bluuebunny/crossref_metadata_2025_split huggingface dataset:
RELAÇÃO ENTRE A INTELIGÊNCIA EMOCIONAL E O RENDIMENTO ESCOLAR EM CRIANÇAS DO 1.º CICLO DO ENSINO BÁSICO DA RAM
Authors: Porto Silva Elisabete , Franco Glória 
Published: September 2016

Abstract:The growing interest in emotional intelligence has motivated, since the ‘ 90, the development of numerous studies on the topic. One of the approaches of these studies has been the relationship between emotional intelligence and academic achievement, without much agreement on the results (Angelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al., 2006; Silva & Duarte, 2012) and was developed further this research. The survey was developed with a set de129 individuals of both sexes of RAM (Autonomy Region of Madeira) in order to respond to the questions: is there any relationship between IE, the IE perceived and school performance? Does gender, age, social participation, socio-economic status of parents and school retention influence the IE and the school performance? The instruments used were: A demographic and educational survey where they gathered, in addition to the socio-demographic data, academic performance data as: retention, the notes of the Portuguese language, Mathematics, the Study of the Middle note of calibration tests: Portuguese language and Mathematics; and the Emotional Intelligence survey of Bar-On (Candeias & Rebocho, 2007, Candeias et al., 2008). The results reveal that only some aspects of IE relate to some of the variables of school performance, in particular the classifications to Portuguese and Mathematics.Key-words: Emotional intelligence, school performance.Resumo:O crescente interesse pela Inteligência Emocional tem motivado, desde os anos 90, o desenvolvimento de numerosos estudos sobre o tema. Um dos enfoques desses estudos tem sido a relação entre a Inteligência Emocional e o rendimento escolar, não existindo muita concordância nos resultados (Ângelo, 2007; Newsome et al., 2000; O’Connor & Little, 2003; Parker et al.,2004; Parker et al.,2006; Silva & Duarte, 2012), pelo que se desenvolveu mais esta pesquisa. A pesquisa foi desenvolvida com um conjunto de 129 indivíduos de ambos os sexos da RAM (Região Autónoma da Madeira), no sentido de dar resposta às questões: Será que existe alguma relação entre a IE, a IE percebida e o rendimento escolar? Será que o género, a idade, o índice de participação social, o estatuto socioeconómico dos pais e a retenção escolar influenciam a IE e o rendimento escolar? Os instrumentos usados foram: um questionário Sociodemográfico e Educativo onde se recolheram, para além dos dados sociodemográficos, os dados do rendimento académico como: a retenção, as notas da Língua Portuguesa, da Matemática, do Estudo do Meio, nota das provas de aferição a: Língua Portuguesa e Matemática; e o questionário de Inteligência Emocional de Bar-On (Candeias & Rebocho,2007, Candeias et al., 2008). Os resultados revelam que apenas alguns aspetos da IE se relacionam com algumas das variáveis do rendimento escolar, nomeadamente as classificações a Português e a Matemática.Palavras-chave: Inteligência emocional, rendimento escolar.
AUTOESTIMA Y DIVERSIDAD FUNCIONAL SELF ESTEEM AND FUNCTIONAL DIVERSITY
Authors: Iniesta Martínez Almudena , Martínez Sanz Alicia , Mañas Viejo Carmen 
Published: September 2016

Abstract:The aim of this paper is to analyse self esteem among people with functional diversity and how it makes a situation of concealment and invisibility conditional on the functional diversity model. To this end life stories of women with physical and sensory functional diversity aged between 16 and 65 years have been selected. The research methodology is of mixed nature. The data analysis was processed by AQUAD 6 (Huber, 2006), arising code series and semantic categories. So through this instructment different narratives of women with functional diversity have been collected. The programme firstly distinguishes between descriptive and demographic and secondly between referential and interpretative codes. Personal evaluations on self-esteem by women with functional diversity are analysed, as well as how they project it onto different aspects of their lives, both personal and social. Results confirm that, in many cases, their personal configuration of self esteem distorts the process of accepting functional diversity.Keywords: functional diversity, self esteem, personal development.Resumen:La presente comunicación pretende analizar la autoestima en las personas con diversidad funcional y como esto condiciona una situación de ocultamiento e invisibilidad a partir de la propuesta del modelo de diversidad funcional. Para ello se ha seleccionado historias de vida de mujeres con diversidad funcional física y sensorial, en un intervalo de edad entre 16 y 65 años. La metodología en la investigación tiene un carácter mixto. El análisis de datos obtenido ha sido procesado por el programa AQUAD 6 (Huber, 2006), surgiendo una serie de códigos y categorías semánticos. Así, a través de este instrumento sean podido recoger las diferentes narrativas de las mujeres con diversidad funcional. El programa nos diferencia en un primer lugar, entre códigos descriptivos y demográficos y en segundo lugar, entre códigos referenciales y de interpretación. Se analizan las valoraciones personales que tienen las mujeres con diversidad funcional en relación a su autoestima y como esto lo proyectan en los diferentes ámbitos de sus vidas tanto personal como social. Los resultados confirman que la configuración personal que realizan de su autoestima distorsiona en muchos casos el proceso de aceptación de la diversidad funcional.Palabras clave: diversidad funcional, autoestima, desarrollo personal.
CONSISTENCIA E INCONSISTENCIA EN LOS ESTILOS DE PADRES Y MADRES Y AJUSTE PSICOLÓGICO EN LOS ADOLESCENTES
Authors: Carpio Fernández Mª de la Villa , García Linares Mª Cruz , De la Torre Cruz Manuel Jesús , Cerezo Rusillo Mª Teresa , Casanova Arias Pedro F. 
Published: September 2016

Abstract:This paper analyzed the different consistent and inconsistent combination of maternal and paternal parenting styles and their relationships with psychosocial adjustment problems reported by their children. The participant were 840 Secondary schools students, aged 12 to 16. A cluster analysis was performed in order to obtain the parenting styles of both mothers and fathers. The results shown that children report lower levels of internalizing and externalizing problems when assigning a democratic style to both parents. Children who have a father or a mother with a democratic style have lower psychosocial adjustment problems than family situations where the democratic style is not present. Finally, children whose parents agree on an affective-authoritarian style have fewer externalizing problems.Keywords: parenting styles, consistency, inconsistency, psychosocial adjustment problems, adolescentResumen:Este estudio analiza las diversas combinaciones de consistencia y de inconsistencia en los estilos educativos de ambos progenitores y su relación con los problemas de ajuste psicosocial que informan sus hijos. Los participantes fueron 840 estudiantes de E.S.O. con edades entre los 12 y 16 años. Para la obtención de los estilos educativos parentales se utilizó el análisis de clúster. Los resultados muestran que los hijos informan de menor incidencia de problemas externalizantes e internalizantes cuando se atribuye un estilo democrático a ambos padres. Los hijos que tienen un solo progenitor democrático presentan menores problemas de ajuste psicosocial frente a situaciones familiares donde no está implicado el estilo democrático. Finalmente los hijos que tienen padres que coinciden en un estilo afectivo-autoritario presentan menos problemas externalizantes.Palabras clave: estilos educativos paternos, consistencia, inconsistencia, problemas de ajuste psicosocial, adolescentes.
EL MODELO DE CUSTODIA PREFERIDO POR DIFERENTES GENERACIONES
Authors: Triana Pérez Beatriz , Martínez Crespo Esther 
Published: September 2016

Abstract:PREFERRED CUSTODY MODEL ACCORDING DIFFERENT GENERATIONSMany Spanish families face family break-ups every year. When a couple who are divorcing have children, it is necessary to decide on custodial arrangements. Usually, custody is awarded to mothers, but joint custody is beginning to be used among Spanish society. The change towards this kind of custody is rather slow. Thus, the main objective of this study has been to analyze, in an exploratory way, which type of custody the participants from three different generations consider most appropriate. Moreover, participants’ believes about the similarities and differences between mothers’ and fathers’ capabilities for raising their children were explored. A sample of 144 subjects (adolescents, young people and adults), from both sexes, participated in the study, answering a semi-structured interview. Results show an increasing acceptance of co-parenting, but it is dependent on certain circumstances such as the capacity and desire for involvement that each parent shows towards their children. These data lead to an important reflection on the need for higher social changes in the distribution of parental roles.Key-words: sole custody, joint custody, different generations, parental roles.Resumen:Numerosas familias españolas se enfrentan cada año a la ruptura familiar. Cuando la pareja que se separa tiene hijos, es necesario decidir el tipo de custodia. Normalmente, la custodia suele recaer en las madres, pero la custodia compartida empieza a ser una realidad en la sociedad española. El cambio hacia este tipo de custodia es lento. Por ello, el objetivo de este estudio ha sido analizar, de forma exploratoria, qué tipo de custodia consideran más adecuada los participantes de tres generaciones. Además, se exploraron las creencias de los participantes acerca de las similitudes y diferencias entre las capacidades de padres y madres para cuidar y educar a los hijos. En el estudio participó una muestra de 144 sujetos (adolescentes, jóvenes y adultos), de ambos sexos, a quienes se les realizó una entrevista semiestructurada. Los resultados muestran un incremento en la aceptación de la custodia compartida, pero condicionada a determinadas circunstancias, entre las que destaca la capacidad y deseos de implicación que muestre cada progenitor con sus hijos. Estos datos conllevan una importante reflexión sobre la necesidad de mayores cambios sociales en el reparto de roles parentales.Palabras clave: custodia exclusiva, custodia compartida, diferentes generaciones, roles parentales
INDICADORES DE LA CALIDAD DEL PROCESO DE ACOGIMIENTO FAMILIAR
Authors: Molero Mañes Rosa J. , Gil Llario Mª Dolores , Díaz Rodríguez Irene Mª 
Published: September 2016

Abstract:INDICATORS OF THE QUALITY OF THE FOSTER CAREOne of the difficulties in choosing the families who come to foster care is related to the lack of studies that indicate the features needed to support optimal integrated development of children in foster care and also help in the process both the family as the child to generate the necessary resources. The sample consisted of 53 families with 80 children in foster care for three years. The aim was to identify characteristics that allow promote the development of the child. The results underline the importance of establishing secure links between the child and the foster family, the integration of the child in the foster family (the emergence of a sense of belonging), the existence of children in the foster family and a sense of satisfaction with welcoming, by the foster family.Keywords: Foster family, bonding, integration, development.Resumen:Una de las dificultades en la selección de las familias que se acercan al acogimiento familiar está relacionado con la falta de estudios que pudieran apuntar hacia características necesarias que apoyaran un desarrollo integral y comunitario óptimo del menor acogido y a su vez, en el proceso acogedor ayudar tanto a la familia como al menor para generar y/u optimizar aquellos recursos que permitan la consecución de las mismas. En una muestra de 53 familias que a lo largo tres años acogieron a 80 menores nuestro objetivo fue identificar las características que más habían favorecido el desarrollo del menor. Los resultados subrayan la importancia del establecimiento de vínculos seguros del menor con los acogedores, la integración del menor en la familia acogedora (la aparición de un sentido de pertenencia), la existencia de hijos en el núcleo de convivencia y una percepción de satisfacción con el acogimiento, por parte de la familia acogedora.Palabras clave: acogimiento familiar, vínculos afectivos, integración, desarrollo.
CRIANÇAS COM DÉFICE DE ATENÇÃO E HIPERACTIVIDADE EM CONTEXTO ESCOLAR
Authors: Da Silva Coutinho Anabela 
Published: September 2016

Abstract:This article titled “Children with deficit of attention and hyperactivity in school context”, aims to inform and describe this behavioral disorder that affects children worldwide about 5.3%. Furthermore, approximately 40 to 50% of these children have poor school performance, difficulties in family and peer relationships (Rodrigues, 2007). The difficulties are primarily related to inattention, impulsivity and hyperactivity. Also they disturb the working classroom group, have lot of difficulties in persisting the task and to understand the teacher’s instructions (Ribeiro, 2008). According to the same author, they show poor study skills, particularly in relation to the organization of books and school supplies. In the opinion of Poiares (2003) this disorder is complex and consists of several factors, such as social, psychological, cultural, economic, political and emotional. According to Barkeley (2006), the intervention forms with these children are: parental and teachers education regarding this disorder, pharmacology, family therapy, behavior modification in the classroom, special education, regular exercise, and parents support groups.Keywords: Deficit of Attention, Hyperactivity, Impulsivity, Children, School.Resumo:O presente artigo intitulado “Crianças com défice de atenção e hiperactividade em contexto escolar” pretende informar e descrever este distúrbio comportamental que atinge cerca de 5,3% das crianças a nível mundial. Além disso, cerca de 40 a 50%, destas crianças apresentam baixo rendimento escolar, dificuldades a nível familiar e nas relações entre pares (Rodrigues, 2007). As dificuldades que revelam estão relacionadas essencialmente com a falta de atenção, a impulsividade e hiperactividade. Perturbam o grupo de trabalho em sala, têm dificuldades em persistir na tarefa e compreender as instruções do professor, (Ribeiro, 2008). Segundo o mesmo autor, demonstram fracas competências de estudo, nomeadamente em relação à organização de cadernos e material escolar. Na opinião de Poiares (2003) este distúrbio é bastante complexo e é composto por vários factores, sejam eles sociais, psicológicos, culturais, económicos, afectivos e políticos. Segundo Barkeley (2006), as formas de intervenção junto estas crianças são: a educação parental e dos professores acerca deste distúrbio, a farmacologia, a terapia familiar, a modificação comportamental na sala de aula, a educação especial, o exercício físico regular, e os grupos de suporte de pais.Palavras-chave: Défice de atenção, Hiperactividade, Impulsividade, Crianças, Escola.
EVALUACIÓN DE PARES Y COEVALUACIÓN EN ESTUDIANTES Y DOCENTES UNIVERSITARIOS: UNA EXPERIENCIA FORMATIVA PARA IMPULSAR EL MODELO EDUCATIVO
Authors: González Velázquez Lilia , González Velazquez Mª del Rosario 
Published: September 2016

Abstract:A key issue to ensure the quality of the learning processes in higher education is undoubtedly the gradual transformation of educational practices according to the established in the new institutional Educational Model. In this study, the results of a joint training experience are presented through workshops and evaluation in pair assessment and co-evaluation involving 43 teachers and 93 students from 10 bachelor degrees in a Mexican university. Following an experience valuation questionnaire was applied to teachers and students with the purpose to know their opinions related to the aspects that influenced to assume the roles and competencies required to perform this type of evaluation such as collaboratively and jointly responsible work, problem solving, ethics values and respect and to create safe emotional environments. Data show that both teachers and students recognize the educational benefits of this type of evaluation, however there are important differences in their actual incorporation into the classroom as students still have fear of retaliation by the teacher and they doubt the ability of students to evaluate them and the time required to do so.Keywords: pair evaluation and co-evaluation, teachers and students, educational Model high educationResumen:Un aspecto clave para asegurar la calidad de los procesos formativos en la educación superior es sin duda la gradual transformación de las prácticas de los docentes en función a lo que establece el nuevo Modelo Educativo institucional . En este estudio se presentan los resultados de una experiencia de formación que utiliza los procesos de evaluación de pares y coevaluación entre profesores y estudiantes en una universidad mexicana como estrategia para sensibilizar a docentes y estudiantes en lo que significa reorientar los roles tradicionales lo que ayudará a disminuir resistencias hacia el cambio educativo. colaborativos, de corresponsabilidad y de apren dizaje situado. Con este propósito se efectuaron talleres de evaluación de pares y coevaluación en los que participaron 43 docentes y 93 estudiantes de 10 licenciaturas, al término se aplicaron a ambos u cuestionario de valoración de la experiencia. Los datos indican que tanto los docentes como los estudiantes reconocen las ventajas formativas de este tipo de evaluación, sin embargo éstos últimos aún tienen temor a posibles consecuencias en la evaluación por lo que hay dificultades en su generalización.Palabras clave: evaluación de pares y coevaluación, docentes y estudiantes modelo educativo educación superior
USOS DE LA EVALUACIÓN EN LOS DIFERENTES MOMENTOS DE UNIDADES DIDÁCTICAS COOPERATIVAS
Authors: Jiménez Perales Verónica , Naranjo Llanos Mila 
Published: September 2016

Abstract:ASSESSMENT USES AT DIFFERENT MOMENTS OF COOPERATIVES DIDACTIC UNITSThe traditional conception of learning assessment has been conceived, often, as an independent process of teaching and learning process, but assessment and, more concretely, inclusive assessment has an opposite point of view and it is considerate as an inherent element of this process. This research focus on inclusive assessment in cooperative learning contexts, in schools that implement the CL/LC Program: cooperate to learning, learning to cooperate, developed by the GRAD’s members (Diversity Attention Research Group) of University of Vic. Considering the methodology that propose that program, and the planning and development of didactic units at different moments they can be divided through cooperative structures the hypothesis on the study are linked to a first approximation of the use of evaluation along the process of teaching and learning by teachers. The research results support the hypothesis that implement the CL/LC Program in classrooms should be go according to an inclusive assessment that allow regulate and adjust the educational assistance to students.Keywords : inclusive assessment, learning regulation, cooperative learning,
FORMULAÇÃO DE PERGUNTAS NO ÂMBITO DE OFICINAS DE CONSTRUÇÃO DE AUTÓMATOS
Authors: Vaz-Rebelo P. , Barreira C. , Bidarra G. , Silveira E. , Santos C. , Silva V. , Maricato P. , Belo I. 
Published: September 2016

Resumo:Este trabalho tem por principal objectivo analisar as perguntas formuladas no contexto de oficinas de construção e/ou manipulação de brinquedos com movimento, duas das quais foram realizadas em contexto escolar e uma em contexto de aprendizagem não formal. Os participantes tinham idades entre os 6 e os 12 anos e a implementação das oficinas foi feita de acordo com o modelo pedagógico desenvolvido no âmbito do projeto CLOHE2 que envolve a apresentação de uma narrativa e a projeção e construção de autómatos representativos dessa narrativa. As perguntas formuladas pelos participantes foram registadas nos diários de bordo, tendo também sido feito o registo vídeo da oficina realizada em contexto não formal de aprendizagem. As referidas perguntas foram classificadas de acordo com a tipologia de Ishiwa, Sanjosé e Otero (2013), tendo a análise dos dados evidenciado que as características das perguntas formuladas variava em função das metas estabelecidas, da etapa da construção do autómato, do nível de compreensão do funcionamento do mecanismo. Neste contexto, constatou-se que perguntas foram formuladas como estratégia de obtenção de informação, mas também como estratégia reguladora do próprio processo de aprendizagem e mesmo de formulação de hipóteses. Com efeito, em geral, foram formuladas sobretudo perguntas de tipo I, quando o objetivo proposto era o da construção do autómato, e perguntas de tipo II, quando se estabeleceu.Palavras-chave: Perguntas dos alunos; autómatos; ambientes de educação formal e não formal
AUTOCONCEPTO Y RENDIMIENTO ACADÉMICO EN ADOLECENTES
Authors: Iniesta Martínez Almudena , Mañas Viejo Carmen Rosa 
Published: September 2016

Abstract:The objective of this study is to measure the relationship between the different dimensions of self-concept - academic, social, family, physical and social - and academic performance. The questionnaire of self-concept form 5 (AF5) was administered to 180 teenagers of both sexes aged between 13 and 18 years (M = 15.25; DT = 1.09. A Pearson correlation and a discriminant analysis are performed to analyze the data. The results indicated that there is a direct relationship between academic self-concept and academic performance and that relations between the social and physical self-concept and academic performance are significant. The data did not show a significant relationship between family self-concept and the academic self-concept.Keywords: Self-concept, adolescence, academic performance, social changeResumen:El objetivo de este estudio es medir la relación existente entre las diferentes dimensiones del autoconcepto –académico, social, familiar, físico y social- y el rendimiento académico. El cuestionario de Autoconcepto forma 5 (AF5) se administró a 180 adolescentes de ambos sexos con edades comprendidas entre los 13 y 18 años (M = 15.25; DT = 1.09. Para analizar los datos se realiza una correlación de Pearson y un análisis discriminante. Los resultados obtenidos indicaron que hay una relación directa entre el autoconcepto académico y el rendimiento académico y que son significativas las relaciones entre el autoconcepto físico y social y el rendimiento académico. Los datos no mostraron una relación significativa entre el autoconcepto familiar y el autoconcepto académico.Palabras clave: Autoconcepto, adolescencia, rendimiento académico, cambio social.