cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20006117
title: Psychometric Properties of the Emotional Competence Inventory - Short Revised Version (ECI-R)

description: Abstract A previous study presented the Emotional Competence Inventory, which was designed with basis on the emotional intelligence theory. It was very long and had a disproportionate number of items for each factor. Therefore, this study aimed to seek for validity evidence based on its internal structure and carry out an analysis of items of the short version of the instrument supported by the Item Response Theory (IRT). The study included 626 Brazilian participants with a mean age of 24.8 years (SD = 8.2). They were predominantly females (68.5%) who answered to the 34 items in the instrument. A confirmatory factor analysis showed good fit indices, thus confirming the original structure of the instrument. IRT analyses also resulted in good fit indices and revealed the aspects involved in the increased difficulty of the items in each scale. It was concluded that the instrument shows good psychometric properties and can be recommended for research purposes.
DOI: 10.6084/m9.figshare.20006117.v1
title: Psychometric Properties of the Emotional Competence Inventory - Short Revised Version (ECI-R)

description: Abstract A previous study presented the Emotional Competence Inventory, which was designed with basis on the emotional intelligence theory. It was very long and had a disproportionate number of items for each factor. Therefore, this study aimed to seek for validity evidence based on its internal structure and carry out an analysis of items of the short version of the instrument supported by the Item Response Theory (IRT). The study included 626 Brazilian participants with a mean age of 24.8 years (SD = 8.2). They were predominantly females (68.5%) who answered to the 34 items in the instrument. A confirmatory factor analysis showed good fit indices, thus confirming the original structure of the instrument. IRT analyses also resulted in good fit indices and revealed the aspects involved in the increased difficulty of the items in each scale. It was concluded that the instrument shows good psychometric properties and can be recommended for research purposes.
DOI: 10.6084/m9.figshare.20006118
title: Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance

description: Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.
DOI: 10.6084/m9.figshare.20006118.v1
title: Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance

description: Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.
DOI: 10.6084/m9.figshare.20006120
title: Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

description: Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.
DOI: 10.6084/m9.figshare.20006121
title: Brazilian Loneliness Scale: Evidence of Validity Based on Relations to Depression, Anxiety and Stress

description: Abstract This paper aimed mainly to investigate the relationships between Brazilian Loneliness Scale (UCLA-BR) and the levels of depression, anxiety and stress in Brazilian college students. These concepts were assessed using validated scales (Patient Health Questionnaire - PHQ-9, Depression, Anxiety and Stress Scale - DASS-21, Beck Anxiety Inventory - BAI and Lipp Stress Symptom Inventory - ISSL). A total of 325 college students participated and responded all the instruments. Descriptive, correlational and group differences analyzes were conducted. The prevalence of depression, anxiety and stress varied depending on the instrument used. UCLA-BR presented evidence of validity based on relationships with depression, anxiety and stress, especially depression (assessed by DASS-21). Analysis of measurement scales can help to understand aspects of college students’ mental health.
DOI: 10.6084/m9.figshare.20006126
title: Validity of Zulliger-SC in the Cognitive Assessment of Elderly and Long-Lived Adults

description: Abstract This study sought evidence of validity of the Zulliger method to evaluate cognitive processes in elderly and long-lived adults and to verify the relationship between cognition and external variables. Participated 142 subjects, aged between 18 and 96 years old. The Zulliger Comprehensive System (ZSC), Mini-Mental State Examination and sociodemographic protocols were used as of data collection. The older and long-lived adults presented a significant decrease in mediation (X-%, XA%, P) and abstract reasoning (M) when compared to young and middle-aged adults. Education and socioeconomic status (SES) demonstrated significant and positive correlations with cognitive processes (R, ZF, W, M, DQ+ and Intellectualization). The findings are fundamental to psychological practice and to directing measures for cognitive preservation in human aging.
DOI: 10.6084/m9.figshare.20006126.v1
title: Validity of Zulliger-SC in the Cognitive Assessment of Elderly and Long-Lived Adults

description: Abstract This study sought evidence of validity of the Zulliger method to evaluate cognitive processes in elderly and long-lived adults and to verify the relationship between cognition and external variables. Participated 142 subjects, aged between 18 and 96 years old. The Zulliger Comprehensive System (ZSC), Mini-Mental State Examination and sociodemographic protocols were used as of data collection. The older and long-lived adults presented a significant decrease in mediation (X-%, XA%, P) and abstract reasoning (M) when compared to young and middle-aged adults. Education and socioeconomic status (SES) demonstrated significant and positive correlations with cognitive processes (R, ZF, W, M, DQ+ and Intellectualization). The findings are fundamental to psychological practice and to directing measures for cognitive preservation in human aging.
DOI: 10.6084/m9.figshare.20006127
title: Beliefs Scale on Marital Violence (ECVC): Brazilian Version

description: Abstract This study aimed to translate, adapt, and verify the evidence of validity of the Belief Scale on Conjugal Violence (Escala de Crenças sobre Violência Conjugal - ECVC), as well as to investigate differences in the indices of agreement with legitimizing beliefs of conjugal violence, considering the variables gender, education, and having children. Participants were Brazilian adults (N = 1,337), over 18 years old, 66.34% of whom were women and 33.65% men. Confirmatory and exploratory factor analyses were conducted, as well as a comparison of means using ANOVA. The 25 items on the scale presented factorial loadings greater than 0.46. The Brazilian version of the scale had a unidimensional structure, and the three indicators used to assess internal consistency showed satisfactory values. Finally, results indicated that men with less education and with children showed greater agreement with beliefs legitimizing conjugal violence. The results reinforce the psychometric qualities of the scale, indicating its applicability.
DOI: 10.6084/m9.figshare.20006127.v1
title: Beliefs Scale on Marital Violence (ECVC): Brazilian Version

description: Abstract This study aimed to translate, adapt, and verify the evidence of validity of the Belief Scale on Conjugal Violence (Escala de Crenças sobre Violência Conjugal - ECVC), as well as to investigate differences in the indices of agreement with legitimizing beliefs of conjugal violence, considering the variables gender, education, and having children. Participants were Brazilian adults (N = 1,337), over 18 years old, 66.34% of whom were women and 33.65% men. Confirmatory and exploratory factor analyses were conducted, as well as a comparison of means using ANOVA. The 25 items on the scale presented factorial loadings greater than 0.46. The Brazilian version of the scale had a unidimensional structure, and the three indicators used to assess internal consistency showed satisfactory values. Finally, results indicated that men with less education and with children showed greater agreement with beliefs legitimizing conjugal violence. The results reinforce the psychometric qualities of the scale, indicating its applicability.
DOI: 10.6084/m9.figshare.20006129.v1
title: McGill-UFRGS Scale for Evaluation of Groups of Friends: Adaptation and Psychometric Properties

description: Abstract The purpose of this article was to present the adaptation process and psychometric properties of the McGill-UFRGS Scale for the assessment of friendship functions in peer groups. A total of 521 young adults aged 18 to 30 years (M = 22.68; SD = + 3.21) participated in the study. The six-factor structure of the scale had good fit indices (CFI = 0.968, TLI = 0.965, RMSEA = 0.067, CI90% = 0.063-0.071) in confirmatory factor analysis and demonstrated measurement invariance across sex and age groups. The reliability estimates of the factor scores were good, with Cronbach’s alphas ranging from .875 to .912 and composite reliability ranging from .956 to .966. The McGill-UFRGS Scale proved to be a valid and reliable instrument for assessing friendship group functions among young adults.
DOI: 10.6084/m9.figshare.20006129
title: McGill-UFRGS Scale for Evaluation of Groups of Friends: Adaptation and Psychometric Properties

description: Abstract The purpose of this article was to present the adaptation process and psychometric properties of the McGill-UFRGS Scale for the assessment of friendship functions in peer groups. A total of 521 young adults aged 18 to 30 years (M = 22.68; SD = + 3.21) participated in the study. The six-factor structure of the scale had good fit indices (CFI = 0.968, TLI = 0.965, RMSEA = 0.067, CI90% = 0.063-0.071) in confirmatory factor analysis and demonstrated measurement invariance across sex and age groups. The reliability estimates of the factor scores were good, with Cronbach’s alphas ranging from .875 to .912 and composite reliability ranging from .956 to .966. The McGill-UFRGS Scale proved to be a valid and reliable instrument for assessing friendship group functions among young adults.
DOI: 10.6084/m9.figshare.20006130
title: Social Representations About Autism by University Students

description: Abstract This study aimed to identify the structure and socio-cognitive processes of the social representation of autism elaborated by university students. A total of 206 Brazilian university students participated in the study, most of whom were women attending public universities with a mean age of 22 years. The free word association technique was used, analyzed by prototypical analysis in IRAMUTEQ, and open questions were analyzed with thematic-categorical content analysis. The results revealed that the social representation of autism was anchored in mental illness and objectified in the description of Childhood Autism at ICD-10 since the most frequent element of the structure was “child” and the most readily evoked was “illness.” These findings especially suggest that a representation anchored in mental illness implies an attribution of a framework of beliefs and cognitions to autism and autistic people that reflects an atmosphere of many challenges to overcome phenomena such as prejudice and discrimination.
DOI: 10.6084/m9.figshare.20006130.v1
title: Social Representations About Autism by University Students

description: Abstract This study aimed to identify the structure and socio-cognitive processes of the social representation of autism elaborated by university students. A total of 206 Brazilian university students participated in the study, most of whom were women attending public universities with a mean age of 22 years. The free word association technique was used, analyzed by prototypical analysis in IRAMUTEQ, and open questions were analyzed with thematic-categorical content analysis. The results revealed that the social representation of autism was anchored in mental illness and objectified in the description of Childhood Autism at ICD-10 since the most frequent element of the structure was “child” and the most readily evoked was “illness.” These findings especially suggest that a representation anchored in mental illness implies an attribution of a framework of beliefs and cognitions to autism and autistic people that reflects an atmosphere of many challenges to overcome phenomena such as prejudice and discrimination.
DOI: 10.6084/m9.figshare.5113930.v3
title: Pinus halepensis chorology

description: Distribution map of Aleppo pine (<i>Pinus halepensis</i>)<br><br>These maps were produced by combining numerous and heterogeneous data collected from atlas monographs providing complete species distribution maps, from national to regional atlases, occurrence geo-databases, scientific and grey literature.<br>The maps were created using ESRI shapefiles (*.shp, *.shx, *.dbf, *.prj files) archived in the ZIP file. Species range is mapped with polygon features (name suffix "plg"), which define continuous areas of occupancy of the species, and with point features (name suffix "pnt"), which identify more fragmented and isolated populations. If synanthropic occurrences are reported outside the species natural range, additional point and/or polygon shapefiles are also present (suffix "syn"). <br>Polygon borders delimiting species ranges are generalized across the mainland and sea boundaries. This offers the possibility to mask sea areas or to clip and extract the terrestrial range parts using GIS data layers of the users' choice. An additional version of polygon ranges are clipped with a coastline (name suffix "clip"), which have been derived from Natural Earth dataset "Admin 0 - Countries" 1:50M version 4.1.0 (https://www.naturalearthdata.com). <br><br>Please cite as:<br>Caudullo, G., Welk, E., San-Miguel-Ayanz, J., 2017. Chorological maps for the main European woody species. Data in Brief 12, 662-666. DOI: doi.org/10.1016/j.dib.2017.05.007 <br><br>Additional information and used references are on 'supplementary materials' document:<br>https://doi.org/10.6084/m9.figshare.5091901<br><br>Chorological maps are part of the "European Atlas of Forest Tree Species" project:<br>https://w3id.org/mtv/FISE-Comm/v01
DOI: 10.6084/m9.figshare.20006133
title: Dating and Dating Violence: Social Representations of School Adolescents

description: Abstract This study aimed to analyze the Social Representations of adolescents on dating and dating violence from their social anchors. This is a quantitative-qualitative, descriptive-exploratory study, involving 215 adolescents from public schools located in the city of João Pessoa - Paraíba, aged between 14 and 18 (M=16.16; SD=1.26), predominantly female (60.5%). Participants answered the Free Word Association Technique (FWAT); the Conflict in Adolescent Dating Relationship Inventory (CADRI); and, a sociodemographic questionnaire. Data from the CADRI and sociodemographic characterization were submitted to descriptive analysis, while those from the FWAT to the Correspondence Factor Analysis. Results anchored social objects in the affective, behavioral, psycho-affective, psycho-organic and valorative spheres. Dating was objectified as complicity, fidelity, respect, love, commitment, deception, betrayal, kiss, and fight. While dating violence was objectified as jealousy, disrespect, sadness, quarrel, cowardice, rape, wrong, hate, death and verbal.
DOI: 10.6084/m9.figshare.20006133.v1
title: Dating and Dating Violence: Social Representations of School Adolescents

description: Abstract This study aimed to analyze the Social Representations of adolescents on dating and dating violence from their social anchors. This is a quantitative-qualitative, descriptive-exploratory study, involving 215 adolescents from public schools located in the city of João Pessoa - Paraíba, aged between 14 and 18 (M=16.16; SD=1.26), predominantly female (60.5%). Participants answered the Free Word Association Technique (FWAT); the Conflict in Adolescent Dating Relationship Inventory (CADRI); and, a sociodemographic questionnaire. Data from the CADRI and sociodemographic characterization were submitted to descriptive analysis, while those from the FWAT to the Correspondence Factor Analysis. Results anchored social objects in the affective, behavioral, psycho-affective, psycho-organic and valorative spheres. Dating was objectified as complicity, fidelity, respect, love, commitment, deception, betrayal, kiss, and fight. While dating violence was objectified as jealousy, disrespect, sadness, quarrel, cowardice, rape, wrong, hate, death and verbal.
DOI: 10.6084/m9.figshare.20006135
title: Arithmetic performance in students with and without ADHD symptoms

description: Abstract Attention-Deficit/Hyperactivity Disorder (ADHD) is a highly prevalent disorder that often impairs academic performance. The present study aimed to verify the extent of these impairments in arithmetic performance by comparing the performance of students with and without ADHD symptoms. The arithmetic performance of 93 students with ADHD symptoms and 447 students without ADHD was evaluated by the Arithmetical Subtest of the School Performance Test. Participants were attending public elementary schools in the municipality of Porto Alegre (3rd to 9th grades) and their age range was 7 to 16 years old. Those with ADHD symptoms had lower scores and a higher number of procedural errors than those without ADHD. The results suggest that frequent symptoms of ADHD are related to a higher frequency of errors in the arithmetic performance of the students assessed in this study.
DOI: 10.6084/m9.figshare.20006135.v1
title: Arithmetic performance in students with and without ADHD symptoms

description: Abstract Attention-Deficit/Hyperactivity Disorder (ADHD) is a highly prevalent disorder that often impairs academic performance. The present study aimed to verify the extent of these impairments in arithmetic performance by comparing the performance of students with and without ADHD symptoms. The arithmetic performance of 93 students with ADHD symptoms and 447 students without ADHD was evaluated by the Arithmetical Subtest of the School Performance Test. Participants were attending public elementary schools in the municipality of Porto Alegre (3rd to 9th grades) and their age range was 7 to 16 years old. Those with ADHD symptoms had lower scores and a higher number of procedural errors than those without ADHD. The results suggest that frequent symptoms of ADHD are related to a higher frequency of errors in the arithmetic performance of the students assessed in this study.
DOI: 10.6084/m9.figshare.20006139
title: Implications of School Bullying Victimization in Mental Health: Qualitative Evidence

description: Abstract This study aimed to understand the impact of victimization caused by bullying on the mental health of adolescents. It is a qualitative investigation conducted with 55 students from 11 public schools in a city of Minas Gerais State, Brazil. The data were collected through semi-structured interviews and reviewed according to content analysis using Atlas TI software. A total of 19 students participating in the study reported having already suffered bullying at school. It was verified in the narratives that the victimization by bullying represents a threat to the health and mental well-being of the students, characterizing itself as a painful, daily and lasting experience in the school trajectory. Four thematic categories were identified: 1) Mental illness attributed to the aggressions suffered; 2) Negative emotions associated with school and peer relationships; 3) Impotence and passivity; and 4) distrust of weak institutional responses. The results can support interventions to promote mental health at school with victimized students.