors and meanings that teenagers ascribe to their pregnancies. The study uses a comparative approach to provide a comprehensive psychosocial and economic understanding of the factors leading to repeat teenage pregnancies. This is achieved by exploring both the diverse and similar experiences of two groups of teenagers within different socio-economic environments - one group of 26 respondents from the Caribbean islands of Jamaica and Barbados and the other group of 26 respondents from London. The research also capitalises on a unique opportunity to contextualize the welfare dependency/teenage pregnancy discourse. The behaviours, motivations, values and attitudes of young women who become repeatedly pregnant in a Welfare state such as England, are compared with those living in countries with limited state resources and few state benefits. The comparison shows that in the latter case, the lack of state intervention can have the disempowering impact of fostering dependency in many insidious forms. The findings demonstrate the very powerful influence that both intentional and hidden or masked factors can have on a young woman's decision to repeat a pregnancy. The intrinsic relationship between the personal driving forces of the young women and their repeated pregnancies is convincingly highlighted. These driving forces are accompanied by very strong and deep-rooted beliefs in the importance of motherhood and fertility, as well as anti-abortion views. When these factors are added to economic stringency, they provide the fuel for a young woman's journey into repeat pregnancies. The findings therefore caution against a reliance on a mechanistic understanding of both single and repeat teenage pregnancies and emphasise the fact that social, psychological, and emotional processes, as well as the economic influences, are also crucial to our understanding of repeat teenage pregnancies.

The problem with which this investigation is concerned is that of determining the differential impact of informational delivery systems T1 (games and simulations), T2 (closed-circuit television), T3 (programmed learning), and T4 (standard lecture and discussion) on student understanding of elementary economic concepts as measured by the Test of Understanding in College Economics. In addition, the study seeks to determine whether a significant relationship exists between students' revealed preferences for specific informational delivery systems and increased economic understanding, and whether a significant relationship exists between students' evaluation of specific informational delivery systems as most effective in preparation for class examinations and increased economic understanding.

国立情報学研究所で電子化したコンテンツを使用している。

Orientador: Orly Zucatto Mantovani de Assis / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T12:47:44Z (GMT). No. of bitstreams: 1 Araujo_ReginaMagnaBonifaciode_D.pdf: 4049701 bytes, checksum: e4ec807d64db7a1d22e845bfc19e8b33 (MD5) Previous issue date: 2007 / Resumo: O objetivo deste trabalho foi investigar o pensamento econômico de crianças brasileiras, entre 9 e 11 anos, antes e após o desenvolvimento de um Programa de Educação Econômica. A principal relevância dessa investigação foi introduzir o estudo da formação do pensamento econômico em crianças, no contexto da pesquisa educacional no Brasil, trabalhando o tema a partir de um modelo de desenvolvimento das idéias econômicas, vinculado à perspectiva cognitivista e com influência do ambiente social e educativo. A pesquisa foi desenvolvida em três etapas. A primeira consistiu na tradução, adaptação e preparação do instrumento de medida, Escala TAE-N, desenvolvida e validada no Chile e replicada através deste trabalho no Brasil, com uma amostra de 132 crianças, alunos e alunas da 3ª e 4ª séries do Ensino Fundamental, da rede particular de ensino da cidade de São Bernardo do Campo, São Paulo. Ainda nesta fase, foi realizada, numa amostra de 30 crianças, uma entrevista clínica sobre o tema, com o propósito de caracterizar os sujeitos envolvidos. Os resultados desta primeira etapa mostraram, tendo como parâmetro os Níveis de Desenvolvimento do Pensamento Econômico proposto por Denegri, que as crianças apresentavam um pensamento econômico primitivo, orientado para uma compreensão específica dos fenômenos econômicos e com uma capacidade de estabelecer relações e explicar a realidade econômica a partir de suas vivências e das informações que recebem do meio familiar, escolar e da mídia. Na segunda etapa, foi desenvolvido com as turmas um Programa de Educação Econômica, intitulado ¿Educando para o Consumo Consciente¿, utilizando a metodologia de trabalho com projetos, numa perspectiva interdisciplinar e transversal. Na terceira e última etapa desta pesquisa, a Escala TAE-N foi novamente aplicada nos alunos. Verificou-se, nesta segunda aplicação, que todas as turmas apresentaram um aumento na média das pontuações, o que sinaliza um desenvolvimento na compreensão dos fenômenos econômicos. Os resultados indicaram, ainda, o crescimento igual nas diferentes idades e um melhor desempenho dos meninos em relação às meninas no espaço entre os tempos de aplicação da Escala. Em relação às turmas, todas apresentaram crescimento na segunda aplicação do TAE-N, embora em percentuais diferentes. As análises permitiram tanto uma compreensão mais específica de como as crianças brasileiras compreendem o mundo econômico, quanto uma visão mais abrangente da importância de se trabalhar esse tema no âmbito das escolas de Educação Básica / Abstract: The objective of this paper was to investigate the economic thought of Brazilian children, between nine and eleven years old, before and after the development of na Economic Education Program. Its mainly relevance was to introduce the economic thought formation study in children in the context of educational research in Brazil, working on the theme in a development model of economic ideas connected to the cognitivist perspective and with influence of the social and educative enviroments. This research was developed in three stages. The first consisted on the translation, adaptation and preparation of the measure tool, TAE-N scale, developed and checked in Chile and pealed through this research in Brazil, with a sample of 132 children, students of 3rd and 4th grades of the Elementary School, in a Private School in São Bernardo do Campo, São Paulo. Still at this stage, a clinical interview in a sample of 30 children was made with the purpose of characterizing them. The results of this first stage showed, by the parameters of the Development Levels of the Economic Thought, prepositioned by Denegri, that the children have presented a primitive economic thought, directed to a specific comprehention of the economic phenomena and with the capacity of creating relations and explain the economic reality from their own daily experiences and from the information they received from their familiar, schoolar and media enviroments. The second stage was developed with the classes of an Economic Education Program entitled ¿Educando para o Consumo Consciente¿, using the methodology of projects work, in a transversal and interdisciplinar perspective. Finally, at the third and last stage of this research, the TAE-N scale has been applied again on the students. It was verified that al the classes presented an increase in their medium scores, what signalyzes a development in the economic phenomena comprehention. The results indicated an equal growth in the different ages analyzed and a better performance of the boys than the one of the girls, during the application of the Scale. In concern to the classes, all of them presented knowledge growth in the second application of TAE-N, although in different percentuals. The analysis enabled a more specific comprehention of how the Brazilian children understand the economic world as well as more open view on the importance of working on this theme in the Elementary School enviroment / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação