This doctoral thesis aimed to better understand the relationship between coping and achievement in the post-secondary academic setting within the classic transactional model of stress and coping (Lazarus, 1991, 1999). Article 1 included the development of the Coping Inventory for Academic Striving (CIAS). The CIAS was developped to address limitations in the measurement of coping in the post-secondary setting. The results of two studies supported a psychometrically sound questionnaire measuring 11 coping strategies organized within task-oriented and disengagement-oriented coping dimensions. Tests of the concurrent, predictive, and incremental validity examining the relationships between the antecedents and outcomes of coping supported the conceptual independence of the task- and disengagement-oriented coping dimensions. Using this conceptual framework in Article 2 and 3, two daily diary studies were conducted in university students to examine the relationship between coping and goal progress. Individual differences in coping exist because not all students are coping the same way (i.e., between-person level). However, coping behaviours are also likely to vary from one day to the other during a typical week of the academic year (i.e., within-person level). Therefore in Article 2, new research questions pertaining to appraisal, coping, and goal progress were examined at both the between-person and within-person levels of analysis. While most effects were homologous, different within-person and between-person associations were found. Importantly, individual tendencies toward threat appraisal related to goal disengagement, but the momentary appraisal of threat can bring awareness to goal interferences redirecting goal directed behaviour. Finally, Article 3 tested an experimental coping skills training program whereby students in the experimental condition set if-then coping plans to manage negative emotions detrimental to the pursuit of daily studying goals. Daily over the course of a week, students in the experimental group reported lower levels of stress and negative emotions and higher levels of studying time in comparison to students in the control group. However, the effect of the intervention on some indicators of performance and emotions were only applicable to students with a limited coping repertoire. The development of this coping training skills program aimed to create bridges between coping theory and preventive coping interventions.

The aim of this study was to pursue an investigation on the educational performance of immigrant children living in Sweden by means of interviews and in the light of the social capital theory. With some earlier researchers suggesting that children with immigrant background have the tendency of performing lower in school compared to native children. This study uses Social capital theory to highlight the relationship between individuals and social structures influencing families in terms of educational performance of theirchildren. The study was carried out qualitatively with four immigrants parents been interviewed. The result of the interviews showed that parent’s role in their children’s educational performance is vital as well as the role of the community. The study also raises a question of self-confidence of children and parents. The result furthered showed that children’s educational performance is influenced by activities.

Os escores médios obtidos por estudantes dos diversos países em avaliações escolásticas se correlacionam fortemente com o Quociente de Inteligência (QI) médio da população das nações. Nesse sentido, as avaliações que mensuram o conhecimento dos discentes podem representar a inteligência geral dos habitantes de um país. O presente estudo investigou as influências das habilidades cognitivas (HC) específicas, da inteligência geral (índice agregado das HC específicas) e da renda per capita sobre a alimentação e a nutrição da população das 27 unidades federativas (UF) do Brasil. Também foram analisados os impactos da boa qualidade alimentar e nutricional e da precoce escolarização sobre a variação da inteligência dos habitantes daquelas UF. Os escores médios dos estudantes, em diferentes áreas do conhecimento, no Programa Internacional de Avaliação dos Estudantes, o qual avalia alunos no ensino médio, foram usados como medidas das HC específicas. Os impactos das HC específicas e da inteligência geral foram calculados sobre dois índices, criados nesta pesquisa, para cada UF do Brasil: o índice de fome e subnutrição estadual (IFSE), composto por taxas de crianças desnutridas, desnutrição pregressa em crianças e em adolescentes, aleitamento materno exclusivo, pessoas em situação de pobreza e extrema pobreza por necessidades calóricas e consumo de frutas e hortaliças e o índice de sobrenutrição estadual (ISE), composto por consumo de embutidos, refrigerantes, bebidas alcoólicas, refeições prontas e misturas industrializadas, gordura animal, doces, produtos de confeitaria, guloseimas, salgados fritos e sorvetes, porcentagens de sobrepeso e obesidade, Índice de Massa Corporal, indivíduos que querem ganhar peso e que querem perder peso. A inteligência geral e a renda per capita explicaram, juntas, 77% e 71% da variação do IFSE e do ISE, respectivamente, mas somente a inteligência geral ou as HC específicas explicaram sozinhas, e de forma estatisticamente significativa, a variação do IFSE e do ISE. A inteligência geral ou as HC específicas constituem os fatores que explicam as associações entre a renda per capita e as desigualdades alimentares e nutricionais no Brasil. Quanto maiores as HC específicas ou a inteligência geral da população de uma UF, menores as suas taxas de fome e subnutrição e maiores as suas porcentagens de sobrepeso e obesidade. As HC específicas possuem influências praticamente idênticas ao impacto da inteligência geral sobre o IFSE e o ISE, o que pode dar ensejo a uma nova definição de inteligência: o desenvolvimento mental em qualquer área do conhecimento. Desse modo, o foco de análise dos estudos sobre inteligência pode se deslocar das correlações entre os vários testes mentais específicos e do fator geral (g), para o ser humano, o sujeito do conhecimento, que se constitui mais inteligente não apenas por ter um alto QI, mas por ter desenvolvida uma HC específica qualquer. Por outro lado, as porcentagens de crianças, de zero a três anos de idade, matriculadas em escolas, as taxas de aleitamento materno e as porcentagens de pessoas com deficiência calórica explicaram, juntas, 78% da variabilidade da inteligência geral dos habitantes das UF do Brasil. / The mean scores obtained by students from different countries in scholastic assessments correlate strongly with the average Intelligence Quotient (IQ) of the population of the nations. In this sense, the assessments that measure the knowledge of the students can represent the general intelligence of the inhabitants of a country. The present study investigated the influence of specific cognitive abilities (CA), general intelligence (aggregate index of specific CA) and per capita income on food and nutrition of the population of the 27 states of Brazil. Also they were analyzed the impacts of good food and nutritional quality and early schooling on the variation of the general intelligence of the inhabitants of those states. The average student scores, in different areas of knowledge, in the International Student Assessment Program, which assesses students in high school, were used as specific CA measures. The impacts of specific CA and general intelligence were calculated on two indices, created in this research, for each UF of Brazil: (1) the state hunger and undernutrition index (SHUI), composed of rates of malnourished children, previous malnutrition in children and adolescents, exclusive breastfeeding, poverty and extreme poverty due to caloric needs and consumption of fruits and vegetables in the UF of Brazil and on (2) the overnutrition state index (OSI), consisting of consumption of sausages, soft drinks, alcoholic beverages, ready meals and industrial mixtures, animal fat, sweets, confectionery, confectionery, fried salty foods and ice creams, percentages of overweight and obesity, Body Mass Index, individuals who want to gain weight and who want to lose weight. Overall intelligence and per capita income together account for 77% and 71% of SHUI and OSI variation, respectively, but only general intelligence or specific CA alone and statistically significant explained the variation of the SHUI and of OSI. General intelligence or specific CA are the factors that explain the associations between per capita income and food and nutritional inequalities of Brazil. The higher the specific CA or general intelligence of a UF population, the lower their rates of hunger and malnutrition, and the higher their percentages of overweight and obesity. Specific CA have almost identical influences to the impact of general intelligence on SHUI and OSI, which may give rise to a new definition of intelligence: mental development in any area of knowledge. From this definition, the analysis focus of intelligence studies can shift from the correlations between the various specific mental tests and the general factor (g), for the human being, the subject of knowledge, who is more intelligent not only by have a high IQ, but for having developed a specific CA. On the other hand, the percentages of children enrolled in school, from zero to three years old, breastfeeding rates and the percentages of people with caloric deficiency together explained 78% of the general intelligence variability of Brazil.

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-24Bitstream added on 2014-06-13T18:20:42Z : No. of bitstreams: 1 carlindo_ep_me_arafcl.pdf: 529145 bytes, checksum: 38f0c00cfa08e3c6d0a5673c262a0d6a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho de natureza qualitativa pretende contribuir com reflexões que estão sendo sistematizadas cujo objeto de estudo é a formação e a atuação docente. O objetivo desse trabalho é investigar se os modos de ser professor relacionam-se com as experiências formativas vivenciadas pelo professor ao longo de sua trajetória de vida privada e profissional e se tais experiências influenciaram a angariação de capital cultural e a estruturação do habitus professoral. Para tanto, optamos pelo referencial teórico bourdieusiano por contemplar aspectos relacionados aos processos formativos a que o agente social está submetido, tais como, campo social, trajeto social, habitus e angariação de diferentes tipos de capital. Nessa perspectiva, realizamos entrevistas semiestruturadas de caráter autobiográfico com quatro professoras atuantes na última série do primeiro ciclo do ensino fundamental de uma escola municipal situada em um município de pequeno porte no interior paulista a fim de que pudéssemos “reconstruir” parte da vida dos sujeitos entrevistados. A esse propósito, para a realização das entrevistas formulamos três macroeixos norteadores: trajetória pessoal; trajetória escolar e acadêmica e trajetória profissional, justamente, por se relacionarem às experiências educacionais, escolares e não-escolares; ao exercício da docência; à carreira docente e ao processo de angariação de capital cultural. Por sua vez, a análise dos dados, realizada por meio da técnica Análise de Conteúdo, segundo a proposta de Laurence Bardin, permite-nos afirmar que a titulação acadêmica apresentou-se como estratégia de ascensão social para as professoras entrevistadas por permitir a angariação de diferentes tipos de capital, entre eles, capital simbólico, capital econômico e, sobretudo, capital cultural de caráter institucionalizado e, ao mesmo tempo, por ser capaz... / The intent of this native qualitative work is to contribute with reflections that have been systemized which study`s object is the teacher formation and performance. The objective of this study is to explore the possibility of the teacher methods be related to his formative experiences obtained by himself during the life/professional and if these experiences affected the cultural capital gathering and the professorial habitus arrangement. Therefore, we chose by the bourdieusin theoretical referential due to the consideration of aspects related to the formative processes which the social agent is submitted, such as, social ground, social path, habitus and the gathering for different types of capital. In this overview, we performed semi-structured interviews with autobiography characteristic for four active teachers in the last year of the elementary education in a local school which is located in a small São Paulo inner city in order that we could “redo” part of the interviewers` lives. This purpose, we developed three macro guiding principles to perform the interviews: personal path, scholar path and academic and professional path, certainly relate to educational experiences, scholars and non- scholars, the teaching profession, teacher career and the gathering for the capital ethnical. On the other hand, the data analysis were made by Content Analysis technique, as proposed by Laurence Bardin, and allow us to say that the academic title was showed as strategy of social rise for interviewed teachers to allow the gathering of different types of capital, among, symbolic capital, economic capital and, especially, cultural institutionalized capital and to be capable to give to the social agents the social distinctions among their class members. However, the teaching profession requires dedication from the social agent with some changes/restructuration of his primary... (Resumo completo, clicar acesso eletrônico abaixo)

Os escores médios obtidos por estudantes dos diversos países em avaliações escolásticas se correlacionam fortemente com o Quociente de Inteligência (QI) médio da população das nações. Nesse sentido, as avaliações que mensuram o conhecimento dos discentes podem representar a inteligência geral dos habitantes de um país. O presente estudo investigou as influências das habilidades cognitivas (HC) específicas, da inteligência geral (índice agregado das HC específicas) e da renda per capita sobre a alimentação e a nutrição da população das 27 unidades federativas (UF) do Brasil. Também foram analisados os impactos da boa qualidade alimentar e nutricional e da precoce escolarização sobre a variação da inteligência dos habitantes daquelas UF. Os escores médios dos estudantes, em diferentes áreas do conhecimento, no Programa Internacional de Avaliação dos Estudantes, o qual avalia alunos no ensino médio, foram usados como medidas das HC específicas. Os impactos das HC específicas e da inteligência geral foram calculados sobre dois índices, criados nesta pesquisa, para cada UF do Brasil: o índice de fome e subnutrição estadual (IFSE), composto por taxas de crianças desnutridas, desnutrição pregressa em crianças e em adolescentes, aleitamento materno exclusivo, pessoas em situação de pobreza e extrema pobreza por necessidades calóricas e consumo de frutas e hortaliças e o índice de sobrenutrição estadual (ISE), composto por consumo de embutidos, refrigerantes, bebidas alcoólicas, refeições prontas e misturas industrializadas, gordura animal, doces, produtos de confeitaria, guloseimas, salgados fritos e sorvetes, porcentagens de sobrepeso e obesidade, Índice de Massa Corporal, indivíduos que querem ganhar peso e que querem perder peso. A inteligência geral e a renda per capita explicaram, juntas, 77% e 71% da variação do IFSE e do ISE, respectivamente, mas somente a inteligência geral ou as HC específicas explicaram sozinhas, e de forma estatisticamente significativa, a variação do IFSE e do ISE. A inteligência geral ou as HC específicas constituem os fatores que explicam as associações entre a renda per capita e as desigualdades alimentares e nutricionais no Brasil. Quanto maiores as HC específicas ou a inteligência geral da população de uma UF, menores as suas taxas de fome e subnutrição e maiores as suas porcentagens de sobrepeso e obesidade. As HC específicas possuem influências praticamente idênticas ao impacto da inteligência geral sobre o IFSE e o ISE, o que pode dar ensejo a uma nova definição de inteligência: o desenvolvimento mental em qualquer área do conhecimento. Desse modo, o foco de análise dos estudos sobre inteligência pode se deslocar das correlações entre os vários testes mentais específicos e do fator geral (g), para o ser humano, o sujeito do conhecimento, que se constitui mais inteligente não apenas por ter um alto QI, mas por ter desenvolvida uma HC específica qualquer. Por outro lado, as porcentagens de crianças, de zero a três anos de idade, matriculadas em escolas, as taxas de aleitamento materno e as porcentagens de pessoas com deficiência calórica explicaram, juntas, 78% da variabilidade da inteligência geral dos habitantes das UF do Brasil. / The mean scores obtained by students from different countries in scholastic assessments correlate strongly with the average Intelligence Quotient (IQ) of the population of the nations. In this sense, the assessments that measure the knowledge of the students can represent the general intelligence of the inhabitants of a country. The present study investigated the influence of specific cognitive abilities (CA), general intelligence (aggregate index of specific CA) and per capita income on food and nutrition of the population of the 27 states of Brazil. Also they were analyzed the impacts of good food and nutritional quality and early schooling on the variation of the general intelligence of the inhabitants of those states. The average student scores, in different areas of knowledge, in the International Student Assessment Program, which assesses students in high school, were used as specific CA measures. The impacts of specific CA and general intelligence were calculated on two indices, created in this research, for each UF of Brazil: (1) the state hunger and undernutrition index (SHUI), composed of rates of malnourished children, previous malnutrition in children and adolescents, exclusive breastfeeding, poverty and extreme poverty due to caloric needs and consumption of fruits and vegetables in the UF of Brazil and on (2) the overnutrition state index (OSI), consisting of consumption of sausages, soft drinks, alcoholic beverages, ready meals and industrial mixtures, animal fat, sweets, confectionery, confectionery, fried salty foods and ice creams, percentages of overweight and obesity, Body Mass Index, individuals who want to gain weight and who want to lose weight. Overall intelligence and per capita income together account for 77% and 71% of SHUI and OSI variation, respectively, but only general intelligence or specific CA alone and statistically significant explained the variation of the SHUI and of OSI. General intelligence or specific CA are the factors that explain the associations between per capita income and food and nutritional inequalities of Brazil. The higher the specific CA or general intelligence of a UF population, the lower their rates of hunger and malnutrition, and the higher their percentages of overweight and obesity. Specific CA have almost identical influences to the impact of general intelligence on SHUI and OSI, which may give rise to a new definition of intelligence: mental development in any area of knowledge. From this definition, the analysis focus of intelligence studies can shift from the correlations between the various specific mental tests and the general factor (g), for the human being, the subject of knowledge, who is more intelligent not only by have a high IQ, but for having developed a specific CA. On the other hand, the percentages of children enrolled in school, from zero to three years old, breastfeeding rates and the percentages of people with caloric deficiency together explained 78% of the general intelligence variability of Brazil.

In the aftermath of the global pandemic, it is important to investigate its effects. Previous research suggests that the pandemic has negatively affected students’ school performance and that students with low-educated parents are more disadvantaged than their highly educated counterparts. In this field of research, previous Swedish studies on the pandemic effect are rare. To evaluate the effect of different strategies during the pandemic a comparative design is applied in the present study, where two countries with different strategies are compared. This thesis aims to investigate the effects of the pandemic strategies on educational performance, more specifically math scores, in Germany and Sweden, and whether the effect differed between levels of cultural capital. To reach the aim, a difference-in-differences approach is conducted, using interaction terms between year and country. The data are from the OECD’s PISA tests from 2018 and 2022, where 15-year-olds’ knowledge is assessed. The results show that both countries’ test scores were negatively affected during the pandemic, but no general difference between the countries was found. When analyzing the score changes over time within groups of parental educational level the change was larger for the students with medium relative to highly educated parents in both Sweden and Germany. There was no change for the loweducated group in Sweden, and it was small in Germany. There was no significant difference in test scores between the years and countries depending on the level of parental education. In conclusion, the pandemic effect on educational performance did not statistically differ between the countries. The scores of the children with medium-educated parents had the largest drop, and the children with low-educated parents had the smallest drop in score, if any.

Este trabalho busca trazer robustez aos resultados observados em estudos comparativos entre escolas públicas e privadas do Brasil, que indicam uma maior capacidade da rede particular de ensino em gerar qualidade educacional. Para isso, uma abordagem quantílica, baseada na seleção em observadas, foi realizada. Vale ressaltar que, ao contrário de outras abordagens, a realizada nesta dissertação tem inferência assintótica. A base de dados utilizada foi a do SAEB de 2005, para as provas de matemática de oitava série. Novamente foi evidenciada uma superioridade das escolas privadas, mesmo controlando para diversas covariadas de alunos, professores e escolas. Este fato fortalece a possibilidade de implantação de políticas de cupons para escolas particulares, apesar de haver a necessidade de estudos adicionais sobre o assunto. Em relação às covariadas que reduziriam a distância entre as distribuições de notas de alunos de escolas públicas e privadas, constatouse que fatores determinantes do grupo de alunos na escola e na sala (peer group effects) seriam os mais importantes. Isso corrobora com resultados de outros trabalhos que evidenciam a importância desses fatores para explicar a maior efetividade das escolas privadas em relação às escolas públicas. / This paper aims at bringing strength to the results observed in other studies that point out a larger ability of the private school network to generate quality education in Brazil. To achieve that result, this study applies a quantile approach based on the selection on observable variables. Note that unlike other approaches , the one applied in this dissertation has asymptotic inference. The data base used in this study was that of SAEB 2005 for math tests in the 8th grade. As in other studies, here again the superiority of the private schools was made evident, even though various students\', teachers\' and schools\' covariates are controlled. This result strengthens the possibility of a policy of quotas for private schools, although additional studies on the subject are necessary. In relation to the variables that would reduce the distance between the grades distributions of students on public and private schools, peer group effects were observed to be the more important ones. These results are similar to the ones observed in other studies that point out the importance of the peer group effects to explain the higher effectiveness of the private schools in comparison to the public schools.

Friskolereformen 1992 innebar att den svenska skolan konkurrensutsattes. Expansionen av friskolor var snabb och idag går mer än 25 procent av alla gymnasieelever i en friskola. Denna studie avser att studera kunskapsutfallet av friskolereformen i den svenska gymnasieskolan. Studien baserar sig på en jämförelse mellan 19 län och studerar de förändringar som skett under åren 2004 till 2011 när andelen elever i friskola har förändrats. Som utfallsvariabler studeras gymnasiets slutbetyg, högskoleprovsresultatet samt övergången till högskola. Studien använder sig av multipel regression med länsfixa och årsfixa effekter. Resultaten visar att slutbetyget inte påverkas av andelen elever i friskola, däremot påverkas resultatet på högskoleprovet marginellt negativt. Studien finner dock samtidigt att andelen elever i friskola påverka övergången till högskolan marginellt positivt. / The number of independent schools in Sweden expanded rapidly as a result of the 1992 voucher reform. The effects were most noticeable in the upper secondary school with more than 25 percent of all Swedish students currently attending a private school. The aim of this paper is to examine the effects on upper secondary students' study-results as a result of the voucher reform. The paper compares study-results for 19 counties covering the years 2004-2011. The measured outcome variables used are grade point average, SweSAT-scores and transitions to higher education. The tool of analysis used is a multiple regression with county- and year fixed effects. The results from this paper show that grade point average is not affected by the number of students attending private schools, the SweSAT-scores drop marginally with a higher number of students in private schools. Finally the results display a weak positive link between the number of students attending private schools and transitions to higher education.

Orientador: Marilda da Silva / Banca: Maria Regina Guarnieri / Banca: Emília Freitas de Lima / Resumo: Este trabalho de natureza qualitativa pretende contribuir com reflexões que estão sendo sistematizadas cujo objeto de estudo é a formação e a atuação docente. O objetivo desse trabalho é investigar se os modos de ser professor relacionam-se com as experiências formativas vivenciadas pelo professor ao longo de sua trajetória de vida privada e profissional e se tais experiências influenciaram a angariação de capital cultural e a estruturação do habitus professoral. Para tanto, optamos pelo referencial teórico bourdieusiano por contemplar aspectos relacionados aos processos formativos a que o agente social está submetido, tais como, campo social, trajeto social, habitus e angariação de diferentes tipos de capital. Nessa perspectiva, realizamos entrevistas semiestruturadas de caráter autobiográfico com quatro professoras atuantes na última série do primeiro ciclo do ensino fundamental de uma escola municipal situada em um município de pequeno porte no interior paulista a fim de que pudéssemos "reconstruir" parte da vida dos sujeitos entrevistados. A esse propósito, para a realização das entrevistas formulamos três macroeixos norteadores: trajetória pessoal; trajetória escolar e acadêmica e trajetória profissional, justamente, por se relacionarem às experiências educacionais, escolares e não-escolares; ao exercício da docência; à carreira docente e ao processo de angariação de capital cultural. Por sua vez, a análise dos dados, realizada por meio da técnica Análise de Conteúdo, segundo a proposta de Laurence Bardin, permite-nos afirmar que a titulação acadêmica apresentou-se como estratégia de ascensão social para as professoras entrevistadas por permitir a angariação de diferentes tipos de capital, entre eles, capital simbólico, capital econômico e, sobretudo, capital cultural de caráter institucionalizado e, ao mesmo tempo, por ser capaz... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The intent of this native qualitative work is to contribute with reflections that have been systemized which study's object is the teacher formation and performance. The objective of this study is to explore the possibility of the teacher methods be related to his formative experiences obtained by himself during the life/professional and if these experiences affected the cultural capital gathering and the professorial habitus arrangement. Therefore, we chose by the bourdieusin theoretical referential due to the consideration of aspects related to the formative processes which the social agent is submitted, such as, social ground, social path, habitus and the gathering for different types of capital. In this overview, we performed semi-structured interviews with autobiography characteristic for four active teachers in the last year of the elementary education in a local school which is located in a small São Paulo inner city in order that we could "redo" part of the interviewers' lives. This purpose, we developed three macro guiding principles to perform the interviews: personal path, scholar path and academic and professional path, certainly relate to educational experiences, scholars and non- scholars, the teaching profession, teacher career and the gathering for the capital ethnical. On the other hand, the data analysis were made by Content Analysis technique, as proposed by Laurence Bardin, and allow us to say that the academic title was showed as strategy of social rise for interviewed teachers to allow the gathering of different types of capital, among, symbolic capital, economic capital and, especially, cultural institutionalized capital and to be capable to give to the social agents the social distinctions among their class members. However, the teaching profession requires dedication from the social agent with some changes/restructuration of his primary... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / The objective of this paper turns to evaluation of the factor that may influence the chances of approval in an aptitude test for admission in public jobs. Using a database obtained from a aptitude test realized by the Banco do Nordeste do Brasil, occurred in 2003 to mid-level positions, and from Pesquisa Nacional por Amostra de DomicÃlio (PNAD) database, also 2003, sought to draw a map of the determinats to approval in the aptitude test, however the hypothesis of sample selection occurrence was raised, since the enrollment process in the aptitude test was coupled with certain socioeconomic characteristics needing so, be considered in the analysis of the approval factors, or in other way, we could obtain biased results, if the problem (sample selection) occurs. To obtain success in our demand, we use an adaptation of the methodology proposed by Heckman, with an addition that was employed in a discrete choice model, because ours dependent variables are dummies, being to the enrollment process, if he enrolls or not and for the aptitude process, if he has succeeded or not. We estimated three models, being two models, considering the sample selection problem, and another without the selectivity. The results found pointed to nonexistence of the selectivity problem, confirming other papers on the same theme. / O objetivo do presente trabalho volta-se para a avaliaÃÃo de fatores que possam influenciar as chances de aprovaÃÃo em um concurso pÃblico para o provimento de cargos pÃblicos. Com a utilizaÃÃo de uma base de dados obtida a partir de um concurso realizado pelo Banco do Nordeste do Brasil, ocorrido em 2003 para cargos de nÃvel mÃdio e da Pesquisa Nacional por Amostra de DomicÃlio (PNAD) tambÃm de 2003, buscou-se traÃar um mapa dos fatores que influenciam a aprovaÃÃo no concurso, contudo levantou-se a hipÃtese da ocorrÃncia de viÃs de seleÃÃo amostral, posto que o simples processo de inscriÃÃo no concurso estaria atrelado a certas caracterÃsticas sÃcio econÃmicas devendo portanto ser levado em consideraÃÃo quando da anÃlise dos fatores para aprovaÃÃo, pois de outra forma obterÃamos resultados enviesados caso tal problema (viÃs de seleÃÃo) ocorra. Para lograr Ãxito em nossa demanda utilizamos uma adaptaÃÃo da metodologia proposta por Heckman, com a diferenÃa que empregamos modelos de escolha binÃria, pois nossas variÃveis dependentes tratavam-se de variÃveis dummies, sendo para o processo de inscriÃÃo se o indivÃduo inscreveu-se ou nÃo e para o processo de seleÃÃo se o candidato foi aprovado ou nÃo. Foram realizadas trÃs estimaÃÃes sendo duas que levam em consideraÃÃo a problemÃtica do viÃs de seletividade e uma terceira em que ignora-se tal possibilidade. Os resultados encontrados apontam para a inexistÃncia do viÃs corroborando estudos realizados anteriormente relativos ao mesmo tema.