The problem of this study was to determine whether any relationship existed between foreign students' cultural and economic backgrounds and their attitudes toward American advertising and advertising media. The major findings of this study were that foreign students had a slightly favorable attitude toward American advertising and spent a great deal of time with American mass media. The stage of economic development of foreign students' home countries and the length of time foreign students stayed in the United States were powerful group predictors of their attitudes toward American advertising.

This study examines interrelationships between Chinese students' associations with each other, with American friends, and their identification with American society. Fifty-three randomly-selected Chinese students at North Texas State University were interviewed in May, 1974. The resulting data was tested by Chi-square and Gamma tests. The finding are an follows In the United States, Chinese students are in a dynamic adjustment process. In their early stay, Chinese students with high scores of a affiliation with Americans have low scores of identification with American society. However, affiliation with other Chinese brings satisfaction and further identification. Therefore, Chinese students with high scores of affiliation with each other have high scores of identification with Americans.

Föreliggande studie undersökte uppfattningar och prevalens av utsatthet för ex-partner stalkning bland universitetsstudenter. Det undersöktes om det fanns skillnader mellan unga män och kvinnor i uppfattningen om stalkning utförd av en ex-partner och hur denna uppfattning relaterar till tidigare utsatthet. En enkät, bestående av ett script och en lista av stalkning-relaterade beteenden, besvarades av 508 respondenter varav 195 var män och 313 var kvinnor mellan åldrarna 19-29 (M = 22,7 , SD = 2,3). Resultaten visade att 168 (33,1 %) respondenter blivit utsatta för ex-partner stalkning. Vidare visade resultaten att kvinnor uppfattade att det var mer troligt att stalkning skulle förekomma i jämförelse med män i samtliga fortsättningar till berättelsen i scriptet. De respondenter som blivit utsatta för ex-partner stalkning uppfattade den utsatta i scriptet som ansvarig för sin egen utsatthet i större utsträckning än de som inte blivit utsatta. Dessa resultat betonar vikten av ökad kunskap och förståelse som kan ligga till grund för förebyggande insatser samt efterföljande stöd. / The present study examined the perceptions and prevalence of ex-partner stalking among university students. It examined whether there were differences between young men and women in the perception of ex-partner stalking and how this perception is related to prior victimization. 508 respondents, of whom 195 were men and 313 were women between the ages of 19-29 (M = 22,7, SD = 2,3), answered a questionnaire, consisting of a script and a list of stalking-related behaviors. The results indicated that 168 (33.1%) respondents had prior experience with ex-partner stalking. Furthermore, the results showed that women perceived that it was more likely that stalking would occur compared to men in all continuations of the narrative in the script. The respondents who had prior experience with ex-partner stalking perceived the victim in the script as being responsible for their own victimization to a greater extent than those who did not have prior experience. These results emphasize the importance of increased knowledge and understanding, which can form the basis for preventive measures and subsequent support.

Considerando o processo de formação vivenciado, particularmente, pelos alunos de graduação em enfermagem da PUC/SP e suas relações com a qualidade de vida, esta pesquisa teve como objetivos: identificar as percepções que o aluno de graduação em enfermagem tem em relação a sua qualidade de vida atual e a futura qualidade de vida no trabalho; compreender e analisar as principais demandas por eles evidenciadas no resgate das situações vividas e as estratégias de enfrentamento utilizadas que impactam na melhoria da sua qualidade de vida. A pesquisa foi qualitativa, e os dados forma obtidos por meio de entrevistas individuais, na primeira fase. A análise dos temas resgatados dos discursos na primeira fase, nortearam os temas disparadores dos cinco encontros de grupo focal na segunda fase. Nesse sentido trata-se de uma modalidade de pesquisa-ação. Os dados gerados nos encontros grupais foram analisados segundo a modalidade da análise temática, estruturada nas categorias: qualidade de vida; qualidade de vida no trabalho; qualidade de vida dos trabalhadores de enfermagem e qualidade de vida de estudantes universitários. Após análise foi realizada uma adaptação do Modelo Ecológico de QVE proposto por Benjamin (1994) considerado capaz de apreender a qualidade de vida dos alunos de enfermagem. Os resultados evidenciaram que a Universidade é um espaço que propicia vivências de promotoras e não promotoras de qualidade de vida dos alunos. Ficou evidente a necessidade de implantação de encontros sistematizados, no curriculum, nos quais alunos e professores tenham a oportunidade de discutir a construção individual e coletiva de estratégias de enfrentamento das situações geradoras de desgaste favorecendo o fortalecimento da qualidade de vida dos mesmos. / Considering the perceptions about the development process experienced specifically by the nursing students from PUC/SP and their relation with quality of life, this research has had the following objectives: identify the perceptions the nursing students have in relation to their present quality of life and their future quality of life at work; understand and analyse the main requirements evidenced by them in rescuing the situations they have lived and the directions and suggested confrontation strategies that may impact on improving their quality of life. The research was the qualitative mode and, in the first stage, the data were obtained through individual interviews. The analysis of the topics taken from this first stage guided the starting themes of the five meetings of the focus group in the second stage. Because of this it is a research – action type. The data obtained in the group meetings were analysed according to the thematic analyses mode based on the following categories: quality of life at work, quality of life of nursing workers and quality of life of university students. After the analysis was done, it was adjusted to the “Students Ecological Model of Quality of Life" proposed by Benjamin (1994), considered able to grasp the quality of life of nursing students. The results showed that the University is a place that provides perceptions that promote or not students quality of life. It was very clear the need to implement systematic meetings in the curriculum so that both students and teachers may have the opportunity to discuss the individual and collective development of strategies to face the stressing situation they experience so that they may strengthen their quality of life.

Evidências recentes na literatura apontam um elevado consumo de álcool entre estudantes universitários. Expectativas relacionadas aos efeitos do uso de álcool têm sido associadas tanto ao início quanto à manutenção do beber de jovens. De forma análoga, o grupo de pares é um aspecto de destacada relevância sobre o comportamento dos jovens, inclusive no que se refere ao uso de álcool. Por sua vez, tanto expectativas quanto grupo de pares podem modular de forma diferente o comportamento do beber de homens e de mulheres. O objetivo deste estudo foi avaliar diferenças de gênero sobre o uso de álcool, expectativas relacionadas aos efeitos do uso de álcool e o envolvimento com o grupo de pares de risco para o uso de álcool entre estudantes universitários da área da saúde. Participaram 238 estudantes (105 homens) de todos os anos dos cursos de Medicina e Fisioterapia da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo. Estudantes preencheram um questionário estruturado autoaplicável contendo os instrumentos AUDIT (Alcohol Use Disorders Identification Test), para avaliar o uso de álcool, AEQ-A (Alcohol Expectancy Questionnaire Adolescent Form), para avaliar as expectativas dos efeitos do uso de álcool, e DUSI (Drug Use Screening Inventory), para avaliar o grupo de pares. A prevalência do uso de álcool no ano foi de 92,1% entre os homens e de 81,2% entre as mulheres (X²=10,87; p=0,02). Homens também apresentaram maior prevalência do padrão de uso problemático de álcool (X²=8,19; p<0,01) e de binge drinking (X²=8,13; p<0,01). Expectativas de transformações globais positivas (Z=-2,12; p=0,03) e de melhora no desempenho sexual (Z=-2,76; p<0,01) associadas ao consumo de álcool foram mais significativamente relacionadas ao gênero masculino. Entretanto, não houve diferenças de gênero na pontuação média para a escala de relação de pares do instrumento DUSI (Z=-1,67; p=0,09). Apesar do elevado uso de álcool para ambos os gêneros, homens apresentaram maior prevalência de uso de álcool no ano, uso problemático e binge. Grupo de pares parece ser um possível fator de vulnerabilidade para o uso de álcool, independente do gênero. Entretanto, expectativas se correlacionaram de maneira positiva com o uso de álcool apenas entre os homens. Esses resultados podem indicar que diferenças de gênero podem ter importante papel na elaboração de estratégias de prevenção mais precisas e eficazes sobre o uso de álcool. / Recent evidences in scientific literature have indicated an increasing alcohol consumption in university students. Alcohol expectancies have been associated to the beginning and maintenance of drinking by young adults. Peer group is also a relevant aspect on young behavior, mainly on alcohol use. Both, alcohol expectancies and peer group can modulate drinking behavior of men and women by different pathways. This study aimed to evaluate gender differences of alcohol use, alcohol expectancies and peer relationship in university students of the health area. Observational, transversal study design on a convenience sample of 238 university students (105 men) from Medicine and Physiotherapy courses of the School of Medicine of Ribeirão Preto of University of São Paulo. Students completed self-reported questionnaire, including AUDIT (Alcohol Use Disorders Identification Test), to evaluate alcohol use, AEQ-A (Alcohol Expectancy Questionnaire - Adolescent Form), to evaluate alcohol expectancies, and DUSI (Drug Use Screening Inventory), to evaluate peer group. 92.1% of men and 81.2% of women declared to have drank alcohol in the last 12 months (X²=10.87; p=0.02). Men scored significantly higher on prevalence of problematic alcohol use and binge drinking (X²=8.13; p<0.01). Expectancies of positive global transformations (Z=-2.12; p=0.03) and sexual enhancement (Z=-2.76; p<0.01) associated to alcohol consumption were more evident in male. However, no gender differences on peer relationship was observed (Z=-1.67; p=0.09). Despite of increased alcohol use for both gender, male have presented a greater prevalence of alcohol use in the last 12 months, problematic alcohol use and binge drinking. Peer group may be a possible vulnerability factor on alcohol consumption, independent of gender. However, alcohol expectancies presented a positive correlation to alcohol use only in men. Results indicate that gender differences may have an important role for the development of more efficient strategies for alcohol abuse prevention.

Orientador: Elizabeth Nogueira Gomes da Silva Mercury / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-09-11T21:14:55Z (GMT). No. of bitstreams: 1 Scali_DanyelleFreitas_M.pdf: 1236688 bytes, checksum: 5f3e8f32e8bb322735880d8d12b2bdce (MD5) Previous issue date: 2009 / Resumo: Partindo do pressuposto de que diferentes condições e contextos podem estar associados aos determinantes da evasão no ensino superior, a presente pesquisa voltou-se para o estudo da evasão nos cursos que têm sido pouco investigados e assumiu como objetivos: identificar e analisar os motivos de evasão de alunos de cursos superiores de tecnologia a partir da percepção do aluno evadido e analisar o percurso acadêmico do estudante posterior à evasão. A coleta de dados foi realizada através do envio pelo correio de um questionário a 227 alunos que evadiram em 2006 e 2007 de cursos superiores de tecnologia de uma IES pública do estado de São Paulo, dos quais 19,4% responderam. O instrumento solicitava informações sobre o perfil do aluno, a descrição dos motivos da não renovação de matrícula, o tempo de frequência no curso e os dados do percurso acadêmico posterior à evasão. Para a análise dos dados foram utilizados métodos qualitativos (análise de conteúdo) e quantitativos (frequência e porcentagem de ocorrência). A análise de conteúdo das respostas indicou como principais motivos de evasão: definição de curso de ingresso (50,0%), localização da instituição (36,4%), formação e atuação profissional do tecnólogo (25,0%), condições relacionadas ao trabalho (18,2%) e condições financeiras (18,2%). Sobre o percurso acadêmico posterior à evasão, 77,2% dos respondentes já haviam se graduado ou ingressado em outro curso/instituição sendo, em sua grande maioria, em até um ano após a evasão. Quanto ao tipo de curso de graduação, 78,6% dos participantes estavam em cursos de bacharelado e/ou licenciatura, entre os quais 60,7% em outra IES. O trabalho apresenta dados sobre os motivos determinantes da evasão de estudantes de cursos superiores de tecnologia, mostrando que há muitas semelhanças e poucas diferenças no que se refere aos motivos de evasão ocorridos em outros tipos de cursos (licenciaturas e bacharelados). Pode-se dizer que as peculiaridades das condições de evasão dos cursos superiores de tecnologia mostraram-se associadas às características do curso tecnológico, no que tange à natureza da formação e à atuação de seu profissional. Os dados coletados possibilitaram, ainda, considerações acerca do conceito de evasão e de procedimentos utilizados para investigação desse fenômeno. / Abstract: Starting from the principle that different conditions and contexts can be associated to the determinants of the drop out in higher education, this research focused on the study of drop out in courses which have not been much investigated and thus assumed as its objectives: to identify and analyze the reasons for the drop out of the technology higher education courses, from the perspective of the student, as well as his academic path after droping out. Data gathering was made through the mailing of a questionnaire to 227 students who have dropped out in 2006 and 2007 from technology higher education courses in a public institution in the State of São Paulo and, from these, 19,4% answered. The instrument requested information on the profile of student, description of the reasons for not renewing the enrollment, the time of frequency in the course and requested information about the academic path taken after the drop out. For the analysis of the data, qualitative methods (content analysis) and quantitative methods had been used (frequency and percentage of occurrence). The content analysis of the answers indicated as main reasons for drop out: definition of course (50,0%), localization of the institution (36,4%), education and professional activity of the technologists (25,0%), conditions related to the labor market (18,2%) and student financial conditions (18,2%). As about the academic path after the drop out, 77,2% of the respondents had already graduated or entered in another course/institution, and most of them did so within one year after the year they had quit. Regarding the type of course that the student has enrolled after the withdrawn, 78,6% informed that they were registered in courses offering bachelor, major or minor degrees, of which 60,7% in other higher education institutions. The research presents given on the determinative reasons of the drop out of students of superior courses of technology, showing that it has many similarities and few differences as for the occurred reasons of withdrawn in other kinds of graduation courses. It can be said that the peculiarities of the conditions for the drop out of technology higher education courses are associated with the characteristics of the technological courses as to the nature of the education and professional activity of the technologists. Data gathered offered considerations about the concept of drop out and of the proceedings used for the investigation of this phenomenon. / Mestrado / Psicologia Educacional / Mestre em Educação

Made available in DSpace on 2016-04-04T18:27:21Z (GMT). No. of bitstreams: 1 Silvia Homsi 1.pdf: 3357725 bytes, checksum: 33350d4a7f6fd8e738a5e6a1d1b5bdef (MD5) Previous issue date: 2006-02-14 / This research aims at investigating if there are relationships between temperament and thinking creative styles in university students. The samples were composed by 126 students from two private universities of S?o Paulo state, attending courses from the areas of Biology, Hard and Human Sciences, from both sexes, aged from 17 to 44 (Mo=21 to 25) years old. Two measures were used: the Questionnaire of Typological Assessment QUATI (Zacharias, 2003) and Thinking and Creative Styles Scale (Wechsler, 1999, 2005), which were administered in a collective form. Pearson s Correlation and Multivariate and Unvaried Analysis of Variance were used to analyze the results. A qualitative analysis on function and attitudes of QUATI was also carried out. The results showed that there are not significant relationships between temperament and thinking and creative styles. Significant differences were observed in QUATI factors related to gender and scientific areas. Biology presented considerable higher values on Extroversion attitude, and Thinking and Feeling functions were influenced by age and area. In Thinking and Creative Styles, Biology students presented higher means on Divergent Thinking and Boldness. In relation to the gender variable, men had superior means on Humor-Synthesis scale. We conclude that people with different styles may express their creativity independently their temperament. / Este trabalho tem como objetivo investigar se existe rela??o entre temperamento e os estilos de pensar e criar em estudantes universit?rios. As amostras foram compostas de 126 estudantes das ?reas das ci?ncias Biol?gicas, Humanas e Exatas de duas universidades particulares do interior do estado de S?o Paulo, de ambos os sexos, na faixa et?ria entre 17 a 44 anos (Mo= 21 a 25 anos). Para tanto, foram utilizados dois instrumentos: o Question?rio de Avalia??o Tipol?gica QUATI (Zacharias, 2003) e o Question?rio sobre Estilos de Pensar e Criar (Wechsler, 1999, 2005), que foram aplicados coletivamente. Os resultados foram analisados pela Correla??o de Pearson e An?lises Multivariada e Univariada de Vari?ncia. Tamb?m foi feita uma an?lise qualitativa das fun??es e atitudes do QUATI. Os resultados indicaram que n?o existem rela??es significativas entre temperamento e estilos de pensar e criar. Diferen?as significativas foram observadas por ?rea e por sexo nos fatores do QUATI, sendo a ?rea Biol?gica a que apresentou valores significativamente maiores para a atitude Extrovers?o, e as fun??es Pensamento e Sentimento sofreram influ?ncias para idade x ?rea. Tamb?m para estilos de pensar e criar a ?rea Biol?gicas apresentou m?dias significativamente maiores para os fatores Pensamento Divergente e Ousadia Inovadora e, no que se refere ? vari?vel sexo, o masculino apresentou maior ?ndice no fator S?ntese Humor?stica. Conclui-se que as pessoas de diferentes estilos podem expressar sua criatividade independentemente de seu temperamento.

Made available in DSpace on 2016-04-28T20:39:52Z (GMT). No. of bitstreams: 1 Maria Angelica Ferreira Dias.pdf: 795170 bytes, checksum: 321c4a96a28a1a40717f4c2abd6c7eb1 (MD5) Previous issue date: 2008-08-07 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In the Brazilian context of great economical inequality, in which part of the population is deprived of social rights, education is regarded as having a major force of change in the present-day country s picture. This fact can be confirmed by the current governmental investments in programs for educational inclusion, which make the entry of young persons of low income in the private higher education network possible, opening, therefore, new horizons to young people who come from public schools. One of these measures is the Escola da Família Program, developed in the State of Sao Paulo in August 2003, in which, in exchange for the scholarship, students work on weekends as "university teachers" in schools open to the community. The purpose of this qualitative research, which used personal interviews with the participants, is to analyze the impact of these university teachers experiences as scholarship holders in the Escola da Família Program on the construction of their identities (understood, here, in the light of the Theory of the Identity Narrative). The meanings attributed to the experiences influence the way subjects constitute their identities, and compose the basis of future projects. Understanding such meanings could generate proposals that aim to increase educational inclusion and social transformation. The results of this study indicate that the satisfaction felt by the students while carrying out activities of social relevance facilitates the construction of a positive image of themselves, which influence their identity. However, being a university student does not involve only being present in the classroom, but it also includes participating in extra-curricular activities and having social contact with colleagues. Therefore, when these activities are affected by their participation in the Program, some of these students do not see themselves completely as academics. A greater flexibility in the schedule of the Program, in order to provide more social contact of the students with their colleagues and their families, and a better training for the activities developed by students, which would include the knowledge gained in college, could have a positive influence on the construction of the identity of the scholarship holders / No contexto brasileiro de grande desigualdade econômica, em que parte da população se encontra destituída de direitos sociais, a educação é considerada como tendo importante força de transformação desse quadro em que se encontra o país. Esse fato pode ser observado nos atuais investimentos do Governo em programas de inclusão educacional, que possibilitam o ingresso de jovens de baixa renda na rede particular de ensino superior, na perspectiva de abrir um novo horizonte aos jovens provenientes das escolas públicas. Um desses programas é o Escola da Família, desenvolvido no Estado de São Paulo, em agosto de 2003, no qual, em troca da bolsa de estudos, os alunos participantes trabalham nos finais de semana como educadores universitários em escolas abertas à comunidade. Esta pesquisa (qualitativa) por meio de entrevista individual com universitários que participam do Programa teve por objetivo compreender o impacto de suas vivências como bolsistas do Programa Escola da Família na construção de suas identidades (compreendidas, aqui, à luz da teoria da identidade narrativa). Os significados atribuídos às experiências vividas influenciam a forma como os sujeitos constituem suas identidades, e compõem a base de articulação de projetos futuros. Partimos da perspectiva de que a compreensão destes significados possa trazer contribuições para propostas que visem à inclusão educacional e à transformação social. Os resultados da pesquisa apontam que a satisfação sentida pelos estudantes, ao realizarem no Programa atividades de relevância social, facilita a construção de uma imagem positiva deles mesmos, influenciando na sua identidade. Entretanto, a compreensão de ser universitário envolve mais do que estar presente na sala de aula e inclui também participar em atividades extra-curriculares e ter contato social com colegas do curso, de modo que, ao terem estas atividades prejudicadas pela participação no Programa, alguns deles não se sentem plenamente como universitários. A flexibilização dos horários de participação no Programa, de modo a viabilizar um maior contato social dos estudantes com seus colegas e com suas famílias, bem como uma melhor capacitação para as atividades desenvolvidas pelos estudantes, que possam incluir os conhecimentos adquiridos na faculdade, poderiam influenciar positivamente na construção da identidade dos estudantes bolsistas

This study initially was designed to produce an in-depth profile of minority students at North Texas State University. After the original dissertation proposal was presented and accepted the "Family Educational Rights and Privacy Act of 1974" was passed. Considerable time passed while NTSU officials developed a legal basis as to the kind of information that would be accessible to doctoral students. The problem of this study was to construct a profile of minority students at NTSU who enrolled during the Fall and Spring semesters, 1974-75. It appears, and very significantly so, that the population percentage for minority students at NTSU is quite disproportionate when compared with the minority population percentage of the State of Texas. For the period examined, one out of every four students of minority designation was Latin-American while three out of four were of Afro-American ethnicity. The average minority student is from a population center that may be designated as a medium sized city to a large metropolitan area. The average minority student at NTSU is admitted from a large urban area high school, and not much preference seems to be given to native Texans. It appears that most minority students are admitted on the same basis as students from the dominant group--Scholastic Achievement Test score of 675. Minority female students outnumber the males at NTSU. The average minority student expects to graduate on time from the university. Also, the average minority student is unmarried with a preponderance of their numbers being "Freshman" as relates to academic level.

The subjects were 69 graduate faculty advisors, 187 foreign graduate students, and 184 American graduate students who were enrolled at North Texas State University in the Spring Semester, 1984. Statistical techniques used for data analysis include frequency distributions, percentages, means, and Mann-Whitney U test. Significant differences were determined by the two-tailed test of significance at or beyond the .05 level.