Katya Luciane de Oliveira

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.

Produção científica de 10 anos da revista Psicologia Escolar e Educacional (1996/2005)

Esta pesquisa visou investigar a producao cientifica de dez anos de publicacoes da Psicologia Escolar e Educacional. A analise baseou-se em alguns criterios da metaciencia, a saber, autoria, tematica, discurso e analise dos tipos de avaliacoes. Os resultados evidenciaram que a Psicologia Escolar e Educacional aumentou o numero de artigos publicados nos ultimos cinco volumes, bem como manteve a regularizacao de sua periodicidade. A maior parte das publicacoes foi de pesquisas de campo, e a regiao sudeste foi a que apresentou maior numero de trabalhos. Houve predominância da autoria multipla e feminina. A diversificacao das tematicas foi ampliada, havendo uma distribuicao entre varios assuntos de interesse para a area. O nivel escolar mais estudado foi o ensino superior e o menos focalizado nos artigos foi o ensino medio. Conclui-se que a producao divulgada no periodo revela o amadurecimento da area, mas aponta para alguns aspectos que poderao ser mais explorados em futuras publicacoes.

Instrumentos psicológicos mais conhecidos e utilizados por estudantes e profissionais de psicologia

This study aimed to identify well-know psychology instruments used by psychology students and professionals and list used instruments in the sample. 82 senior students in a private university of Sao Paulo countryside participated in the study along with 52 professionals. The material used in this study comprised a setoff psychological assessment instruments and the task assigned to subjects was to check know, used and unknown tools. The task was performed during class hours, authorized by teachers and coordination. To collect data from majored professional, questionnaires were sent by mail because it is a self-applied questionnaire. Results indicated a difference between the 2 groups concerning well-know and used instruments by students and professionals. Studies show that some well-known instruments are also the most frequent in psychology courses. New researches on this topic should be done to gather further data.

Estudo de validação de uma medida de avaliação da motivação para alunos do ensino fundamental

The aim of this study was to develop and validate an instrument for assessing the motivational quality of elementary school students, with reference to the Self-determination Theory. Initially, the purposes of obtaining data for the preparation of items, 20 children were interviewed about the alleged reasons for going to school. Based on this informations and items available in the literature, it reached a preliminary version of the scale included 30 items and applied to a group of 30 children. After the adjustments, they answered the final version of the 1.381 students in of Compulsive Work. The results showed that from the sociodemographic variables, only Compulsive Work. The results showed that from the sociodemographic variables, only elemetary school in the state of Parana. Factor analysis resulted in the exclusion of four items of the instrument, leaving a total of 25. It was acceptable the indices of internal consistency for the dimensions tested (α = 0.85 amotivation, extrinsic motivation by external regulation of α = 0.67 for α = 0.76 introjected regulation, identified regulation by α = 0.88 and intrinsic motivation α = 0.81). Further investigations are underway.

O PSICÓLOGO COMPORTAMENTAL E A UTILIZAÇÃO DE TÉCNICAS E INSTRUMENTOS PSICOLÓGICOS

This research aims feature the behavioral/cognitive psychology and to identify well-know psychology instruments and list used instruments in the sample. Participated this study 35 psychologists by various brazilian states. The material used in this study has two parts. The first comprised questions about professional acting, therapistic choose, professional activity, strategy and instruments used in the assessment. The second part constitute a setoff psychological assessment instruments and the task assigned to subjects was to check know and used. Results indicated the most of professional are acting in university, they used assessment with to aim diagnosis and intervention and they use psychology instruments, of which theoretical foundation is not in accordance with the therapistic choose.

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.

Produção científica em avaliação psicológica no contexto escolar

This paper analyses the scientific production in psychological evaluation in the school context published in 234 articles from seven scientific indexed periodicals. The analysis was carried out according to some metascientific criteria such as: authorship, thematic, discourse, and exam of the different types of evaluation, to name a few. Results evinced not only a greater concentration of publications regarding to educational psychology evaluation in certain journals, but also an increase of these types of studies recently as well. It was also found that most of the authors were females and that psychological tests were used both in a variety of contexts and with diverse purposes. Psychometric instruments were the most frequently employed. Interviews and observations were also used. Projective techniques were reported only in 2.3% of the investigations. It is recommended that similar studies be conducted in order to better monitor the expanding area of psychological evaluation in Brazil.Esta investigacion tuvo como objetivo analizar la produccion cientifica en evaluacion psicologica en el contexto escolar publicada en 234 articulos de siete revistas indexadas. El analisis se baso en algunos criterios de la meta-ciencia, son ellos, autor, tematica, discurso y analisis de los tipos de evaluaciones. Los resultados mostraron que en algunas revistas hay una concentracion mayor de publicaciones sobre la tematica que se intensificaron en los ultimos anos. La participacion femenina fue predominante en los autores de los articulos y se detecto una gran diversificacion en los propositos y contextos en los cuales los testes psicologicos han sido utilizados. En relacion al tipo de evaluacion, los instrumentos psicometricos fueron los mas utilizados, siendo tambien frecuente la utilizacion de entrevistas y observaciones. La tecnica proyectiva fue usada en apenas 2,3% de las investigaciones. Se sugiere que sean realizados otros estudios semejantes, con el objetivo de monitorear la expansion del area de evaluacion psicologica en el Brasil.

A qualidade da motivação em estudantes do ensino fundamental

Lack of motivation in students to learn is a pressing educational problem. This paper presents the results of an assessment of the quality of motivation of 1,381 elementary school students, with an average age of 11.2 years, through the application of the Elementary School Motivation Scale (Escala de Motivacao de Estudantes do Ensino Fundamental). The results revealed that autonomous motivation predominated among the participants. The comparison among variables showed that a lack of motivation and controlled motivation were higher among the male participants in comparison to the females, who obtained higher rates in the evaluation of autonomous motivation. Controlled motivation and lack of motivation incre- ased as students advanced in grades, while autonomous motivation decreased. Students at private schools were less self mo- tivated and dependended more on external control to become motivated when compared to students from the public system. The latter were significantly more involved in school for autonomous reasons. The educational implications of these findings are considered in the discussion session.

Instrumentos psicológicos: estudo comparativo entre estudantes e profissionais cognitivo-comportamentais

Abstract This research analyzed if there was any difference between the well-known psychological instruments and the ones used bycognitive-behavioral students and professionals. 40 students and 35 psychologists participated in this study. This study mater ial was composedby two parts. The first one comprised by questions about graduation, professional activity, strategy and instruments used in th e assessment.The second part constituted a set of psychological assessment instruments, and the participants task was to assign if they wer e known orused. Results indicated the most of students and professionals uses the interview in the assessment. The most well-known instru ments wereZulliger, Escala de Maturidade Mental Columbia , Teste de Apercepcao Tematica and WISC-III. The most used instruments were Bender Infantil, Desenho da Figura Humana and Wartegg Test. Others studies should be made to promote the psychologists’ formationdevelopment .Key words : behavioral assessment; psychological assessment; psychological tests.

Avaliação da aprendizagem na univesidade

This research studied the different kinds of evaluation most used in higher education and it was also analysed which of them the students believe that were better to evaluate their academic performance. The participants were 270 freshman students from business, law and psychology courses from a private university in Sao Paulo. The questionnaire used focalysed which were the assessment strategies more frequently applied. The students’ participation was voluntary and the data was collected in a collective session. The results showed that the most common evaluation was the individual dissertation, wich has also been appointed as the second more effective to measure their academic performance. It makes necessary other researches with a bigger participants number from different universities to extend the scientific knowledge in this field.