Introdução: Programas de Tutoria (modalidade mentoring) têm sido reconhecidos em seus méritos, conquistando espaço nas instituições que investem na formação integral de seus alunos. Na formação médica, além de aprender a técnica, o jovem tem a necessidade de amadurecer para lidar com o sofrimento do outro, o que justifica a relação de proximidade e cuidado proporcionada pelo Mentoring. Esta relação, embora desejada e promissora, é bastante complexa e influenciada por características pessoais, questões institucionais e pelo próprio enquadre de funcionamento. No Programa Tutores FMUSP, o estar em grupo é outro elemento a se considerar, incluindo a presença de dinâmicas inconscientes, tal como descritas pela teoria psicanalítica de Wilfred Bion. Bion sugere que os grupos podem operar de duas maneiras distintas, as quais afetam seus objetivos - o \"grupo de trabalho\" (funcionamento colaborativo) e \"o grupo de suposto básico\" (funcionamento regredido). Objetivos: Para aprofundar a compreensão das relações de mentoring, este estudo investigou a dinâmica de um grupo de tutoria do Programa de Tutores FMUSP ao longo de um ano. Teve como objetivos específicos a descrição dos encontros realizados e sua análise a partir do referencial psicanalítico bioniano sobre grupos. Metodologia: O estudo foi realizado numa abordagem qualitativa, estudando o fenômeno em seu ambiente natural, Realizou-se um estudo de caso, por meio de observação participante, acompanhando os encontros de um grupo de tutoria em seus encontros mensais no Programa Tutores FMUSP, no período de abril de 2009 a março de 2010. Foi utilizado um roteiro de observação e um caderno de notas. Por meio da análise de conteúdo foram estabelecidas categorias articuladas aos objetivos do estudo. Resultados: O grupo observado, por sua formação artificial, mostrou-se de complexo manejo. O tutor, neste enquadre, precisou criar condições que favorecessem a ligação entre os participantes. As características pessoais e disposição do tutor e dos alunos favoreceram o compartilhamento de experiências e a formação de vínculos. O cotidiano da formação médica dificultou o estar no grupo, mas não impediu que o encontro ocorresse quando temas interessantes, prazerosos e da ordem da \"descompressão\" das angústias estiveram presentes. O grupo observado funcionou, predominantemente, de forma colaborativa, como um \"grupo de trabalho\". Também apresentou, como proposto por Bion, momentos de funcionamento regredido, derivados de fantasias inconscientes. O suposto básico de luta ou fuga manifestou-se no grupo em situações de cobrança e julgamento; a dependência quando houve intensa valorização da experiência do tutor e o acasalamento quando houve formação de pares não produtivos no grupo. O estilo do tutor, associado às características dos alunos, foi essencial para que o grupo saísse dos momentos regredidos e voltasse a funcionar de forma colaborativa. Conclusão: A proximidade e a intimidade com o grupo de tutoria revelaram aspectos importantes a respeito do que pode acontecer na relação de mentoring. Além de aspectos pessoais e do contexto institucional, fenômenos grupais inconscientes podem afetar o funcionamento de um grupo de tutoria. Programas desenvolvidos neste enquadre devem considerá-los para a compreensão da relação de mentoring em profundidade e para o manejo das dificuldades inerentes ao processo / Introduction: Mentoring programs have been recognized for their merits, gaining recognition in institutions concerning integral education of their students. In medical training, the young student needs to learn the technique and became mature to deal with others\" suffering, justifying the close and careful relationship offered by mentoring. Although desired and promising, mentoring relationship is complex and influenced by personal characteristics, institutional issues and the operating mode itself. In Programa Tutores FMUSP, another element to be considered is being in a group, including its unconscious dynamics, as described by psychoanalytic Bion\"s theory. Bion suggested that groups can operate in two distinct ways which affects the achievement of its purposes- the \"work group\" (a collaborative functioning) and the \"basic assumption group\" (a regressive one). Objectives: To deepen the understanding of mentoring relationships, this study investigated the dynamics of a FMUSP tutoring group over one year. We aimed to describe the mentoring meetings and analyze them using Bion\"s psychoanalytic framework about groups. Methodology: The study was carried out using a qualitative approach, studying the phenomenon in its natural environment. We conducted a case study through participant observation, following a tutoring group in their monthly meetings from April 2009 to March 2010.An observation guide and a field diary were used. Through content analysis, we established categories related to study objectives. Results: Due to its artificial composition the observed group showed a complex management. In this context, the tutor needed to promote conditions in order to connect the participants. Tutor and students personal characteristics and motivation contributed to the sharing of experiences and the link among them. The daily medical training made it difficult to be in the group but it did not prevent meetings from happening when interesting, pleasant and de-stressing issues were present. Most of the time, the group operated as a \"working group\". The group also worked as a \"basic assumption group\" showing a regressive functioning. \"Fight or flight\" were observed in group situations of accusations and judgments, \"Dependence\" was observed when the tutor\"s experience was overestimated and \"Pairing\" when unproductive interaction occurred in pairs. The return of a collaborative way of group functioning was possible due to tutor\"s style associated with students\" characteristics. Conclusion: The closeness and intimacy experience with the tutoring group revealed important aspects about what could happen in mentoring relationships. In addition to personal aspects and institutional context, unconscious dynamics can affect the mentoring group meetings. Mentoring programs must recognize all these influences to an in-depth understanding of the relationship and to better deal with the inherent difficulties of the process

Although Latinos are the largest minority group in the country, research examining how different psychological and cultural variables affect Latino individuals' wellbeing is disproportionately developed and cross-cultural comparison studies are particularly scarce. To address these issues, this dissertation research examined cross-cultural adult attachment-social self-efficacy-psychosocial wellbeing conceptual mediational model while investigating the moderator effects of country membership and familismo on the proposed mediational model using a cross-cultural sample of Mexican and Mexican-American university students. A total of 595 participants, including 360 Mexican students from Mexico and 235 Mexican-American students from the United States completed the research questionnaires. Results indicated that social self-efficacy was a significant mediator for the effects of insecure attachment on life satisfaction and conflict resolution in both cultural groups and for the links between attachment insecurity and depressive symptoms in the Mexican-American group. Additionally, moderated mediation analyses showed that country membership was a significant moderator for the links between attachment avoidance and social self-efficacy when life satisfaction, conflict resolution style, and depressive symptoms were the dependent variables, as well as for the direct link between attachment anxiety and physical health symptoms. Familismo was also found to be a significant moderator for the direct effects of attachment anxiety on physical health symptoms and life satisfaction in both groups. Findings are discussed from the attachment and cross-cultural perspectives. Counseling implications, limitations, and future research directions are offered.

The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations. The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements. / Psychology of Education / M.Ed.(Psychology of Education)

Lau, Chun Hong. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 224-256). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Some appendixes in Chinese.

University of Macau / Faculty of Education

The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations. The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements. / Psychology of Education / M.Ed.(Psychology of Education)

The purpose of this investigation was to determine the color preference of Thai and American students for text and background computer color combinations. The primary purpose of this study was to determine if there were differences between Thai and American students' computer color combination preferences.

The phenomenon of students traversing the globe in search of higher education has increased over the past decade. They travel from every region of the world to institutions of higher learning - to colleges and universities - that accept them. Altogether, countries in Africa welcome thousands of students into their various colleges and universities. Ghana, where this study is based, boasts of well over 140 state-run and privately - run universities. Over the past two decades, these institutions have experienced significant increases in their admission numbers in their international student population. Some of the research on the academic experiences of international undergraduate students shows that they do not perform well during their first years on campus and that they experience what is defined as adjustment issues. The thesis research uncovers and examines adjustment issues experienced by international students (between ages 17-29) pursuing undergraduate degrees at a small, co-educational, private university college (XUC) in Ghana. Located within Ghana’s capital city, Accra, this four-year college annually admits thirty to forty international students and accommodates nearly three thousand students who are at various stages of their study. During the academic year 2017-2018, the college had enrolled 126 international students. In this study, the researcher focuses on the effect of adjustment issues on the academic performance of international students. The researcher posits that there is a correlation between adjustment levels and Grade Point Averages (GPAs). Therefore, international students who have high adjustment levels to student life and life at XUC, Ghana experience average to high Grade Point averages. Conversely, international students who experience low adjustment levels to student life and life in XUC, also experience low Grade Point Averages. / Educational Management and Leadership / Ph. D. (Education Management)