cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20006187.v1
title: Creativity in individuals with disorders and learning disabilities: research review

description: This study aimed to characterize the national and international scientific production focused on investigating the relationship between creativity and difficulties / learning disabilities. Nationally were consulted the SCIELO databases, PEPSIC, CAPES and BDTD and internationally the APA bases, ERIC, PubMed and Scopus without delimitation of time. The results indicated the existence of 57 international and five domestic productions. The analysis found that there were no significant statistical differences between the averages of the past three decades productions; the investigations have focused mainly on the specific reading disability/Dyslexia; use of quantitative methodology; and using the Torrance Test. Some classifications given to groups investigated in most studies do not denote clearly the origins of learning disabilities, whether they were or not resulting from the learning disorder. We conclude that further studies are needed on the subject, provided there is a better characterization of the investigated groups and classifications used.
DOI: 10.6084/m9.figshare.20006189
title: Merging practices in Alternative Communication: An autism case study

description: Communication impairments, typically observed in individuals with autism, may be minimized by the use of Augmentative and Alternative Communication (AAC). The Picture Exchange Communication System (PECS) and Aided Modeling Intervention (AMI) are AAC protocols typically used with this population. The aim of this study was to evaluate the effectiveness of adapting PECS for a preschooler with autism, having his teacher as an intervention agent. Data were collected during individualized teaching sessions, conducted at a private clinic. The teacher was taught to implement the PECS protocol, associated with AMI Strategies to increase the frequency of interactions with the student during educational activities. A quasi-experimental design revealed increase in the student´s communication turns using the pictograms and changes in the teacher´s communication style.
DOI: 10.6084/m9.figshare.20006189.v1
title: Merging practices in Alternative Communication: An autism case study

description: Communication impairments, typically observed in individuals with autism, may be minimized by the use of Augmentative and Alternative Communication (AAC). The Picture Exchange Communication System (PECS) and Aided Modeling Intervention (AMI) are AAC protocols typically used with this population. The aim of this study was to evaluate the effectiveness of adapting PECS for a preschooler with autism, having his teacher as an intervention agent. Data were collected during individualized teaching sessions, conducted at a private clinic. The teacher was taught to implement the PECS protocol, associated with AMI Strategies to increase the frequency of interactions with the student during educational activities. A quasi-experimental design revealed increase in the student´s communication turns using the pictograms and changes in the teacher´s communication style.
DOI: 10.6084/m9.figshare.20006193
title: The school psychology and the psychology student: elements for debate

description: Abstract:The school psychology was one of the first areas of the psychologist, however, from the beginning, their functions are not well defined. This study aimed to analyze the perception of psychology students from a private university in the state of Ceara on school psychology. The descriptive study had the participation of 199 students between the 1st and the 10th semester. The question that guided the work was: What do they think about school psychology? Some mentioned that the school psychology works in the school relations or development of teaching and learning processes and others related to school psychology to work with students and family, learning disabilities or psychological problems. It can be seen with so many of the students surveyed mentioned the student and his problems as being the main target of intervention within the school, reflecting a guilt-inducing social discourse and stigmatizing.
DOI: 10.6084/m9.figshare.20006193.v1
title: The school psychology and the psychology student: elements for debate

description: Abstract:The school psychology was one of the first areas of the psychologist, however, from the beginning, their functions are not well defined. This study aimed to analyze the perception of psychology students from a private university in the state of Ceara on school psychology. The descriptive study had the participation of 199 students between the 1st and the 10th semester. The question that guided the work was: What do they think about school psychology? Some mentioned that the school psychology works in the school relations or development of teaching and learning processes and others related to school psychology to work with students and family, learning disabilities or psychological problems. It can be seen with so many of the students surveyed mentioned the student and his problems as being the main target of intervention within the school, reflecting a guilt-inducing social discourse and stigmatizing.
DOI: 10.6084/m9.figshare.20006199.v1
title: Bullying and Homophobia: Theoretical and Empirical Approaches

description: Abstract:This study aimed at verifying how the phenomena bullying and homophobia approach, comparing homophobia bullying among actors (author, target, target / authors and witnesses) and observing the homophobic content is used in verbal bullying. A descriptive and quantitative study with survey method was performed. 808 young people participated with an average age of 14.9 years (SD = 1.98), coming from nine state schools in Aracaju-SE. They answered a questionnaire containing demographic questions, about bullying, homophobia and a scale manifest and subtle. The results indicated that 32% were defined targets of bullying, 12% authors, 22% target / authors and only 34% of controls. The presence of homophobic content in verbal bullying was the second most frequent form among male participants (20%) and lower incidence among girls (2%). In addition, bullies adolescents had higher scores on the scale of homophobia, compared to targets (p &lt;0.05).
DOI: 10.6084/m9.figshare.20006199
title: Bullying and Homophobia: Theoretical and Empirical Approaches

description: Abstract:This study aimed at verifying how the phenomena bullying and homophobia approach, comparing homophobia bullying among actors (author, target, target / authors and witnesses) and observing the homophobic content is used in verbal bullying. A descriptive and quantitative study with survey method was performed. 808 young people participated with an average age of 14.9 years (SD = 1.98), coming from nine state schools in Aracaju-SE. They answered a questionnaire containing demographic questions, about bullying, homophobia and a scale manifest and subtle. The results indicated that 32% were defined targets of bullying, 12% authors, 22% target / authors and only 34% of controls. The presence of homophobic content in verbal bullying was the second most frequent form among male participants (20%) and lower incidence among girls (2%). In addition, bullies adolescents had higher scores on the scale of homophobia, compared to targets (p &lt;0.05).
DOI: 10.6084/m9.figshare.20006202
title: Perceptual motor development and Writing in children of elementary school

description: Abstract:The present study verified the performance as the B-SPG relates to performance in writing, searching for convergent validity between the instruments used and any differences between participants with respect to age and school year. Participated 199 children 7-10 years (M = 8.46, SD = 1.15) from the second to fifth year of elementary school, in the countryside of the state of São Paulo. The participants underwent collectively to-Bender Gradual Scoring System (B-SPG) and the Writing Assessment Scale (EAVE). The results confirmed the relationship between the perceptual motor development and writing (r = 0.56; p &lt;0.001), giving them validity evidence because of a low score on the B-SPG reflected a good performance in EAVE and vice versa. Evidence shows that the educational level and age are important variables in assessing the perceptual motor development and learning of writing. However, further research is need in order to remedy the limitations found here.
DOI: 10.6084/m9.figshare.20006202.v1
title: Perceptual motor development and Writing in children of elementary school

description: Abstract:The present study verified the performance as the B-SPG relates to performance in writing, searching for convergent validity between the instruments used and any differences between participants with respect to age and school year. Participated 199 children 7-10 years (M = 8.46, SD = 1.15) from the second to fifth year of elementary school, in the countryside of the state of São Paulo. The participants underwent collectively to-Bender Gradual Scoring System (B-SPG) and the Writing Assessment Scale (EAVE). The results confirmed the relationship between the perceptual motor development and writing (r = 0.56; p &lt;0.001), giving them validity evidence because of a low score on the B-SPG reflected a good performance in EAVE and vice versa. Evidence shows that the educational level and age are important variables in assessing the perceptual motor development and learning of writing. However, further research is need in order to remedy the limitations found here.
DOI: 10.5281/zenodo.6617268
title: Matriz de artículos RSL

description: Este documento contiene una base de datos elaborada en base a la Revisión Sistemática de Literatura (RSL) de artículos sobre las estrategias de aprendizaje en los MOOC para el desarrollo de competencias específicas.
DOI: 10.5281/zenodo.6577790
title: Matriz de artículos RSL

description: Este documento contiene una base de datos elaborada en base a la Revisión Sistemática de Literatura (RSL) de artículos sobre las estrategias de aprendizaje en los MOOC para el desarrollo de competencias específicas.
DOI: 10.6084/m9.figshare.20006208
title: Bullying, staff victimization and depression: Relationship with emotional school engagement

description: Abstract: School violence and depression seem to interfere with emotional school engagement (ESE). This study examined the impact of relationships of a set of variables in the ESE, from testing a theoretical model. For this, 634 students with an average age of 13.6 years, from two public schools in São Paulo responded to the School Violence Scale - Version students, Inventory Child and School Engagement Scale Depression. The results indicated that no direct negative impact of depression and bullying authorship in the ESE, while there are indirect negative impact severity and frequency of victimization by bullying, being mediated by bullying authorship, depression and / or victimization by employees. The proposed theoretical model explained 9% of the variance in the ESE, indicating the need to include other variables in future studies. Still, it is shown that an unhealthy environment can harm school student engagement.
DOI: 10.6084/m9.figshare.20006208.v1
title: Bullying, staff victimization and depression: Relationship with emotional school engagement

description: Abstract: School violence and depression seem to interfere with emotional school engagement (ESE). This study examined the impact of relationships of a set of variables in the ESE, from testing a theoretical model. For this, 634 students with an average age of 13.6 years, from two public schools in São Paulo responded to the School Violence Scale - Version students, Inventory Child and School Engagement Scale Depression. The results indicated that no direct negative impact of depression and bullying authorship in the ESE, while there are indirect negative impact severity and frequency of victimization by bullying, being mediated by bullying authorship, depression and / or victimization by employees. The proposed theoretical model explained 9% of the variance in the ESE, indicating the need to include other variables in future studies. Still, it is shown that an unhealthy environment can harm school student engagement.
DOI: 10.6084/m9.figshare.20006214
title: Psychometric properties of a scale for measuring the perception of occupational stressors by teachers (EPEOP)

description: Abstract This study investigated the psychometric properties of a scale for measuring the Perception of Occupational Stressors by Teachers (EPEOP). The scale was applied in a sample of 404 teachers of public schools (state or municipal) of basic education of Mossoró (RN), Brazil. 73.8% were women between 20 to 68 years old. The EPEOP, composed of 22 items, was applied collectively in the participants' schools. The scale reliability was considered high with a Cronbach's alpha of 0.94. The factorial analysis divided the scale into four factors with the following indices: workload (α=0.88), physical and environmental aspects of work (α=0.88), career growth and professional training (α=0.82), and relationships with students and guardians (α=0.79). The EPEOP overall average for the sample was 46.80 points. The instrument presents adequate psychometric characteristics for evaluating teachers' stress and can orient actions aimed at improving the quality of life of these professionals.
DOI: 10.6084/m9.figshare.20006214.v1
title: Psychometric properties of a scale for measuring the perception of occupational stressors by teachers (EPEOP)

description: Abstract This study investigated the psychometric properties of a scale for measuring the Perception of Occupational Stressors by Teachers (EPEOP). The scale was applied in a sample of 404 teachers of public schools (state or municipal) of basic education of Mossoró (RN), Brazil. 73.8% were women between 20 to 68 years old. The EPEOP, composed of 22 items, was applied collectively in the participants' schools. The scale reliability was considered high with a Cronbach's alpha of 0.94. The factorial analysis divided the scale into four factors with the following indices: workload (α=0.88), physical and environmental aspects of work (α=0.88), career growth and professional training (α=0.82), and relationships with students and guardians (α=0.79). The EPEOP overall average for the sample was 46.80 points. The instrument presents adequate psychometric characteristics for evaluating teachers' stress and can orient actions aimed at improving the quality of life of these professionals.
DOI: 10.6084/m9.figshare.20006224
title: Self-efficacy in the educational field: review of the literature on Brazilian journals

description: Abstract The construct of self-efficacy, or judgment made by an individual on his own ability to act in a given field, has been investigated in different areas of knowledge. However, it is still little known and widespread in the Brazilian educational context. The objective of the research was to identify the self-efficacy studies conducted in Brazilian society, its methodological clippings and main results. Fifteen items selected in the databases SciELO, LILACS and Redalyc were analyzed using the terms self-efficacy or self-efficacy in conjunction with the key words: student, student, teacher, teaching, learning and school. The results revealed that the research emphasize the areas of academic self-efficacy and teacher self-efficacy, predominantly quantitative research, using scales. It considers that research with a qualitative approach, beyond the focus of other elements of the educational context (directors, coordinators etc.) are needed to better understand the role of self-efficacy beliefs in the context investigated.
DOI: 10.6084/m9.figshare.20006224.v1
title: Self-efficacy in the educational field: review of the literature on Brazilian journals

description: Abstract The construct of self-efficacy, or judgment made by an individual on his own ability to act in a given field, has been investigated in different areas of knowledge. However, it is still little known and widespread in the Brazilian educational context. The objective of the research was to identify the self-efficacy studies conducted in Brazilian society, its methodological clippings and main results. Fifteen items selected in the databases SciELO, LILACS and Redalyc were analyzed using the terms self-efficacy or self-efficacy in conjunction with the key words: student, student, teacher, teaching, learning and school. The results revealed that the research emphasize the areas of academic self-efficacy and teacher self-efficacy, predominantly quantitative research, using scales. It considers that research with a qualitative approach, beyond the focus of other elements of the educational context (directors, coordinators etc.) are needed to better understand the role of self-efficacy beliefs in the context investigated.
DOI: 10.6084/m9.figshare.20006226
title: Motor development and self-concept of children with Developmental Coordination Disorder

description: Abstract It was verified the influence of a motor intervention program in motor development and school of self with Developmental Coordination Disorder (DCD). Participated in the 16-week intervention program, 12 children aged 10 years (± 6 months), divided into two groups; seven children with indicative TDC (GT) and five children with risk for TDC (GR). We used the motor battery MABC-2 (Henderson, Sugden, & Barnett, 2007) and Self-awareness Children Scale (Harter, 1982). To analyze the effects of the intervention, we used the Wilcoxon test, the level of significance was set at p &gt;0.05. The program was effective when observing the TDC providing a positive and significant influence on the total score values, standard scores and percentiles MABC-2 test. However, for this self-effectiveness has not been fully confirmed.
DOI: 10.6084/m9.figshare.20006226.v1
title: Motor development and self-concept of children with Developmental Coordination Disorder

description: Abstract It was verified the influence of a motor intervention program in motor development and school of self with Developmental Coordination Disorder (DCD). Participated in the 16-week intervention program, 12 children aged 10 years (± 6 months), divided into two groups; seven children with indicative TDC (GT) and five children with risk for TDC (GR). We used the motor battery MABC-2 (Henderson, Sugden, & Barnett, 2007) and Self-awareness Children Scale (Harter, 1982). To analyze the effects of the intervention, we used the Wilcoxon test, the level of significance was set at p &gt;0.05. The program was effective when observing the TDC providing a positive and significant influence on the total score values, standard scores and percentiles MABC-2 test. However, for this self-effectiveness has not been fully confirmed.
DOI: 10.6084/m9.figshare.20006233
title: Features of the reasoning of the intellectual disabled student in the light of genetic epistemology reasoning intellectually disabled

description: Abstract This research aimed to understand the singularities of the reasoning of 28 students with intellectual disabilities through the contributions of Genetic Epistemology and empirical research. The theoretical basis is based on research on the construction of human learning applied to atypical development undertaken by Inhelder, Ramozzi-Chiarottino, Dolle and Bellano and Piaget. The empirical research, qualitative, using the Piagetian clinical method, assessed through 11 operational tests, cognitive development of students aged 10 to 14 years with moderate intellectual disability. In this group, 15 are in an initial preoperative period, 12 in the preoperative period and the concrete operative period. These results allow us to locate the majority of students in a pre-logical step for the absence of operative frame of mind. It is concluded that there is need to promote challenging methodologies to modify either intuitive schemes operative schemes, intellectual decentration and intra-individual and reflective abstraction.
DOI: 10.6084/m9.figshare.20006233.v1
title: Features of the reasoning of the intellectual disabled student in the light of genetic epistemology reasoning intellectually disabled

description: Abstract This research aimed to understand the singularities of the reasoning of 28 students with intellectual disabilities through the contributions of Genetic Epistemology and empirical research. The theoretical basis is based on research on the construction of human learning applied to atypical development undertaken by Inhelder, Ramozzi-Chiarottino, Dolle and Bellano and Piaget. The empirical research, qualitative, using the Piagetian clinical method, assessed through 11 operational tests, cognitive development of students aged 10 to 14 years with moderate intellectual disability. In this group, 15 are in an initial preoperative period, 12 in the preoperative period and the concrete operative period. These results allow us to locate the majority of students in a pre-logical step for the absence of operative frame of mind. It is concluded that there is need to promote challenging methodologies to modify either intuitive schemes operative schemes, intellectual decentration and intra-individual and reflective abstraction.
DOI: 10.6084/m9.figshare.20006236
title: Identity construction, Self-concept and Autonomy in Emerging Adults

description: Abstract Emerging adulthood involves the resolution of some classic developmental tasks in order to gradually build a personal project in a framework of psychological and social autonomy. The construction of identity and the development of self- concept will integrate personal experiences and it extends beyond this developmental stage, giving meaning to one's life path. In the present study we aimed to explore how having a professional activity can influence the construction of identity, self-concept and psychological separation of parental figures, in emerging adults who study in higher education and emerging adults who have a professional occupation. The study compared 361 emerging adults (college students) and 348 emerging adults (with an academic degree and having a regular professional occupation). The results supported the existence of differences between the two groups in the three developmental dimensions selected for the study.
DOI: 10.6084/m9.figshare.20006236.v1
title: Identity construction, Self-concept and Autonomy in Emerging Adults

description: Abstract Emerging adulthood involves the resolution of some classic developmental tasks in order to gradually build a personal project in a framework of psychological and social autonomy. The construction of identity and the development of self- concept will integrate personal experiences and it extends beyond this developmental stage, giving meaning to one's life path. In the present study we aimed to explore how having a professional activity can influence the construction of identity, self-concept and psychological separation of parental figures, in emerging adults who study in higher education and emerging adults who have a professional occupation. The study compared 361 emerging adults (college students) and 348 emerging adults (with an academic degree and having a regular professional occupation). The results supported the existence of differences between the two groups in the three developmental dimensions selected for the study.