Evely Boruchovitch

Escala de avaliação da motivação para aprender de alunos do ensino fundamental (EMA)

This study describes the steps of constructing a motivation to learn scale for elementary school students and presents a preliminary analysis of its psychometric properties. It was carried out in two stages, employing 771 students from 2nd to 8th grade of elementary school level of public schools of Campinas, SP. The alpha of Cronbach was 0,80 indicating a good internal consistency of the scale. The exploratory factorial analysis identified two factors: intrinsic motivation (IM) and extrinsic motivation (EM) explaining respectively 17,68% and 12,71% of the total variance. Data is discussed in terms of the need of deepening our knowledge regarding the viability of using the scale for diagnosis, intervention and prevention of motivational problems in the school context.

Algumas estratégias de compreensão em leitura de alunos do ensino fundamental

As a part of a broader research aimed at investigating the learning strategies among Brazilian students of a Public school in an inner city of Sao Paulo, the objective of the present study was both to explore the spontaneous reading comprehension strategies mentioned by elementary school students while reading, and analyse the reading strategies reported by subjects in relation to age, gender, school grade level and repetition of a school grade level. Results evinced participants’ lack of a variety of reading strategies. Significant relationships emerged between reading strategies mentioned and repetition of a school grade level. The study points out the need that teachers and educators engage in a preventive work towards the development of an independent, reflexive and critical reader.

Compreensão de leitura em alunos de sétima e oitava séries do ensino fundamental

A leitura esta presente em todos os momentos na escola. Ha diversas situacoes durante o dia que requerem o uso dessa habilidade. Explorar as diferencas na compreensao em leitura, considerando o genero, tipo de escola e serie escolar, de estudantes das 7a e 8a series do ensino fundamental foi o objetivo desta pesquisa. Participaram 206 estudantes matriculados nas 7a e 8a series do ensino fundamental de escolas publicas e particulares. A compreensao textual foi medida por meio da tecnica de Cloze. Os resultados indicaram diferenca estatisticamente significativa na leitura dos estudantes em razao do genero, do tipo de escola (publica e privada) e da serie escolar.Reading is present in all school moments. There are a lot of situations during the day, which requires this skill. The objective of this research was to explore the reading comprehension differences in relation to gender, type of school and school grade level. The sample was composed of 206 students from public and private high schools attending the 7th and 8th grades. Reading comprehension was measured using a text in accordance with Clozes technique. The results showed significant differences in students reading comprehension in reason of gender, type of school (public and private) and school grade level.La lectura esta presente en todos los momentos en la escuela. Hay varias situaciones durante el dia que requieren el uso de esta habilidad. Explorar las diferencias en la comprension en lectura, considerando el sexo, tipo de escuela y grado escolar, de estudiantes del 7o y 8o grado de la ensenanza primaria fue el objetivo de esta investigacion. Participaron 206 estudiantes inscriptos en el 7o y 8o grado de la ensenanza primaria de escuelas publicas y particulares. La comprension textual fue medida por la tecnica de Cloze. Los resultados indicaron diferencia estadisticamente significativa en la lectura de los estudiantes en razon del sexo, del tipo de escuela (publica y privada) y del grado escolar.

A construção de uma escala de estratégias de aprendizagem para alunos do ensino fundamental

Although learning strategies are important tools for schooling process, there is a lack of national instruments to evaluate their knowledge by brazilian students. Therefore, the objectives of this paper are to describe the steps necessary for the construction of a scale to evaluate the learning strategies for basic education students and to present the preliminary study of its psychometric properties. It is also discussed the utility of this instrument for diagnosis, intervention and prevention in school and educational psychology.

The meaning of health and illness: some considerations for health psychology

A importância de se conhecerem os conceitos de saude e da doenca dos individuos vem sendo reconhecida pelos pesquisadores da area pelas suas implicacoes teoricas e praticas para a psicologia da saude e da educacao. Como as evidencias vem sugerindo que as cognicoes relativas a saude e doenca exercem um impacto nas atitudes ligadas a saude e no engajamento em comportamentos saudaveis das pessoas, esses conceitos estao sendo cada vez mais investigados. Em consonância, o objetivo deste trabalho e rever criticamente a literatura a respeito dos fatores subjacentes as concepcoes de saude e doenca dos individuos. Os dados sao discutidos quanto a suas potenciais implicacoes para a psicologia da saude.Abstract The importance of understanding individuals’ ideas of health and illness is well acknowledged by research for itstheoretical and practical implications for both health psychology and education. Insofar as researchers agree thatindividuals’ ideas of health and illness have an impact on their health attitudes and behaviour, people’s thoughts ofhealth and health and illness − related issues are increasingly being investigated. In consonance, the objective of thisstudy is to critically review major ideas that underlies individuals’ concepts of health and illness. Findings arediscussed in terms of their potential contributions for health psychology. Keywords: Concept of health; Concept of illness; Health psychology. O significado de saude e doenca: algumas consideracoes para a psicologia da saude Resumo A importância de se conhecerem os conceitos de saude e da doenca dos individuos vem sendo reconhecida pelospesquisadores da area pelas suas implicacoes teoricas e praticas para a psicologia da saude e da educacao. Como asevidencias vem sugerindo que as cognicoes relativas a saude e doenca exercem um impacto nas atitudes ligadas asaude e no engajamento em comportamentos saudaveis das pessoas, esses conceitos estao sendo cada vez maisinvestigados. Em consonância, o objetivo deste trabalho e rever criticamente a literatura a respeito dos fatoressubjacentes as concepcoes de saude e doenca dos individuos. Os dados sao discutidos quanto a suas potenciaisimplicacoes para a psicologia da saude.

As estratégias de aprendizagem e a produção de textos narrativos

The purpose of this research was to evaluate the efficacy of a learning strategy intervention for the improvement of quality in narrative production. It was based on a quasi-experimental design with three stages: pre-test, intervention sessions, and post-test. The quality of text production was examined by comparing two narratives (pre and post-test) in relation to text structure (presence of basic elements), level of idea articulation (hierarchy categories), spelling mistakes and number of written lines. The sample consisted of 35 6th grade students from a public school in Catalao-GO who were randomly distributed to experimental (N=18) and control group (N=17). The results showed that experimental group students produced better narratives in post-test characterized by adequate structure, good articulation of ideas and more written lines.

Orientações motivacionais, crenças educacionais e desempenho escolar de estudantes do ensino fundamental

The main goal of the present study was to investigate the motivational orientations and beliefs about effort, intelligence, luck, and about the necessary conditions to achieve success in school as well as the expectations to overcome a poor academic performance in a sample of 120 students from elementary school. The relationship between such variables, and their correlation to academic performance, gender and school grades was also analyzed. Data were acquired by applying the Structured Interview of Educational Beliefs and Motivational Orientation for Student and School Achievement Test from Stein in an individual basis. Results indicate a predominance of intrinsic motivation and a highly appropriate beliefs pattern to motivation and learning. Given the educational implications involved, boys, repeater and extrinsically motivated student beliefs must be carefully taken into account to better plan more focused interventions.The main goal of the present study was to investigate the motivational orientations and beliefs about effort, intelligence, luck, and about the necessary conditions to achieve success in school as well as the expectations to overcome a poor academic performance in a sample of 120 students from elementary school. The relationship between such variables, and their correlation to academic performance, gender and school grades was also analyzed. Data were acquired by applying the Structured Interview of Educational Beliefs and Motivational Orientation for Student and School Achievement Test from Stein in an individual basis. Results indicate a predominance of intrinsic motivation and a highly appropriate beliefs pattern to motivation and learning. Given the educational implications involved, boys, repeater and extrinsically motivated student beliefs must be carefully taken into account to better plan more focused interventions.

Compreendendo relações entre estratégias de aprendizagem e a ansiedade de alunos do ensino fundamental de Campinas

A number of studies suggest that good academic achievement involves both the use of efficient learning strategies and control of the students psychological variables. Using Cognitive Psychology, more specifically an Information Processing-based approach as a theoretical framework, the present study examined the relations between the use of learning strategy and anxiety of 155 elementary school students of a public school in Campinas. A structured interview on learning strategies and an anxiety scale were used. Overall, results seem to indicate that anxiety can either favor or interfere with the use of learning strategies. Results are discussed in terms of their educational implications. Directions for further research on this topic are also addressed.

Estratégias de aprendizagem e desempenho acadêmico: evidências de validade

RESUMO - O objetivo deste estudo foi verificar a validade fatorial de uma escala de estrategias de aprendizagem, bem como explorar sua validade concorrente em relacao ao desempenho academico de estudantes. Participaram 815 criancas do Ensino Fundamental de escolas publicas e privadas dos Estados de Sao Paulo e Minas Gerais. A Escala de Estrategias de Aprendizagem foi aplicada coletivamente. Para a operacionalizacao dos objetivos, recorreu-se a analise fatorial exploratoria. Os alphas de Cronbach do instrumento e das tres subescalas revelaram indices aceitaveis de consistencia interna. A analise de variância apontou diferencas estatisticamente significativas entre o desempenho academico e a pontuacao na escala. Os dados foram discutidos em termos de suas possiveis implicacoes para a area de avaliacao psicoeducacional. Palavras-chave: aprendizagem; estudo; avaliacao psicoeducacional; estrategias de aprendizagem. ABSTRACT - The purpose of the present study was to verify the factorial validity of a learning strategy scale as well as to explore the concurrent validity of the instrument in regard to students´ academic achievement. The sample was composed of 815 basic education children from both public and private schools of Sao Paulo and Minas Gerais. The Learning Strategy Scale was collectively applied. Exploratory factorial analyses were conducted to achieve the purposes of the study. The alphas of Cronbach of the instrument and of its three subscales showed good reliability. Variance analyses showed significant differences between school achievement and punctuation in the scale. The data were discussed in terms of their possible implications for the psycho-educational evaluation area. Keywords: learning; studying; psycho-educational evaluation; learning strategies.

Aprendizagem autorregulada da leitura: resultados positivos de uma intervenção psicopedagógica

O objetivo deste estudo foi avaliar os efeitos de uma intervencao psicopedagogica na compreensao leitora de alunos de quarta serie de uma escola publica do Ensino Fundamental. Participaram duas turmas, com 28 estudantes cada, que foram sorteadas para compor dois grupos: Experimental e Controle. Os estudantes foram avaliados por meio de questionario Informativo, de Escala de Estrategias de Aprendizagem e de Testes Cloze, em tres momentos. O Grupo Experimental participou de sete sessoes de intervencao recebendo instrucao em estrategias de aprendizagem gerais e especificas para a leitura, estimulos a metacognicao, apoio motivacional e orientacao para estudo. Os resultados mostram progressos em compreensao leitora nos dois grupos, porem os ganhos foram maiores e mais consistentes no Grupo Experimental.