An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor. A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context. / Ph. D.

Объектами исследования являются типы темперамента, свойства нервной системы, музыкальные предпочтения. Предметом исследования стала взаимосвязь между типами темперамента студентов и их предпочтениями в жанрах музыки. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (40 источников) и 6 приложений, включающих в себя описание методик и промежуточные расчеты. Объем магистерской диссертации 94 страницы, на которых размещены 17 рисунков и 16 таблиц. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме школьной адаптации пятиклассников. Представлены разделы, посвященные исследованию понятия темперамента, его физиологических и психологических характеристик, а также влияния музыки на психологические аспекты личности. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: диагностике темперамента Стреляу (PTS), личностному опроснику Айзенка (EPI, вариант А), авторской анкете на определение музыкальных предпочтений. Также в главе представлен корреляционный и сравнительный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The objects of research are types of temperament, properties of the nervous system, and musical preferences. The subject of the study was the relationship between the types of temperament of students and their preferences in the genres of music. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (40 sources) and 6 appendices, including a description of the methods and intermediate calculations. The volume of the master's thesis is 94 pages, which contain 17 figures and 16 tables. The introduction reveals the relevance of the research problem, the elaboration of the problem, sets the purpose and objectives of the study, defines the object and subject of the study, formulates the main and additional hypotheses, indicates the methods and empirical base, as well as the stages of research, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of school adaptation of fifth graders. The sections devoted to the study of the concept of temperament, its physiological and psychological characteristics, as well as the influence of music on the psychological aspects of personality are presented. The conclusions of the first chapter represent the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It describes the organization and methods of the conducted research and the results obtained using all the methods used: Strelau temperament diagnosis (PTS), the Eysenck personal questionnaire (EPI, option A), the author's questionnaire for determining musical preferences. The chapter also presents a correlation and comparative analysis of the results of the study. The conclusions of Chapter 2 include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work are summarized, as well as conclusions on the hypotheses put forward, the practical significance of the study is substantiated and possible prospects for further development of this issue are described.

The interdependent relationship which exists between personality characteristics of adolescents and their achievements in oral examinations have been investigated. The following related aspects were studied in the literature: * * * The role of oral evaluation in English. Personality characteristics which are meaningful to achievement in oral work. Ways to measure personality with special reference to the High School Personality Questionnaire. An empirical study inter alia revealed the following: {i) Low oral achievers are emotionally less stable than high achievers. (ii) Verbal intelligence, emotional instability, anxiety experience and introvertedness play an influential role in achievement in oral work. (iii) Girls tend to achieve better in oral work in the secondary school than boys. The educational implications of the investigation relate to the adequate becoming-adult of the adolescent. The role of the educand's personality in oral examinations and the need of teachers to possess more information about this matter during evaluation, have been revealed in this study. / Psychology of Education / M. Ed. (Psychology of Education)

La relation mère-enfant a une influence sur le développement de l’enfant. Cette étude vise principalement à vérifier si la sensibilité maternelle modère l’expression du tempérament difficile de l’enfant à 9 mois. Elle vise également à vérifier si la relation d’attachement sécurisante / insécurisante modère le développement de comportements perturbateurs chez les enfants de 24 mois. Les données de l’étude La mère veille ont été employées. L’échantillon compte 96 mères adolescentes, âgées entre 14 et 19 ans, provenant de deux (2) milieux distincts : une école spécialisée pour mères adolescentes et un foyer de groupe. Des analyses de régression multiple n’ont pas confirmé l’effet modérateur de la sensibilité maternelle sur l’expression du tempérament difficile de l’enfant à 9 mois. Les analyses ont cependant montré un effet prédictif de l’attachement sécurisant / insécurisant sur le développement des comportements perturbateurs à 24 mois. En effet, un enfant qui a développé un attachement sécurisant envers sa mère est moins à risque d’émettre des comportements perturbateurs à l’âge de 24 mois. Les résultats ne permettent cependant pas de confirmer que l’effet observé est modérateur. / Mother-child relationship has an influence on children’s development. This study aims to verify if maternal sensitivity moderates the expression of a difficult temperament at 9 months, and if a secure or insecure attachment relationship with the mother moderates the development of disruptive behaviors in 24 month-old children. Data come from the study «La mère veille». The sample includes 96 teenage mothers (14-19 years old) recruited from two different resources: A specialized school for teenage mothers and a group home. Multiple regression analyses did not confirm the moderating role of maternal sensitivity in the expression of child difficult temperament at 9 months. Analyses nevertheless demonstrated a predictive relation between secure/insecure attachment and disruptive behaviors at 24 months: Children who had developed a secure attachment relationship with their mother were less likely to exhibit disruptive behaviors at 2 years. The current results did not support the hypothesis of a moderating role of attachment security.

Actuellement, le diagnostic différentiel du trouble bipolaire (TB) et du trouble de personnalité limite (TPL) à l’adolescence s’avère difficile et complique le choix thérapeutique. Portant sur le TB et le TPL, ce mémoire fait le point sur la littérature scientifique adulte et adolescente, vérifie la faisabilité et présente les résultats d’une étude exploratoire portant sur les variables cliniques (instabilité émotionnelle, hostilité, impulsivité, tempraément) et le rythme veille-sommeil à l’adolescence. L’étude exploratoire comprend sept adolescents TB et huit TPL (12-17 ans), évalués par questionnaires autoadministrés pour les variables cliniques, et par actigraphie et agenda de sommeil pour le rythme veille-sommeil. Aucune différence significative n’existe entre les deux troubles pour les variables cliniques. En moyenne, les adolescents TB ont porté l'actigraphie pendant 9,9 jours et ont rempli un agenda de sommeil pendant 5,7 jours; chez les TPL, les chiffres sont respectivement 9,8 et 8,9 jours. Comparés aux TPL, les TB ont un plus grand intervalle d’éveil (p=0,035), ont un plus grand intervalle de sommeil (p>0,05), et ont une plus grand variabilité intrajournalière (p=0,04). Les données subjectives (agenda de sommeil) semblent refléter les données objectives (actigraphie) : aucune différence statistique n’est observée entre les deux mesures pour le délai d’endormissement, la durée du dernier réveil et le temps total de sommeil. La recension de la littérature montre un manque de données chez l’adolescent quant aux deux troubles. La faisabilité de l’étude est démontrée par la présence de résultats analysables. Ceci encourage la poursuite des recherches sur ces variables, afin de distinguer les deux psychopathologies à l’adolescence. / Presently, differential diagnosis between bipolar disorder (BD) and borderline personality disorder (BPD) in adolescents remains difficult and affects therapeutic choices. This master’s thesis reviews current scientific literature, both in adults and adolescents. It examines feasibility and presents results of a study on clinical dimensions and endophenotypes in adolescent BD and BPD. Seven BD and eight BPD adolescents (12-17 years old) were evaluated by self-reported questionnaires for clinical variables (affective instability, impulsivity, hostility and temperament) and by actigraphy and sleep diary for sleep-wake circadian rhythm. No significant difference was found between BD and BPD for the clinical variables. BD adolescents wore actigraphic device for 9.9 days and completed the sleep diary for 5.7 days on average; for BPD subjects, the numbers were respectively 9.8 days and 8.9 days. Compared to BPD, BD patients had longer active interval (p=0.035), tended to sleep longer, and had more intradaily variability (p=0.04). Subjective data (sleep diary) and objective data (actigraphy) did not significantly differ on sleep onset latency, last awakening duration and total sleep time, which suggested that BD and BPD adolescents had a good estimate of their sleep patterns. Literature review showed a dearth of research done on adolescent BD and BPD. Feasibility of this study was verified, since data was successfully collected. Research on these variables should continue, so differential diagnosis can be done in adolescent BD and BPD.

Les émotions jouent un rôle primordial dans les processus cognitifs et plus particulièrement dans les tâches d’apprentissage. D’ailleurs, plusieurs recherches neurologiques ont montré l’interrelation qui existe entre la cognition et les émotions. Elles ont aussi déterminé plusieurs formes d’intelligence humaine autre que l’intelligence rationnelle parmi lesquelles nous distinguons la forme ayant comme dimension émotionnelle, à savoir l’intelligence émotionnelle, vu son impact sur les processus d’apprentissage. L’intelligence émotionnelle est alors un facteur significatif de réussite scolaire et professionnelle. Sous la lumière de ces constatations présentées, les informaticiens à leur tour, vont alors tenter de consentir de plus en plus de place au facteur émotionnel dans les systèmes informatiques et plus particulièrement dans ceux dédiés à l’apprentissage. L’intégration de l’intelligence émotionnelle dans ces systèmes et plus précisément, dans les Systèmes Tutoriels Intelligents (STI), va leur permettre de gérer les émotions de l’apprenant et par la suite améliorer ses performances. Dans ce mémoire, notre objectif principal est d’élaborer une stratégie d’apprentissage visant à favoriser et accentuer la mémorisation chez les enfants. Pour atteindre cet objectif, nous avons développé un cours d’anglais en ligne ainsi qu’un tuteur virtuel utilisant des ressources multimédia tels que le ton de la voix, la musique, les images et les gestes afin de susciter des émotions chez l’apprenant. Nous avons conduit une expérience pour tester l’efficacité de quelques stratégies émotionnelles ainsi qu’évaluer l’impact des émotions suscitées sur la capacité de mémorisation des connaissances à acquérir par l’apprenant. Les résultats de cette étude expérimentale ont prouvé que l’induction implicite des émotions chez ce dernier a une influence significative sur ses performances. Ils ont également montré qu’il n’existe pas une stratégie efficace pour tous les apprenants à la fois, cependant l’efficacité d’une telle stratégie par rapport à une autre dépend essentiellement du profil comportemental de l’apprenant déterminé à partir de son tempérament. / Emotions play a crucial role in cognitive processes, particularly in learning tasks. Furthermore, several studies in neurosciences have shown that emotion is closely related to cognitive processes. They have also determined many different forms of intelligence other than the rational intelligence; one of them is the form having an emotional dimension which influences the learning processes, namely emotional intelligence. Emotional intelligence is a significant factor in academic and professional success. Under the light of these results, the computer scientists will, in their turn, try to focus on the emotional factor in computer systems and more particularly in those dedicated to learning. The integration of emotional intelligence in these systems, specifically in Intelligent Tutoring System (ITS), will enable them to recognise learner’s emotions and improve his/her performances. In this thesis, our main aim is to develop a learning strategy which promotes and enhances memorization by children. To achieve this aim, we developed an English web course and a virtual tutor using multimedia resources such as voice pitch, music, images, and gestures to induce emotion in the learner. We conducted an experiment to test the effectiveness of some emotional strategies and assessed the impact of aroused emotions on the ability of memorizing knowledge to be acquired by the learner. The results of this experimental study have shown that implicit induction of emotions has a significant influence on learner’s performances. Moreover, no effective strategy can be applied to all learners at the same time. However, the efficiency of a strategy depends mainly on the learner’s behavioral profile based on his temperament.

L’intérêt marqué et simultané de plusieurs champs de recherche pour le développement des fonctions exécutives (FE) a permis de mettre en lumière le rôle primordial de ces fonctions dans plusieurs sphères du développement de la petite enfance jusqu’à l’âge adulte. Les mécanismes développementaux associés aux différences individuelles restent par ailleurs encore peu étudiés. Les deux articles empiriques qui constituent la thèse visent à documenter le rôle des comportements maternels observés en bas âge dans la prédiction des FE mesurées à l’âge préscolaire. Les deux articles s’inscrivent dans la foulée des travaux qui, selon une approche écologique (Bronfenbrenner, 1979), considèrent les effets d’interaction entre différents facteurs explicatifs pour mieux comprendre les mécanismes impliqués dans le développement de l’enfant. En ce sens, le premier article examine les interactions possibles entre le statut socioéconomique (SSE) de la famille et différentes dimensions du concept de sensibilité maternelle, dans la prédiction de deux dimensions des FE, soit les FE-conflit et les FE-inhibition. Dans le cadre de cette étude, 114 dyades mères-enfants ont participé à trois visites à domicile. Le SSE a été mesuré par questionnaire dans le cadre d’une première visite dans la famille lorsque les enfants avaient six mois, la sensibilité maternelle a été évaluée à 12 mois à partir du Tri de cartes de comportements maternels (Pederson & Moran, 1995) et les FE à 36 mois à partir d’une batterie de tâches choisie sur la base des orientations proposées par Carlson (2005). Le deuxième article explore, en se basant sur postulats de la Théorie de la susceptibilité différentielle (TSD), les possibles interactions entre différentes dimensions du concept de sensibilité maternelle et le tempérament de l’enfant, et ce également dans la prédiction des FE. Pour ce faire, 72 dyades ont également participé à trois visites à domicile. La sensibilité maternelle a été évaluée à 12 mois à partir du Tri de cartes de comportements maternels (Pederson & Moran, 1995), le tempérament à 15 mois à l’aide d’un questionnaire rempli par la mère (ICQ; Bates, Freeland, & Lounsbury, 1979) et les FE à 36 mois à partir de la même batterie de tâche (Carlson, 2005). Les résultats du premier article révèlent des interactions significatives entre le statut socioéconomique et certaines dimensions de comportements maternels, de telle sorte que des comportements maternels de meilleure qualité sont prédicteurs d’une meilleure performance aux tâches de FE, mais seulement chez les enfants provenant de familles relativement désavantagées sur le plan socioéconomique et essentiellement en ce qui concerne les FE-inhibition. Quant aux résultats du deuxième article, ils confirment les hypothèses de la Théorie de la susceptibilité différentielle, en révélant que les enfants ayant un tempérament difficile sont plus affectés par des comportements maternels hostiles, de même que par l’absence de comportements positifs et bénéficient davantage de la présence de comportements positifs et de l’absence de comportements négatifs, et ceci également au regard des FE-inhibition. / The simultaneous and marked interest of many fields of research for the notion of executive functioning (EF) has allowed for the primordial role of these functions in many spheres of development to be identified. However, the developmental mechanisms associated with individual differences in EF are still under studied. The two empirical articles constituting this dissertation aim at documenting the role of maternal behaviors in the prediction of EF in the preschool period. Using an ecological approach (Bronfenbrenner, 1979), interaction effects between different explanatory factors are considered, with the goal of reaching a better understanding of the mechanisms underlying early EF development. To do so, the first article examines the interactions between family socioeconomic status (SES) and different dimensions of maternal behavior in the prediction of two specific components of EF, namely, conflict-EF and impulse control. 114 mother-child dyads participated in three home visits. SES was measured by a questionnaire filled by mothers during the first visit when their child was six months old and maternal behavior was observed in a second visit when the child was 12 months old, using the Maternal Behavior Q-Sort (MBQS; Pederson & Moran, 1995). Finally, child EF was assessed at 3 years with a battery of tasks chosen based on Carlson’s (2005) measurement guidelines. The second article explores, based on Differential Susceptibility Theory (DST), the interactions between different dimensions of maternal behavior and child temperament in the prediction of child EF. Seventy-two mother-child dyads participated in three home visits. Maternal sensitivity was observed when children were 12 months old, using the MBQS, child temperament was assessed at 15 months using a maternal report (ICQ; Bates, Freeland, & Lounsbury, 1979), and child EF was assessed with the same battery of tasks as in the first article. The results of the first article showed significant interactions between family SES and the quality of maternal behaviors in the prediction EF, such that maternal behavior was related to EF only for children in the lower end of the SES spectrum and those relations were found especially for impulse control. The results of the second article confirmed the hypothesis put forward by DST, revealing that children with difficult temperaments were more affected by hostile maternal behavior and the absence of positive behavior, and that these same children benefit more than their easier peers from the presence of positive behaviors, but only in the prediction of impulse control.

La relation mère-enfant a une influence sur le développement de l’enfant. Cette étude vise principalement à vérifier si la sensibilité maternelle modère l’expression du tempérament difficile de l’enfant à 9 mois. Elle vise également à vérifier si la relation d’attachement sécurisante / insécurisante modère le développement de comportements perturbateurs chez les enfants de 24 mois. Les données de l’étude La mère veille ont été employées. L’échantillon compte 96 mères adolescentes, âgées entre 14 et 19 ans, provenant de deux (2) milieux distincts : une école spécialisée pour mères adolescentes et un foyer de groupe. Des analyses de régression multiple n’ont pas confirmé l’effet modérateur de la sensibilité maternelle sur l’expression du tempérament difficile de l’enfant à 9 mois. Les analyses ont cependant montré un effet prédictif de l’attachement sécurisant / insécurisant sur le développement des comportements perturbateurs à 24 mois. En effet, un enfant qui a développé un attachement sécurisant envers sa mère est moins à risque d’émettre des comportements perturbateurs à l’âge de 24 mois. Les résultats ne permettent cependant pas de confirmer que l’effet observé est modérateur. / Mother-child relationship has an influence on children’s development. This study aims to verify if maternal sensitivity moderates the expression of a difficult temperament at 9 months, and if a secure or insecure attachment relationship with the mother moderates the development of disruptive behaviors in 24 month-old children. Data come from the study «La mère veille». The sample includes 96 teenage mothers (14-19 years old) recruited from two different resources: A specialized school for teenage mothers and a group home. Multiple regression analyses did not confirm the moderating role of maternal sensitivity in the expression of child difficult temperament at 9 months. Analyses nevertheless demonstrated a predictive relation between secure/insecure attachment and disruptive behaviors at 24 months: Children who had developed a secure attachment relationship with their mother were less likely to exhibit disruptive behaviors at 2 years. The current results did not support the hypothesis of a moderating role of attachment security.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-09T13:41:31Z No. of bitstreams: 1 ANITA COLLETES BELLODI.pdf: 4974375 bytes, checksum: 3bdee6ea638525af435f08f10b15571b (MD5) / Made available in DSpace on 2018-04-09T13:41:31Z (GMT). No. of bitstreams: 1 ANITA COLLETES BELLODI.pdf: 4974375 bytes, checksum: 3bdee6ea638525af435f08f10b15571b (MD5) Previous issue date: 2018-02-22 / Pontif?cia Universidade Cat?lica de Campinas - PUC - Campinas / Overweight in children and adolescents, which includes obesity and excessive body mass indexes, configure a serious public health problem. Understanding the relationships among some of the modifiable variables involved is the general objective of this Thesis, which was elaborated in three studies. Study 1 presented a systematic review of the literature on psychological and psychosocial variables related to Overweight in childhood and adolescence (three to 18 years old). Were applied descriptors indexed by the American Psychological Association (APA): obesity OR overweight, AND Child Psychology OR Child Characteristics OR Adolescent characteristics OR Adolescent Psychology OR psychosocial development, in the multidisciplinary databases of Academic Search Premier, including empirical studies, reviewed by pairs, published in the last 10 years. Depressive and anxiety symptoms were the most common evaluated. Studies have indicated that these symptoms are more frequent in children and adolescents who are overweight or obese compared to those with normal weight. Other psychological variables were less evaluated, but were shown to be influential, such as temperament. Therefore, it is suggested that child / adolescent overweight studies analyze a greater number of variables, including biological, psychological and social variables, applying more integrative statistical analyzes, such as network analysis, for a comprehensive and procedural evaluation. Study 2 analyzed data from a cross-sectional study of 3,471 public school students aged three to 13 years from the city of Campinas, SP - Brazil. Measurements of 31 variables were submitted to agglutination, remaining 16 variables, which were applied correlations analyzes, predictions and bivariate correlation network analysis and principal components analysis. We found 33.7% of students with overweight, 17.5% with obesity and 16.2% with excessive body mass. The network analysis showed that under stress these children and adolescents tend to have higher cholesterol levels, followed by a greater use of medications or supplements, and an increase in physical activity, higher ratios for boys and non-white ethnicity. Eating the lunch provided by the school and being female served as a protective factor for cardiovascular risk. It is concluded that stress is impacting the physical health of students, increasing their cardiovascular risk. We suggest actions that verify the sources of stress for this child and youth population and propose policies to manage these conditions. Study 3 analyzed 37 variables: psychosocial (ethnicity, psychosocial risk, city of residence, study in public or private school, influences of advertisements on food), treatment variables (time in treatment, periodicity, comorbidities, medical treatments), family variables (sex, age, body mass index (BMI), physical activity habit, diabetes of the mother, smoking during pregnancy, complications in pregnancy or childbirth, feeding behaviors such as restriction for weight loss, health restrictions, pressure and monitoring, adaptative/non-adaptative coping), child or adolescent variables (gender, age, weight at birth, exclusive breastfeeding, physical activity, hours of physical activity per week, hours of sleep, snacking from home to school, place of meals, screen time, temperament characteristics of effort control, negative affect, extroversion, adaptive and non-adaptive coping) and outcome variables: excessive body mass and obesity. There were 80 participants, 40 patients aged three to 17 years, from a pediatric endocrinology clinic of a university hospital in Campinas, SP - Brazil, and their caregiver (responsible family member), totaling 40 caregivers. Weight and height of participants were measured, and BMI was calculated. Psychosocial Assessment Tool (2.0), Comprehensive Feeding Practices Questionnaire, Motivational Theory of Coping Scale - 12, Children's Behavior Questionnaire, Early Adolescence Temperament Questionnaire - Revised. The network analysis emphasized that overweight begins with impaired maternal health, especially with diabetes mellitus and complications in pregnancy and childbirth, while children / adolescents with a negative temperament affective feature have poor adaptive coping in a context of psychosocial risk. This information should guide prevention strategies in women's health and gestational health, followed by multidisciplinary care programs for the patient and their caregiver, for those already under treatment. With the data from the three studies, it is a general conclusion that treatments for overweight based exclusively on indications of healthy life habits are insufficient. For prevention of overweight in children / adolescents, it is suggested to focus on maternal health and actions to reduce psychosocial risk. To achieve greater success in adherence to treatment, it is necessary to broaden the evaluation of psychological and psychosocial aspects, including stress and stressors evaluation, temperament, coping, in a multidisciplinary and contextualized assessment of the family psychosocial risk, and the economic and social reality of the target population. / El exceso de peso (EP), en ni?os y adolescentes, que incluye el sobrepeso y la obesidad, se presenta como un grave problema de salud p?blica. Comprender las relaciones entre algunas de las variables modificables involucradas es objetivo general de esta Tesis, que fue elaborada en tres estudios. El estudio 1 present? un levantamiento sistem?tico de literatura sobre variables psicol?gicas y psicosociales relacionadas al EP en la infancia y adolescencia (3 a 18 a?os). Se aplic? descriptores indexados por la American Psychological Association (APA): obesity OR overweight, AND Child Psychology OR Child Characteristics OR Adolescent characteristics OR Adolescent Psychology OR psychosocial development, en las bases de datos multidisciplinares de la Academic Search Premier, incluyendo estudios emp?ricos, revisados por pares en idioma ingl?s, publicados entre los a?os 2007 y 2017. Los s?ntomas depresivos y de ansiedad fueron los m?s comunes evaluados. Los estudios indicaron que estos s?ntomas son m?s frecuentes en los ni?os y adolescentes con sobrepeso o obesidad, si se compara con aquellos con peso normal. Otras variables psicol?gicas fueron menos evaluadas, pero se mostraron influyentes, tales como el temperamento. Por eso, se sugiere que los estudios del EP del ni?o / adolescente analizan mayor n?mero de variables, incluyendo biol?gicas, psicol?gicas y sociales, aplicando an?lisis estad?sticas m?s integrativas, como el an?lisis de red, para una evaluaci?n amplia y procesal. El estudio 2 analiz? datos de un estudio transversal con 3.471 estudiantes de escuelas p?blicas, de 7 a 13 a?os, de la ciudad de Campinas ? SP, Brasil. Las medidas de 31 variables fueron sometidas a la aglutinaci?n, restando 16 variables, las cuales se aplicaron an?lisis de correlaciones, predicciones y an?lisis de red de correlaci?n bivariada y an?lisis de componentes principales. Se encontr? 33,7% de estudiantes con EP, 17,5% con obesidad y 16,2% con sobrepeso. El an?lisis de red mostr? que, sufriendo estr?s, estos ni?os y adolescentes tienden a presentar niveles de colesterol m?s elevados, seguido por un mayor uso de medicamentos o suplementos, y un aumento de la actividad f?sica, relaciones mayores para ni?os y de etnia no blanca. Alimentarse con la merienda proporcionada por la escuela y ser del sexo femenino actu? como factor de protecci?n para el riesgo cardiovascular. Se concluye que el estr?s est? impactando la salud f?sica de los estudiantes, aumentando su riesgo cardiovascular. Se sugieren acciones que verifiquen las fuentes de estr?s para esta poblaci?n infantojuvenil y que propongan pol?ticas de manejo de esas condiciones. El estudio 3 analiz? 37 variables: psicosociales (etnia, riesgo psicosocial, ciudad de residencia, estudiar en escuela p?blica o particular, influencias de propagandas en la alimentaci?n), variables del tratamiento (tiempo en tratamiento, periodicidad, comorbilidades, especialidades m?dicas), variables familiares (sexo, edad, ?ndice de masa corporal (IMC), h?bito de actividad f?sica, diabetes de la genitora, tabaquismo de la genitora en la gestaci?n, complicaciones en la gestaci?n o parto, comportamientos de alimentaci?n v?a restricci?n para p?rdida de peso, restricci?n para la salud, presi?n y monitoreo, coping adaptativo y mal adaptativo), variables del ni?o o adolescente (sexo, edad, peso al nacer, lactancia materna exclusiva (AME), realizaci?n de actividad f?sica, horas de actividad f?sica por semana, horas de sue?o, h?bito de llevar la merienda de casa para la escuela, lugar de realizaci?n de comidas, tiempo en dispositivos con pantalla, caracter?sticas de temperamento de control con esfuerzo, afecto negativo, extroversi?n, coping adaptativo y el mal adaptativo) y las variables de desenlace: sobrepeso y obesidad (EP). Se tuvo a 80 participantes, siendo 40 pacientes, de 3 a 17 a?os, de un ambulatorio de obesidad infantil de la endocrinolog?a de un hospital universitario de Campinas ? SP, Brasil y su cuidador (familiar responsable), totalizando 40 cuidadores. El peso y la altura de los participantes fueron evaluados y se calcul? el IMC. Se aplic? individualmente instrumentos, de acuerdo con cada edad: Ficha de Caracterizaci?n, Psychosocial Assessment Tool (2.0), Compreensive Feeding Practices Questionnarie, Motivacional Theory of Coping Scale - 12, Children?s Behavior Questionnarie, Early Adolescence Temperament Questionnaire ? Revised. El an?lisis de red destac? que el EP se inicia con la salud materna perjudicada, principalmente con diabetes mellitus y complicaciones en el embarazo y parto, ya los ni?os / adolescentes con caracter?stica de afecto negativo de temperamento, presentan coping mal adaptativo, en contexto de riesgo psicosocial. Estas informaciones deben orientar estrategias de prevenci?n en salud de la mujer y salud gestacional, seguido por programas de atenci?n multidisciplinaria para el paciente y su cuidador, para aquellos ya en tratamiento. Frente a los datos de los tres estudios, se concluye en general que los tratamientos para EP basados exclusivamente en indicaciones de h?bitos de vida saludables son insuficientes. Para la prevenci?n del EP en ni?os / adolescentes, se sugiere foco en salud materna y acciones que disminuyen riesgo psicosocial. Para alcanzar m?s ?xito en la adhesi?n al tratamiento, es necesario ampliar la evaluaci?n de los aspectos psicol?gicos y psicosociales, incluyendo evaluaci?n sobre estr?s y estresores, temperamento, coping, en evaluaci?n multidisciplinaria y contextualizada al riesgo psicosocial familiar, ya la realidad econ?mica y social de la poblaci?n objetivo. / O excesso de peso (EP), em crian?as e adolescentes, que inclui o sobrepeso e a obesidade, apresenta-se como um grave problema de sa?de p?blica. Compreender as rela??es entre algumas das vari?veis modific?veis envolvidas ? objetivo geral desta Tese, que foi elaborada em tr?s estudos. O Estudo 1 apresentou um levantamento sistem?tico de literatura sobre vari?veis psicol?gicas e psicossociais relacionadas ao EP na inf?ncia e adolesc?ncia (tr?s a 18 anos). Aplicou-se descritores indexados pela American Psychological Association (APA): obesity OR overweight, AND Child Psychology OR Child Characteristics OR Adolescent characteristics OR Adolescent Psychology OR psychosocial development, nas bases de dados multidisciplinares da Academic Search Premier, incluindo estudos emp?ricos, revisados por pares, em idioma ingl?s, publicados entre os anos de 2007 e 2017. Sintomas depressivos e de ansiedade foram os mais comuns avaliados. A revis?o indicou que esses sintomas s?o mais frequentes nas crian?as e adolescentes com sobrepeso ou obesidade, se comparadas ?quelas com peso normal. Outras vari?veis psicol?gicas foram menos avaliadas, mas se mostraram influentes, tais como o temperamento. Por isto, ? sugerido que as pesquisas do EP da crian?a/adolescente analisem maior n?mero de vari?veis, incluindo biol?gicas, psicol?gicas e sociais, aplicando-se an?lises estat?sticas mais integrativas, como a an?lise de rede, para uma avalia??o ampla e processual. O Estudo 2 analisou dados de um estudo transversal com 3.471 estudantes de escolas p?blicas, de sete a 13 anos, da cidade de Campinas ? SP. Medidas de 31 vari?veis foram submetidas ? aglutina??o, restando 16 vari?veis, as quais aplicaram-se an?lises de correla??es, predi??es e an?lise de rede de correla??o bivariada e an?lise de componentes principais. Encontrou-se 33,7% de estudantes com EP, 17,5% com obesidade e 16,2 % com sobrepeso. A an?lise de rede mostrou que, sob estresse, essas crian?as e adolescentes tendem a apresentar n?veis de colesterol mais elevados, seguido por um maior uso de medica??es ou suplementos, e um aumento da atividade f?sica, rela??es maiores para meninos e de etnia n?o branca. Alimentar-se com a merenda fornecida pela escola e ser do sexo feminino atuou como fator de prote??o para o risco cardiovascular. Conclui-se que o estresse est? impactando a sa?de f?sica dos estudantes, aumentando seu risco cardiovascular. Sugerem-se a??es que verifiquem as fontes de estresse para esta popula??o infantojuvenil e que proponham pol?ticas de manejo dessas condi??es. O Estudo 3 analisou 37 vari?veis: psicossociais (etnia, risco psicossocial, cidade de resid?ncia, estudar em escola p?blica ou particular, influ?ncias de propagandas na alimenta??o), vari?veis do tratamento (tempo em tratamento, periodicidade, comorbidades, especialidades m?dicas), vari?veis familiares (sexo, idade, ?ndice de massa corporal (IMC), h?bito de atividade f?sica, diabetes da genitora, tabagismo da genitora na gesta??o, complica??es na gesta??o ou parto, comportamentos de alimentar via restri??o para perda de peso, restri??o para sa?de, press?o e monitoramento, coping adaptativo e mal adaptativo), vari?veis da crian?a ou adolescente (sexo, idade, peso ao nascer, amamenta??o materna exclusiva (AME), realiza??o de atividade f?sica, horas de atividade f?sica por semana, horas de sono, h?bito de levar lanche de casa para a escola, local de realiza??o de refei??es, tempo em dispositivos com tela, caracter?sticas de temperamento de controle com esfor?o, afeto negativo, extrovers?o, coping adaptativo e mal adaptativo) e as vari?veis de desfecho: sobrepeso e obesidade (EP). Teve 80 participantes, sendo 40 pacientes, de tr?s a 17 anos, de um ambulat?rio de obesidade infantil da endocrinologia de um hospital universit?rio de Campinas ? SP e seus cuidadores (familiar respons?vel), totalizando 40 cuidadores. Peso e altura dos participantes foram aferidos e calculou-se o IMC. Aplicou-se individualmente instrumentos, de acordo com cada idade: Ficha de Caracteriza??o, Psychosocial Assessment Tool (2.0), Compreensive Feeding Practices Questionnarie, Motivacional Theory of Coping Scale - 12, Children?s Behavior Questionnarie, Early Adolescence Temperament Questionnaire ? Revised. A an?lise de rede destacou que o EP se inicia com a sa?de materna prejudicada, principalmente com diabetes mellitus e complica??es na gravidez e parto. As crian?as/adolescentes com caracter?stica de afeto negativo de temperamento apresentam coping mal adaptativo, em contexto de risco psicossocial. Essas informa??es devem orientar estrat?gias de preven??o em sa?de da mulher e sa?de gestacional, seguido por programas de atendimento multidisciplinar para o paciente e seu cuidador, para aqueles j? em tratamento. Frente aos dados dos tr?s estudos, conclui-se no geral, que os tratamentos para EP baseados exclusivamente em indica??es de h?bitos de vida saud?veis s?o insuficientes. Para preven??o do EP em crian?as/adolescentes, sugere-se foco em sa?de materna e a??es que diminuam o risco psicossocial. Para atingir mais sucesso na ades?o ao tratamento, ? necess?rio ampliar a avalia??o dos aspectos psicol?gicos e psicossociais, incluindo a avalia??o do estresse e estressores, temperamento, coping, em avalia??o multidisciplinar e contextualizada ao risco psicossocial familiar, e ? realidade econ?mica e social da popula??o-alvo.

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