cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20006341
title: Classroom Climate in the secondary school of Mar del Plata

description: ABSTRACT The present study analyzes the Classroom Climate in educational institutions of secondary school of the city of Mar del Plata. The sample consisted of 40 classes of basic secondary level of four educational institutions of the city of Mar del Plata (998 students, 37 teachers and 39 preceptors.) To evaluate the Classroom Climate was used the Classroom Environment Scale (CES) developed by Moos and Tricket. The results indicate a moderately favorable Classroom Climate. The strengths and weaknesses are presented, as well as the differences between teachers, preceptors and students. The importance of the role of preceptors in educational institutions is highlighted. The results are expected to enable future lines of research in the design of educational intervention programs that favor a positive Classroom Climate.
DOI: 10.6084/m9.figshare.20006341.v1
title: Classroom Climate in the secondary school of Mar del Plata

description: ABSTRACT The present study analyzes the Classroom Climate in educational institutions of secondary school of the city of Mar del Plata. The sample consisted of 40 classes of basic secondary level of four educational institutions of the city of Mar del Plata (998 students, 37 teachers and 39 preceptors.) To evaluate the Classroom Climate was used the Classroom Environment Scale (CES) developed by Moos and Tricket. The results indicate a moderately favorable Classroom Climate. The strengths and weaknesses are presented, as well as the differences between teachers, preceptors and students. The importance of the role of preceptors in educational institutions is highlighted. The results are expected to enable future lines of research in the design of educational intervention programs that favor a positive Classroom Climate.
DOI: 10.6084/m9.figshare.20006343
title: UNIVERSITY STUDENT ADAPTATION AND MENTAL HEALTH: A SYSTEMATIC REVIEW OF LITERATURE

description: ABSTRACT Students’ mental health and their adaptation to the university have been investigated in several studies. The present study aimed to carry out a systematic review of the literature about the variables related to the students’ adaptation to higher education that influence their mental health. A bibliographic search was carried out in six national and international databases, with 23 articles selected for analysis from six categories: difficulties and facilitators of adaptation, consequences of non-adaptation, symptoms, required repertoire and teaching strategies. The results indicate that the main obstacles are the level of demand and interpersonal relationships. As facilitators, support network, the availability of information, and academic integration. Anxiety, stress and depression were the main symptoms; repertoires of autonomy and commitment were most required for a healthy adaptation to university. There is a lack of research that characterizes the behaviors that make up these repertoires, which would lead to better interventions with this population.
DOI: 10.6084/m9.figshare.20006343.v1
title: UNIVERSITY STUDENT ADAPTATION AND MENTAL HEALTH: A SYSTEMATIC REVIEW OF LITERATURE

description: ABSTRACT Students’ mental health and their adaptation to the university have been investigated in several studies. The present study aimed to carry out a systematic review of the literature about the variables related to the students’ adaptation to higher education that influence their mental health. A bibliographic search was carried out in six national and international databases, with 23 articles selected for analysis from six categories: difficulties and facilitators of adaptation, consequences of non-adaptation, symptoms, required repertoire and teaching strategies. The results indicate that the main obstacles are the level of demand and interpersonal relationships. As facilitators, support network, the availability of information, and academic integration. Anxiety, stress and depression were the main symptoms; repertoires of autonomy and commitment were most required for a healthy adaptation to university. There is a lack of research that characterizes the behaviors that make up these repertoires, which would lead to better interventions with this population.
DOI: 10.6084/m9.figshare.20006350
title: SCHOOL PSYCHOLOGY FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION AT THE IFPIs: DEMANDS, PRACTICES, AND SIGNS OF CRITICALITY

description: ABSTRACT This field research aimed to analyze the practices developed by school psychologists at the Federal Institutes of Education, Science and Technology of Piauí (IFPIs). Ten school psychologists participated in the study. The theoretical and methodological assumptions of Cultural-Historical Psychology were used. Data analysis was carried out by means of empirical and theoretical descriptions, of the establishment of units of analysis, and of a return to the reality of the data with the objective to provide explanations. Results indicated that the practices developed by school psychologists encompassed actions with individual and collective focuses with the various social actors of the institution and in view of the different levels and / or educational modalities, suggesting traditional and emerging ways of acting. Evidence of criticality was perceived in the practice of psychologists, as there was a movement towards a change from a clinical perspective to an institutional perspective in Educational Psychology, considering the different educational segments and the institutional territory itself and its relations with the political, economic, and cultural context.
DOI: 10.6084/m9.figshare.20006350.v1
title: SCHOOL PSYCHOLOGY FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION AT THE IFPIs: DEMANDS, PRACTICES, AND SIGNS OF CRITICALITY

description: ABSTRACT This field research aimed to analyze the practices developed by school psychologists at the Federal Institutes of Education, Science and Technology of Piauí (IFPIs). Ten school psychologists participated in the study. The theoretical and methodological assumptions of Cultural-Historical Psychology were used. Data analysis was carried out by means of empirical and theoretical descriptions, of the establishment of units of analysis, and of a return to the reality of the data with the objective to provide explanations. Results indicated that the practices developed by school psychologists encompassed actions with individual and collective focuses with the various social actors of the institution and in view of the different levels and / or educational modalities, suggesting traditional and emerging ways of acting. Evidence of criticality was perceived in the practice of psychologists, as there was a movement towards a change from a clinical perspective to an institutional perspective in Educational Psychology, considering the different educational segments and the institutional territory itself and its relations with the political, economic, and cultural context.
DOI: 10.6084/m9.figshare.20006353
title: ACADEMIC PROCRASTINATION IN UNIVERSITY STUDENTS: A SYSTEMATIC REVIEW OF THE LITERATURE

description: ABSTRACT Academic procrastination is the postponement of tasks related to studies: doing work, reading texts, studying for exams, among others. This article aimed to perform a systematic review of the literature about academic procrastination in university students, from 2008 to 2017. Three databases were chosen: SciELO, BvSalud and BvsPsi, with the combination of the descriptors “procrastination”, “university students”, “college students”, “undergraduate students”, “academic procrastination” was used, as well as derivations in Portuguese and Spanish. From the inclusion and exclusion criteria, 11 complete articles were selected. Most of the works pointed out the harmful nature of procrastinatory behavior, its relationship with the self-regulation of learning, as well as the difference in the study strategies used by procrastinating and non-procrastinating students. It was concluded that research about the theme is still incipient in the Brazilian context, requiring further exploration by researchers, with possible impacts for understanding the phenomenon and developing interventions with higher education students.
DOI: 10.6084/m9.figshare.20006353.v1
title: ACADEMIC PROCRASTINATION IN UNIVERSITY STUDENTS: A SYSTEMATIC REVIEW OF THE LITERATURE

description: ABSTRACT Academic procrastination is the postponement of tasks related to studies: doing work, reading texts, studying for exams, among others. This article aimed to perform a systematic review of the literature about academic procrastination in university students, from 2008 to 2017. Three databases were chosen: SciELO, BvSalud and BvsPsi, with the combination of the descriptors “procrastination”, “university students”, “college students”, “undergraduate students”, “academic procrastination” was used, as well as derivations in Portuguese and Spanish. From the inclusion and exclusion criteria, 11 complete articles were selected. Most of the works pointed out the harmful nature of procrastinatory behavior, its relationship with the self-regulation of learning, as well as the difference in the study strategies used by procrastinating and non-procrastinating students. It was concluded that research about the theme is still incipient in the Brazilian context, requiring further exploration by researchers, with possible impacts for understanding the phenomenon and developing interventions with higher education students.
DOI: 10.6084/m9.figshare.20006355
title: BULLYING AND MECHANISMS OF MORAL DISENGAGEMENT: SYSTEMATIC LITERATURE REVIEW WITH META-ANALYSIS

description: ABSTRACT Bullying is one of the main problems faced by children and adolescents in schools. This study aimed to examine evidence available in the literature on the effect of moral disengagement on the involvement of students in situations of bullying. To this end, a systematic review was carried out with meta-analysis and consultation of eight databases. Eligible publications were analyzed using conceptual analysis and the Metafor statistical package. The study was registered on the PROSPERO database. In total, 15 articles were included in the review. The data show that moral disengagement is a strong predictor for bullying behavior (OR 0.27; 95% CI: 0.18, 0.35) and students prone to morally disengage can practice more bullying when compared to students with greater moral engagement. It is concluded that cognitive factors related to moral disengagement must be included in the discussion of the phenomenon, as well as be considered in the anti-bullying intervention proposals.
DOI: 10.6084/m9.figshare.20006355.v1
title: BULLYING AND MECHANISMS OF MORAL DISENGAGEMENT: SYSTEMATIC LITERATURE REVIEW WITH META-ANALYSIS

description: ABSTRACT Bullying is one of the main problems faced by children and adolescents in schools. This study aimed to examine evidence available in the literature on the effect of moral disengagement on the involvement of students in situations of bullying. To this end, a systematic review was carried out with meta-analysis and consultation of eight databases. Eligible publications were analyzed using conceptual analysis and the Metafor statistical package. The study was registered on the PROSPERO database. In total, 15 articles were included in the review. The data show that moral disengagement is a strong predictor for bullying behavior (OR 0.27; 95% CI: 0.18, 0.35) and students prone to morally disengage can practice more bullying when compared to students with greater moral engagement. It is concluded that cognitive factors related to moral disengagement must be included in the discussion of the phenomenon, as well as be considered in the anti-bullying intervention proposals.
DOI: 10.34681/2kez-3840
title: Mental Health Service Use Of Youth Leaving Foster Care (Voyages) 2001-2003

description: The study was funded to explore the changes in mental health service use as older youth leave the foster care system. The data, however, examine many parameters of the lives of older youth in the foster care system, from their perspective. Four-hundred six youth in the Missouri foster care system were interviewed in person near their 17th birthday. They were re-interviewed when possible every three months until their 19th birthday. Eighty percent of the youth were interviewed at age 19. Thus, the study includes nine data points. Domains of instrumentation include psychiatric history, substance use, child maltreatment history, mental health service use, attitudes toward mental health service use, residential history, religious involvement, reading level, dating violence, trauma history, stress, perception of neighborhood, psychopathy, employment, legal involvement, childbearing, sexual activity, and much more. Few variables were assessed at each interview time point.
DOI: 10.6084/m9.figshare.20006358
title: TEACHERS AND STUDENTS’ PERCEPTIONS ABOUT SCHOOL VIOLENCE: A QUALITATIVE STUDY

description: ABSTRACT The study aimed to understand the perceptions of elementary and high school students and teachers about school violence. This is a qualitative study that used the focus group as a form of data collection. Physical and verbal violence were the most common responses about identified forms of school violence. Psychological and socioeconomic factors, damage to family relationships, personal and educational problems were identified as predisposing factors for the occurrence of different forms of school violence. Educational actions, participation of the public authorities in a punitive manner (police) and the presence of psychology, psychiatry and social assistance professionals were identified as measures to curb school violence, in addition to greater family involvement in the school. It is understood that school violence can be faced through the valorization of human rights and the joint action of the school, family and community.
DOI: 10.6084/m9.figshare.20006359
title: ASSOCIATION OF CONTROLLED MEDICATIONS IN CHILDREN: IMPACTS ON THE PSYCHE DEVELOPMENT

description: ABSTRACT The article aimed to quantify the number of children enrolled in the first cycle of elementary school in a municipality in the interior of the state of Paraná who use two or more controlled drugs, to identify the therapeutic classes to which they belong, their possible consequences and impacts for the development of the child psyche. The research is based on Historical-Cultural Psychology. This is a field research. Data collection was carried out through a census and a questionnaire filled out by the person responsible for registration was used at enrollment. The results show that 812 children consume controlled medications and 87 children (10.7%) use two or more controlled medications in combination. It is concluded that the drug will not promote psychic development and its use in associations may cause harm. It is noteworthy that teaching can promote typically human functions, such as mastering self-conduct and voluntary attention.
DOI: 10.6084/m9.figshare.20006359.v1
title: ASSOCIATION OF CONTROLLED MEDICATIONS IN CHILDREN: IMPACTS ON THE PSYCHE DEVELOPMENT

description: ABSTRACT The article aimed to quantify the number of children enrolled in the first cycle of elementary school in a municipality in the interior of the state of Paraná who use two or more controlled drugs, to identify the therapeutic classes to which they belong, their possible consequences and impacts for the development of the child psyche. The research is based on Historical-Cultural Psychology. This is a field research. Data collection was carried out through a census and a questionnaire filled out by the person responsible for registration was used at enrollment. The results show that 812 children consume controlled medications and 87 children (10.7%) use two or more controlled medications in combination. It is concluded that the drug will not promote psychic development and its use in associations may cause harm. It is noteworthy that teaching can promote typically human functions, such as mastering self-conduct and voluntary attention.
DOI: 10.6084/m9.figshare.20006362.v1
title: THE POSSIBILITIES OF SELF-REALIZATION EXPRESSED IN ADOLESCENT’S LIFE PROJECTS

description: ABSTRACT This research evaluates the life project of adolescents and its relationship with the perception and tendency to self-realization. A Purpose Questionnaire and a Profile Questionnaire were used, with 507 female and male sbjects between 12 and 17 years old, educated, in the city of Santos/SP. As a hypothesis, it is pointed out that the achievements of personal maturation contribute to a positive self-concept, making self-realization an important part of personality formation. The theoretical line focuses on Moral Psychology, articulated with philosophical and sociological discussions on ethics, moral values and human development. The results show an appreciation for subjectivity, the feeling of insecurity and self-assertion. The hypothesis was partially confirmed, as the subjects demonstrated that they establish purposes and plans for their lives, which they perceive as potentially transforming, but that they are still very much focused on the private context, material needs and family attachment.
DOI: 10.6084/m9.figshare.20006362
title: THE POSSIBILITIES OF SELF-REALIZATION EXPRESSED IN ADOLESCENT’S LIFE PROJECTS

description: ABSTRACT This research evaluates the life project of adolescents and its relationship with the perception and tendency to self-realization. A Purpose Questionnaire and a Profile Questionnaire were used, with 507 female and male sbjects between 12 and 17 years old, educated, in the city of Santos/SP. As a hypothesis, it is pointed out that the achievements of personal maturation contribute to a positive self-concept, making self-realization an important part of personality formation. The theoretical line focuses on Moral Psychology, articulated with philosophical and sociological discussions on ethics, moral values and human development. The results show an appreciation for subjectivity, the feeling of insecurity and self-assertion. The hypothesis was partially confirmed, as the subjects demonstrated that they establish purposes and plans for their lives, which they perceive as potentially transforming, but that they are still very much focused on the private context, material needs and family attachment.
DOI: 10.6084/m9.figshare.20006364
title: EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS

description: ABSTRACT The attainment of the alphabetic principle is one of the earliest signs of successful literacy acquisition. Public school students from the Dominican Republic have low literacy skills, partly because of not being systematically exposed to the alphabetic principle while learning to read. This paper presents the results of an intervention to teach the alphabetic principle using a tablet-based game. Nineteen kindergarten students were randomly assigned to a control and an experimental group during the last month of the 2017 school year. Students from the experimental group played with the game for ten sessions of 20 minutes each. Students from the experimental group outperformed the control group in syllable recognition after the intervention. The intervention did not influence other reading skills. Automatic syllable identification has been shown to boost early literacy acquisition, although it is not sufficient for students to become fluent readers.
DOI: 10.6084/m9.figshare.20006364.v1
title: EFFECTS OF AN ELECTRONIC GAME ON EARLY LITERACY SKILLS

description: ABSTRACT The attainment of the alphabetic principle is one of the earliest signs of successful literacy acquisition. Public school students from the Dominican Republic have low literacy skills, partly because of not being systematically exposed to the alphabetic principle while learning to read. This paper presents the results of an intervention to teach the alphabetic principle using a tablet-based game. Nineteen kindergarten students were randomly assigned to a control and an experimental group during the last month of the 2017 school year. Students from the experimental group played with the game for ten sessions of 20 minutes each. Students from the experimental group outperformed the control group in syllable recognition after the intervention. The intervention did not influence other reading skills. Automatic syllable identification has been shown to boost early literacy acquisition, although it is not sufficient for students to become fluent readers.
DOI: 10.6084/m9.figshare.20006368
title: PROXEMIC AND NONVERBAL COMMUNICATION IN CLASSROOM INTERACTION

description: ABSTRACT This article reports a study carried out about teacher-student interaction in a public school in the early years, in the city of Santiago, Chile. The study performed a quantitative analysis of the frames of images captured by a mini camera mounted on eyeglasses of a group of 18 students. The selected frames were those that the teacher appears in the students’ visual field. The analysis was developed from the concept of proxemics and the results show that there are times when the classroom teacher interacts with students at a closer level and, in others, there is a greater distance. Furthermore, it was possible to identify differences between boys and girls regarding the proxemic patterns of visual involvement in the interaction. The results of this study indicate new directions for the analysis of teacher-student interaction, focusing on non-verbal aspects in the construction of teaching and learning relationships.
DOI: 10.6084/m9.figshare.20006368.v1
title: PROXEMIC AND NONVERBAL COMMUNICATION IN CLASSROOM INTERACTION

description: ABSTRACT This article reports a study carried out about teacher-student interaction in a public school in the early years, in the city of Santiago, Chile. The study performed a quantitative analysis of the frames of images captured by a mini camera mounted on eyeglasses of a group of 18 students. The selected frames were those that the teacher appears in the students’ visual field. The analysis was developed from the concept of proxemics and the results show that there are times when the classroom teacher interacts with students at a closer level and, in others, there is a greater distance. Furthermore, it was possible to identify differences between boys and girls regarding the proxemic patterns of visual involvement in the interaction. The results of this study indicate new directions for the analysis of teacher-student interaction, focusing on non-verbal aspects in the construction of teaching and learning relationships.
DOI: 10.6084/m9.figshare.20006370.v1
title: CHARACTERIZATIONS OF INTERPERSONAL RELATIONS BETWEEN STUDENTS WITH INTELECTUAL DISABILITIES AND THEIR PEERS

description: ABSTRACT The aim of the present research work was to describe and analyze the interpersonal relations between students with intellectual disabilities (ID) and their classmates in inclusive school contexts. This is a quantitative and qualitative research work carried out in classrooms in the first years of elementary school. Indicators for the students with ID participation in interpersonal relations were raised through interviews with 268 students, 13 with ID. Based these results, six students with ID were chosen as targets for systematic observation sessions. It was observed that interpersonal relationships were influenced by: the role of the lead teachers and educational supporters; the ID students’ social competence and their characteristics; the classroom environment. It is believed that, by means of investment in the promotion of social skills at school, it will be possible to contribute to the construction of an appropriate environment to inclusive educational practices.