cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14284717.v1
title: School and Educational Psychology: a literature review between 2008 and 2012

description: Abstract: The intense epistemological dispersion around the concepts of School Psychology and Educational Psychology hinders adoption of agreed criteria in the academic debate. The displayed text describes a literature that aims to better position the focus of further research. We seek to identify, on the basis of specific data, the occurrence of terms that refer to the function and performance of psychologists in schools. The selection of recent academic work has been carried out exclusively in consultation with available journals in the SciELO platform. The results show an increasing interest in the area and the maturing of groups that develop research in the area. For the subsequent project, this survey indicates the most distinguished speakers as well as some productive approaches to qualitative research.
DOI: 10.22008/fk2/oiajvo/efmkva
title: r0.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14284718
title: Metacognitive Monitoringin students of elementary school

description: Abstract This study aimed to examine the metacognitive monitoring of 159 students of elementary school and investigate its relationship with gender, age, education level, school performance and participation or not in Parallel Recovery Program. The students were 3rd and 4th year and 5th and 8th grade aged between eight and fifteen years. Data were collected by an instrument with Metacognitive Monitoring exercises in Portuguese and mathematics and two questions that assess the participant's judgment accuracy. The results revealed that younger students were more accurate monitoring and showed better school performance, regardless of gender. The accuracy of monitoring decreased with advancing education and was higher among students who did not attend the parallel recovery program. The data are discussed in terms of the implications of metacognitive monitoring to the educational context.
DOI: 10.6084/m9.figshare.14284718.v1
title: Metacognitive Monitoringin students of elementary school

description: Abstract This study aimed to examine the metacognitive monitoring of 159 students of elementary school and investigate its relationship with gender, age, education level, school performance and participation or not in Parallel Recovery Program. The students were 3rd and 4th year and 5th and 8th grade aged between eight and fifteen years. Data were collected by an instrument with Metacognitive Monitoring exercises in Portuguese and mathematics and two questions that assess the participant's judgment accuracy. The results revealed that younger students were more accurate monitoring and showed better school performance, regardless of gender. The accuracy of monitoring decreased with advancing education and was higher among students who did not attend the parallel recovery program. The data are discussed in terms of the implications of metacognitive monitoring to the educational context.
DOI: 10.6084/m9.figshare.5720509
title: Renaming the school failure

description: Abstract The purpose of this article was to investigate the meaning attributed by students, parents and teachers to the term school failure and to point out others that could replace it. A cross - sectional exploratory and cross - sectional study was carried out, involving 65 students, 66 parents and 58 teachers from the São Leopoldo / RS primary school system, who answered a brief questionnaire. The results indicated that most of the students and parents blamed the student for the disapprovals, while the teachers emphasized the multicausality of the phenomenon (individual, family, school, society). The expressions most often referred to by students to replace the term were lack of interest, poor academic performance and learning difficulties. Parents and teachers indicated expressions of low school performance and neglect, neglect of politics and society with education. Teachers also suggested the term education challenges, which inspires the idea of overcoming difficulties and does not fall on a single system. A small number of participants considered the term school failure to be adequate.
DOI: 10.6084/m9.figshare.14284721.v1
title: The relationship between self-concept of children and teacher leadership styles

description: Abstract The teacher-student interaction is essential for the development of children. This interaction influences several aspects of the child's behavior, among them, the self-concept. This study aimed to verify the relationship between self-concept in children and teacher leadership styles. A total of 124 students with a mean age of 9.5 (SD = 1.29), 4th and 5th years of Elementary School, from public schools participated in this study. Two instruments were used to collect data, the Child-Youth Self-Concept Scale (EAC-IJ) and the Teacher Leadership Styles Inventory (IELP). The results showed three correlations, one positive and two negative, as well as the classification of teacher leadership styles and the classification of children's self-concepts. The study points to the need to consider the social relations established in the school and promote a reflection on the importance of these relationships for child development.
DOI: 10.6084/m9.figshare.5718451
title: The Self-awareness in gifted students: a phenomenological-semiotic study

description: Abstract The present study aimed to describe how talented students perceive their talent, focusing on the reflexive modes that characterize their self-awareness. Seven students, aged 11 to 13 years, previously identified with intellectual giftedness and talent, answered a semi-structured interview and the data obtained were analyzed qualitatively through the phenomenological-semiotic method. The results revealed six themes in the perception of talented: talent awareness; liking, thinking and choosing; tension and self-breeding; challenges; talking to himself; and future. The discussion suggests that developing one's own skill involves frustrations, challenges and possible difficulties for the talented student. However, persistence is a common feature of his conscious reflexivity, appearing related to the pursuit of success and to the planning and implementation of strategies to achieve it. In conclusion, the relationship between the self-reflection and self-trapping characteristics of gifted students and their different problem-solving strategies is discussed.
DOI: 10.6084/m9.figshare.5720509.v1
title: Renaming the school failure

description: Abstract The purpose of this article was to investigate the meaning attributed by students, parents and teachers to the term school failure and to point out others that could replace it. A cross - sectional exploratory and cross - sectional study was carried out, involving 65 students, 66 parents and 58 teachers from the São Leopoldo / RS primary school system, who answered a brief questionnaire. The results indicated that most of the students and parents blamed the student for the disapprovals, while the teachers emphasized the multicausality of the phenomenon (individual, family, school, society). The expressions most often referred to by students to replace the term were lack of interest, poor academic performance and learning difficulties. Parents and teachers indicated expressions of low school performance and neglect, neglect of politics and society with education. Teachers also suggested the term education challenges, which inspires the idea of overcoming difficulties and does not fall on a single system. A small number of participants considered the term school failure to be adequate.
DOI: 10.6084/m9.figshare.5718451.v1
title: The Self-awareness in gifted students: a phenomenological-semiotic study

description: Abstract The present study aimed to describe how talented students perceive their talent, focusing on the reflexive modes that characterize their self-awareness. Seven students, aged 11 to 13 years, previously identified with intellectual giftedness and talent, answered a semi-structured interview and the data obtained were analyzed qualitatively through the phenomenological-semiotic method. The results revealed six themes in the perception of talented: talent awareness; liking, thinking and choosing; tension and self-breeding; challenges; talking to himself; and future. The discussion suggests that developing one's own skill involves frustrations, challenges and possible difficulties for the talented student. However, persistence is a common feature of his conscious reflexivity, appearing related to the pursuit of success and to the planning and implementation of strategies to achieve it. In conclusion, the relationship between the self-reflection and self-trapping characteristics of gifted students and their different problem-solving strategies is discussed.
DOI: 10.22008/fk2/oiajvo/ndrquj
title: snow_specific_area.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.5721016
title: The Teaching Practice of Youth and Adult Education in the Prison System

description: Abstract The present article aims to understand the dynamics of pleasure and suffering relating to the work of youth and adult education teachers in prisons. It is based theoretically and methodologically in the Psychodynamics of Work that addresses the health of the worker. The qualitative method was used, performing individual interviews, semi-structured with ten teachers of Youth and Adult Education who work in prison. The analysis of the results showed that the organization of prisons interferes directly in the activities of these teachers. The relationship with the student is experienced as a moment of work pleasure, since the teachers find the recognition of their work activity at that moment, but they make reference to the prejudice that suffer from the society by the fact of working in the prisional space, the relatives, the colleagues of the regular network of education and of other areas of professional performance and within the own prison system. In conclusion, thinking about the work process necessarily involves a reflection on limits and possibilities, but mainly on responsibilities towards this population deprived of freedom.
DOI: 10.6084/m9.figshare.5721016.v1
title: The Teaching Practice of Youth and Adult Education in the Prison System

description: Abstract The present article aims to understand the dynamics of pleasure and suffering relating to the work of youth and adult education teachers in prisons. It is based theoretically and methodologically in the Psychodynamics of Work that addresses the health of the worker. The qualitative method was used, performing individual interviews, semi-structured with ten teachers of Youth and Adult Education who work in prison. The analysis of the results showed that the organization of prisons interferes directly in the activities of these teachers. The relationship with the student is experienced as a moment of work pleasure, since the teachers find the recognition of their work activity at that moment, but they make reference to the prejudice that suffer from the society by the fact of working in the prisional space, the relatives, the colleagues of the regular network of education and of other areas of professional performance and within the own prison system. In conclusion, thinking about the work process necessarily involves a reflection on limits and possibilities, but mainly on responsibilities towards this population deprived of freedom.
DOI: 10.6084/m9.figshare.14284721
title: The relationship between self-concept of children and teacher leadership styles

description: Abstract The teacher-student interaction is essential for the development of children. This interaction influences several aspects of the child's behavior, among them, the self-concept. This study aimed to verify the relationship between self-concept in children and teacher leadership styles. A total of 124 students with a mean age of 9.5 (SD = 1.29), 4th and 5th years of Elementary School, from public schools participated in this study. Two instruments were used to collect data, the Child-Youth Self-Concept Scale (EAC-IJ) and the Teacher Leadership Styles Inventory (IELP). The results showed three correlations, one positive and two negative, as well as the classification of teacher leadership styles and the classification of children's self-concepts. The study points to the need to consider the social relations established in the school and promote a reflection on the importance of these relationships for child development.
DOI: 10.6084/m9.figshare.5719519.v1
title: Motivation in university students: analyzes of theses and dissertations between 2000 and 2011

description: Abstract This study, documentary meta-analysis, refers to research conducted between the years 2000-2011, in view of reading about production on motivation in university students. The guiding question turns to the production of knowledge in a given period, evaluating what contributes or hinders the motivation of the students. The general objectives include the identification of the scientific production and knowledge of the profile of the publications in the chosen base (Brazilian Digital Library of Theses and Dissertations) as well as the knowledge of the related aspects - promoters and barriers. The corpus consisted of summaries of theses and dissertations (17). There is, slightly, a greater number of dissertations in comparison to the theses, with concentration of studies (theoretical-empirical quantitative) in the state of São Paulo, coming from public institutions. The spectrum of theses and dissertations is probably larger than that analyzed in the consulted database. Contextual, personal and present issues in the teacher-student relationship are addressed, these elements related to motivation, sometimes favoring, sometimes hindering.
DOI: 10.6084/m9.figshare.5719519
title: Motivation in university students: analyzes of theses and dissertations between 2000 and 2011

description: Abstract This study, documentary meta-analysis, refers to research conducted between the years 2000-2011, in view of reading about production on motivation in university students. The guiding question turns to the production of knowledge in a given period, evaluating what contributes or hinders the motivation of the students. The general objectives include the identification of the scientific production and knowledge of the profile of the publications in the chosen base (Brazilian Digital Library of Theses and Dissertations) as well as the knowledge of the related aspects - promoters and barriers. The corpus consisted of summaries of theses and dissertations (17). There is, slightly, a greater number of dissertations in comparison to the theses, with concentration of studies (theoretical-empirical quantitative) in the state of São Paulo, coming from public institutions. The spectrum of theses and dissertations is probably larger than that analyzed in the consulted database. Contextual, personal and present issues in the teacher-student relationship are addressed, these elements related to motivation, sometimes favoring, sometimes hindering.
DOI: 10.6084/m9.figshare.5720695
title: Work, productivity and sickness of teachers in Brazilian public universities

description: Abstract This work, as well as a survival factor, is a constitutive activity of the human being. However, over the centuries, productive activity has gone through different configurations, culminating in the logic of exploitation and accumulation of capitalism, which in its neoliberal perspective is marked by precariousness and the sickness of workers. The present research aimed to investigate the modalities of illness and symptoms that affect the university teaching staff of public education, in order to verify if there is predominance of physical or psychic illnesses. For that, a review of the literature was carried out, using as support for the categorization of information obtained from Content Analysis. As main results, the predominant forms of illness considered psychosomatic, followed by the psychic pathologies and, thirdly, the physical illnesses and symptoms. It is necessary to give visibility to the sickness of the teachers of Public Higher Education Institutions and to deepen the discussions about the work of this professional category.
DOI: 10.6084/m9.figshare.6504500
title: Evaluation of the effect of an intervention for Burnout Syndrome in teachers

description: Abstract Burnout Syndrome is characterized by a chronic stress that impacts the worker on his mental and physical health and requires actions of prevention and intervention. Thus, the study aimed to evaluate the effect of an intervention for SB in teachers. A pre-experimental design with pre and post-test was used. Twenty teachers participated in the intervention, working in a municipal elementary school in the metropolitan region of Porto Alegre, RS. The intervention consists of six meetings that dealt with the following themes: self-diagnosis, coping strategies, problem and emotion management, time/family vs. work management and realistic professional expectations at work. The results showed that the dimensions of illusion for work, problem-focused coping, and variability of emotions at work were the variables that obtained a significant increase when compared times 1 and 2 of application of the tests.
DOI: 10.6084/m9.figshare.6504500.v1
title: Evaluation of the effect of an intervention for Burnout Syndrome in teachers

description: Abstract Burnout Syndrome is characterized by a chronic stress that impacts the worker on his mental and physical health and requires actions of prevention and intervention. Thus, the study aimed to evaluate the effect of an intervention for SB in teachers. A pre-experimental design with pre and post-test was used. Twenty teachers participated in the intervention, working in a municipal elementary school in the metropolitan region of Porto Alegre, RS. The intervention consists of six meetings that dealt with the following themes: self-diagnosis, coping strategies, problem and emotion management, time/family vs. work management and realistic professional expectations at work. The results showed that the dimensions of illusion for work, problem-focused coping, and variability of emotions at work were the variables that obtained a significant increase when compared times 1 and 2 of application of the tests.
DOI: 10.22008/fk2/oiajvo/m8cwnh
title: al.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.5720695.v1
title: Work, productivity and sickness of teachers in Brazilian public universities

description: Abstract This work, as well as a survival factor, is a constitutive activity of the human being. However, over the centuries, productive activity has gone through different configurations, culminating in the logic of exploitation and accumulation of capitalism, which in its neoliberal perspective is marked by precariousness and the sickness of workers. The present research aimed to investigate the modalities of illness and symptoms that affect the university teaching staff of public education, in order to verify if there is predominance of physical or psychic illnesses. For that, a review of the literature was carried out, using as support for the categorization of information obtained from Content Analysis. As main results, the predominant forms of illness considered psychosomatic, followed by the psychic pathologies and, thirdly, the physical illnesses and symptoms. It is necessary to give visibility to the sickness of the teachers of Public Higher Education Institutions and to deepen the discussions about the work of this professional category.
DOI: 10.6084/m9.figshare.6502733
title: Medicalization and Education: analysis of service processes in school complaints

description: Abstract The present research aimed to understand the effects of medicalization through the use of medication in the schooling process of children attending a psychological-school service. It was sought, through the analysis of medical records, to understand what led to the diagnosis as a disease and, consequently, to the medicalization, and what the effects for the child, the family, and the school. We read 43 medical records of a psychological-school service of a psychology course and only 2 met the criteria defined by the researchers. The results obtained with this research were divided into two categories of analysis: 1) the family and the medicalized child and 2) medicine as a panacea. As a result, we noticed the continuity of a school that discriminates against those who do not meet the model of student and family that fits their predominant teaching modalities, naturalizing as an individual difficulty phenomena of socio-historical-cultural origin.
DOI: 10.6084/m9.figshare.6502733.v1
title: Medicalization and Education: analysis of service processes in school complaints

description: Abstract The present research aimed to understand the effects of medicalization through the use of medication in the schooling process of children attending a psychological-school service. It was sought, through the analysis of medical records, to understand what led to the diagnosis as a disease and, consequently, to the medicalization, and what the effects for the child, the family, and the school. We read 43 medical records of a psychological-school service of a psychology course and only 2 met the criteria defined by the researchers. The results obtained with this research were divided into two categories of analysis: 1) the family and the medicalized child and 2) medicine as a panacea. As a result, we noticed the continuity of a school that discriminates against those who do not meet the model of student and family that fits their predominant teaching modalities, naturalizing as an individual difficulty phenomena of socio-historical-cultural origin.
DOI: 10.6084/m9.figshare.7102166
title: Impact of Student Housing on Academic Performance and Permanence at the university

description: Abstract This study aimed to evaluate the impact of student housing on the academic life of university students and to analyze the permanence in university. The research design was quasi-experimental, with two groups: residents and non-residents. A total of 408 students aged 16 to 57 years (M = 33.5 and SD = 24.75), 262 of whom were residents of the student residence (59.58% female) and 146 non-residents (59.54% female). The data were analyzed in four situations: residents before and after the selection process and non - residents before and after the selection process. The results indicated that academic performance growth is higher among residents (p ≤0.001, r = 0.16). In addition, residents began to lock fewer subjects after entry into the household compared to non-residents (p ≤ 0.01, r = 0.22). These results confirm the positive impact of the student residence on the student's academic performance and permanence in the university.
DOI: 10.6084/m9.figshare.7102166.v1
title: Impact of Student Housing on Academic Performance and Permanence at the university

description: Abstract This study aimed to evaluate the impact of student housing on the academic life of university students and to analyze the permanence in university. The research design was quasi-experimental, with two groups: residents and non-residents. A total of 408 students aged 16 to 57 years (M = 33.5 and SD = 24.75), 262 of whom were residents of the student residence (59.58% female) and 146 non-residents (59.54% female). The data were analyzed in four situations: residents before and after the selection process and non - residents before and after the selection process. The results indicated that academic performance growth is higher among residents (p ≤0.001, r = 0.16). In addition, residents began to lock fewer subjects after entry into the household compared to non-residents (p ≤ 0.01, r = 0.22). These results confirm the positive impact of the student residence on the student's academic performance and permanence in the university.