Deliane Macedo Farias de Sousa

Preconceito e intenção em manter contato social: evidências acerca dos valores humanos

The liner supporting structure for the annular combustor of the present invention has a flexible connection member of connecting a structural body constituting a part of the combustor to a liner, the connection member having a first end positioned on a side of the structural body and a second end positioned on a side of the liner, the second end being disposed on an outer surface of an end part of the liner positioned on the side of the structural body; a first fixing means of fixing the first end of the connection member to the structural body; and a second fixing means of fixing the second end of the connection member to the end part of the liner. According to the present invention, even in the case that there is a large difference in linear expansion coefficient between the materials of the liner and the structural body of the combustor for supporting the liner so that a relative displacement is generated between the two due to temperature changes, the structural body of the combustor can strongly support the liner without applying excessive stress to the liner formed by, for example, a ceramics material.

Valores, metas de realização e desempenho acadêmico: proposta de modelo explicativo

The current study aimed to know to what extent values explain achievement goals and whether the latter predict good academic performance. Participants were 307 high school students from João Pessoa (PB), most of them women (61.2%) and from public schools (68%), with a mean age of 17.6 years old. They answered the Achievement Goals Questionnaire, the Basic Values Survey, Academic Performance Indicators and demographic questions. Based on linear regressions, an explanatory model was proposed in which value priorities predicted the goal achievements and these, in turn, predicted the academic performance. Results suggested the model presented satisfactory goodness of fit indices. However, further research was suggested to test this model in different samples, as well as taking into account other variables that could contribute to a better understanding of academic performance and its determinants.The current study aimed to know to what extent values explain achievement goals and whether the latter predict good academic performance. Participants were 307 high school students from Joao Pessoa (PB), most of them women (61.2%) and from public schools (68%), with a mean age of 17.6 years old. They answered the Achievement Goals Questionnaire, the Basic Values Survey, Academic Performance Indicators and demographic questions. Based on linear regressions, an explanatory model was proposed in which value priorities predicted the goal achievements and these, in turn, predicted the academic performance. Results suggested the model presented satisfactory goodness of fit indices. However, further research was suggested to test this model in different samples, as well as taking into account other variables that could contribute to a better understanding of academic performance and its determinants.

Valores Humanos e Significado do Dinheiro: Um Estudo Correlacional

This study aimed to investigate the relationship between human values and meaning of money for children. Participants were 1.445 children, with a mean age of 11 years (sd = 1.09; range 9-14 years), mostly male (51%), and were from north (n = 585) and northeast (n = 860) of Brazil. They answered the Meaning of Money for Children Scale (MMCS), the children version of Basic Values Survey (BVS-C) and demographic questions. Results pointed differences related to gender and region where children live, as well as correlation between happiness factor and achievement values (r = 0.28); loneliness factor and altruism were correlated with suprapersonal values (r = 0.13 and 0.26, respectively); and exclusion presented correlation with normative values (r = -0.08). In conclusion. follows that human values of children, gender and regional context influence the meaning of money.

Escala de atitude frente à fofoca: evidências de validade e confiabildade

A fofoca e um elemento comum nas conversas cotidianas tanto de adultos quanto de criancas, esta presente em todas as culturas e explica diversos comportamentos sociais. Portanto, considerando a relevância desse construto e a ausencia de medida especifica no contexto brasileiro, decidiu-se adaptar a Escala de Atitudes frente a Fofoca (EAFF) para, especificamente, conhecer evidencias de sua validade fatorial e de sua consistencia interna. O instrumento e formado por 12 itens, respondidos em escala de 5 pontos, e mede dois fatores: valor moral e valor social da fofoca. Participaram da pesquisa 261 estudantes universitarios de instituicoes publicas e privadas de Joao Pessoa (PB), com idade media de 26 anos, sendo a maioria do sexo feminino (71,6%). Por meio de analises fatoriais confirmatorias, foram testados dois modelos: (1) unifatorial (alternativo) e (2) bifatorial (modelo original). Os resultados mostraram que o modelo bifatorial apresentou os melhores indicadores de ajuste, com indices de confiabilidade (Alfa de Cronbach) aceitaveis para fins de pesquisa.

Attitudes toward gossip scale: evidences of validity and reliability

A fofoca e um elemento comum nas conversas cotidianas tanto de adultos quanto de criancas, esta presente em todas as culturas e explica diversos comportamentos sociais. Portanto, considerando a relevância desse construto e a ausencia de medida especifica no contexto brasileiro, decidiu-se adaptar a Escala de Atitudes frente a Fofoca (EAFF) para, especificamente, conhecer evidencias de sua validade fatorial e de sua consistencia interna. O instrumento e formado por 12 itens, respondidos em escala de 5 pontos, e mede dois fatores: valor moral e valor social da fofoca. Participaram da pesquisa 261 estudantes universitarios de instituicoes publicas e privadas de Joao Pessoa (PB), com idade media de 26 anos, sendo a maioria do sexo feminino (71,6%). Por meio de analises fatoriais confirmatorias, foram testados dois modelos: (1) unifatorial (alternativo) e (2) bifatorial (modelo original). Os resultados mostraram que o modelo bifatorial apresentou os melhores indicadores de ajuste, com indices de confiabilidade (Alfa de Cronbach) aceitaveis para fins de pesquisa.

Escala de actitud ante el chisme: evidencias de validad y confiabilidad

A fofoca e um elemento comum nas conversas cotidianas tanto de adultos quanto de criancas, esta presente em todas as culturas e explica diversos comportamentos sociais. Portanto, considerando a relevância desse construto e a ausencia de medida especifica no contexto brasileiro, decidiu-se adaptar a Escala de Atitudes frente a Fofoca (EAFF) para, especificamente, conhecer evidencias de sua validade fatorial e de sua consistencia interna. O instrumento e formado por 12 itens, respondidos em escala de 5 pontos, e mede dois fatores: valor moral e valor social da fofoca. Participaram da pesquisa 261 estudantes universitarios de instituicoes publicas e privadas de Joao Pessoa (PB), com idade media de 26 anos, sendo a maioria do sexo feminino (71,6%). Por meio de analises fatoriais confirmatorias, foram testados dois modelos: (1) unifatorial (alternativo) e (2) bifatorial (modelo original). Os resultados mostraram que o modelo bifatorial apresentou os melhores indicadores de ajuste, com indices de confiabilidade (Alfa de Cronbach) aceitaveis para fins de pesquisa.

Valores, metas de realización y rendimiento académico: propuesta de modelo explicativo

The current study aimed to know to what extent values explain achievement goals and whether the latter predict good academic performance. Participants were 307 high school students from João Pessoa (PB), most of them women (61.2%) and from public schools (68%), with a mean age of 17.6 years old. They answered the Achievement Goals Questionnaire, the Basic Values Survey, Academic Performance Indicators and demographic questions. Based on linear regressions, an explanatory model was proposed in which value priorities predicted the goal achievements and these, in turn, predicted the academic performance. Results suggested the model presented satisfactory goodness of fit indices. However, further research was suggested to test this model in different samples, as well as taking into account other variables that could contribute to a better understanding of academic performance and its determinants.The current study aimed to know to what extent values explain achievement goals and whether the latter predict good academic performance. Participants were 307 high school students from Joao Pessoa (PB), most of them women (61.2%) and from public schools (68%), with a mean age of 17.6 years old. They answered the Achievement Goals Questionnaire, the Basic Values Survey, Academic Performance Indicators and demographic questions. Based on linear regressions, an explanatory model was proposed in which value priorities predicted the goal achievements and these, in turn, predicted the academic performance. Results suggested the model presented satisfactory goodness of fit indices. However, further research was suggested to test this model in different samples, as well as taking into account other variables that could contribute to a better understanding of academic performance and its determinants.

Values, achievement goals and academic performance: proposal of an explanatory model

The current study aimed to know to what extent values explain achievement goals and whether the latter predict good academic performance. Participants were 307 high school students from João Pessoa (PB), most of them women (61.2%) and from public schools (68%), with a mean age of 17.6 years old. They answered the Achievement Goals Questionnaire, the Basic Values Survey, Academic Performance Indicators and demographic questions. Based on linear regressions, an explanatory model was proposed in which value priorities predicted the goal achievements and these, in turn, predicted the academic performance. Results suggested the model presented satisfactory goodness of fit indices. However, further research was suggested to test this model in different samples, as well as taking into account other variables that could contribute to a better understanding of academic performance and its determinants.The current study aimed to know to what extent values explain achievement goals and whether the latter predict good academic performance. Participants were 307 high school students from Joao Pessoa (PB), most of them women (61.2%) and from public schools (68%), with a mean age of 17.6 years old. They answered the Achievement Goals Questionnaire, the Basic Values Survey, Academic Performance Indicators and demographic questions. Based on linear regressions, an explanatory model was proposed in which value priorities predicted the goal achievements and these, in turn, predicted the academic performance. Results suggested the model presented satisfactory goodness of fit indices. However, further research was suggested to test this model in different samples, as well as taking into account other variables that could contribute to a better understanding of academic performance and its determinants.

Crenças normativas sobre a agressão: validação de uma escala e considerações acerca de diferenças de gênero

Normative beliefs are defined like a type of self-regulated belief of the socially appropriate behaviors. This study aimed to validate for the Brazilian context the Normative Beliefs about Aggression Scale, as well as to observe how those beliefs differs as for the gender. A sample of 201students for the 5th to 8th grade, from Joao Pessoa (PB), participated in this study, and their mean age was 15 years (SD = 2,0). The results indicated the measure reliability, with a multifactorial solution composed by: General approval of the Aggression, Verbal Aggression by Weak Provocation, Physical Aggression by Weak Provocation and Physical Aggression by Strong Provocation. Among these factors, the boys presented statistically higher means in the three factors. For analysis of those results it should be taken into account the type and the situation in which the conflict happens for each factor, as well as the different behavioral scripts, for male and female, assumed by the appraisers of each situation.