Post-embriononic development of Chrysomya putoria(Diptera: Calliphoridae) on a diet containing ampicillin in different concentrations.

Here we evaluate the effects of different concentrations of the antibiotic ampicillin on the growth and development of Chrysomya putoria. Third-generation, first instar larvae (L1) reared on 60 grams of homogenate+agar 65% were treated with ampicillin sodium. The experiment consisted of four replicates (40 larvae/replicate) of each antibiotic concentration tested (T1: 466µg/mL ; T2: 81.33 mg/mL and T3: 166.66mg/mL) and a T4: control. The body mass of the mature larvae, after they abandoned the diet, were recorded in batches of five. The variation between the mean body mass of larvae and the duration of larval and pupal stages, and overall duration of the development, viability and normal rates were analyzed by ANOVA. There were no significant differences between the four treatments in the following parameters: body mass of larvae that discontinued the diet as well as the duration of larval, pupal, and total development. The sex ratios found in the four treatments did not differ from those expected. Normality rates were 100% for all treatments. There were no significant differences between treatments for larval and overall viability, but pupal viability differed significantly between T1 and the control, T1 and T2, and between the control and T3. The antibiotic did not appear to significantly alter the development of C. putoria.

Evaluation of the influence of the antibiotic ciprofloxacin in the development of an Old World screwworm fly, Chrysomya putoria.

Chrysomya putoria (Wiedemann) (Diptera: Calliphoridae), an Old World screwworm fly, is a species with potential for maggot therapy practice and has been described in myiasis and forensic entomology studies. The objective of the present study was to assess the action of different ciprofloxacin concentrations on the growth and development of C. putoria. First instar maggots of the third generation were raised on 60 g of chicken gizzard homogenate in 65% agar diet and received ciprofloxacin chloridrate. Each concentration of the antibiotic tested (3.33 µg/mL, 6.66 µg/mL, and 13.33 µg/mL) and the control (no antibiotic) were replicated four times (40 maggots/replication). The control received distilled water instead of the antibiotic. Maggots were kept in an acclimatized chamber at 30° C during the day and 28° C at night, with 70 + 10% RH and a 14:10 L:D photoperiod. They were weighed in batches of five and stored in test tubes sealed with nylon fabric and elastic. Microsoft Excel and STAT were used for the analysis. The variation among the maggot weight means and the duration of the maggot stage, pupal stage, and time to total development (neolarvae to adult) were analyzed by Student's t-test (α= 5%). The viabilities and the normality rates were compared using ANOVA, and the expected sex ratio frequency was tested by the chisquared test (χ(2)). There was no significant difference among the four treatments regarding mean individual maggot weight, mean duration of the maggot inoculation until abandonment, the duration of the maggot and pupal stages, and the total duration of all stages. The sex ratios found in the four treatments did not differ from the expected. Only treatment 2 (6.66 µg/mL concentration of ciprofloxacin) differed significantly from the control in maggot and total viability. The antibiotic did not seem to alter C. putoria development in the postembryonic period.

Effects of the antibiotics Gentamicin on the postembryonic development of Chrysomya putoria (Diptera: Calliphoridae).

We evaluate the effects the antibiotic Gentamicin on the development of Chrysomya putoria (Wiedemann, 1818). Third-generation, first-instar larvae were reared in a climatic chamber on 60 g of homogenate + agar 65% and were treated with three concentrations of Gentamicin: 4.44 mg/ml, 13.33 mg/ml, and 66.66 mg/ml. The control consisted of distilled water. The relationships between mean body mass of mature larvae (measured after diet abandonment, in batches of five individuals), duration of larval and pupal stages, and overall duration of development were analyzed. The actual sex ratio was compared against the expected using the chi square. None of the parameters measured differed significantly among the four treatments, with one exception: when Gentamicin concentration was 13.33 mg/ml, larval viability differed significantly from the control. All larvae from all treatments were considered normal. We conclude that the antibiotic did not significantly alter the development of C. putoria (Wiedemann) (Diptera: Calliphoridae).

Alternative diets for Chrysomya putoria, an Old World screwworm fly.

Abstract The purpose of this study was to evaluate the post-embryonic development of Chrysomya putoria (Wiedemann 1818) (Diptera: Calliphoridae) reared on a diet of gizzard or gizzard/agar homogenate, with a diet of beef used as the control. Four replicates per treatment were performed (60 mL of each diet). The gizzard (60%), distilled water, and agar homogenate were combined in a blender. Each replicate consisted of 40 newly hatched larvae of C. putoria (5(th) generation). Each glass beaker containing a diet was inserted into a larger flask containing sawdust, which was covered with a nylon cloth held in place by an elastic band. The larvae were weighed and stored in test tubes sealed with a nylon cloth and an elastic band. The average temperature, measured with a thermohygrograph, was 20.6 °C, and the average relative humidity was 67.7%. The variation in the mean weight of mature larvae and in the duration of the larval, pupal, and total stages (newly hatched larvae to imagoes) were analyzed by Student's t-test (α = 5%), while viability was compared by ANOVA. The sex ratio was evaluated by the chi-squared test. The average duration of the period from the larval to imago stage was 8.868 days on the beef diet, 8.676 on the gizzard diet, and 9.067 on the gizzard/agar homogenate diet. Larval survival rates on these diets were 98, 92, and 73%, respectively, while pupal viabilities were 98, 91, and 71%, respectively, and larva-to-imago viabilities were 93, 83, and 64%, respectively. The duration of the pupal period differed significantly between the blowflies reared on the beef and gizzard/agar homogenate diets. The two diets proved to be good alternatives for rearing C. putoria.

Advising Practices in Postgraduate Programs and Doctoral Students' Satisfaction / Práticas de Orientação na Pós-Graduação e a Satisfação dos Estudantes de Doutorado / Prácticas de Orientación en el Posgrado y Satisfacción del Estudiante de Doctorado

Abstract: Academic advising in Stricto Sensu Postgraduate Programs is associated with postgraduate student satisfaction. Hence, this research aimed to investigate the relationship between the variables found in the advising process and the levels of doctoral students' satisfaction resulting from these practices. Postgraduate students from different educational institutions and areas of knowledge ( N = 372) completed remotely/asynchronously the Questionnaire on Good Practices for Academic Advising in Postgraduate Research. Data were analyzed using path analysis and the Kruskall-Wallis test. The results showed an association between some characteristics of the advising process (access to advising and level of demand from the advisor) and postgraduate students' satisfaction (regarding the project, the advisor, growth opportunities, and relationships), intermediated the number of hours per month allocated to advising. The conclusion is that advising practices require further studies and discussions that can contribute to the quality of the advisor-student relationship, extending into the training of new researchers and professors.

Resumo: A orientação na Pós-Graduação Stricto Sensu associa-se à satisfação dos pós-graduandos. Destarte, o objetivo da presente pesquisa foi investigar as relações existentes entre as variáveis do processo de orientação e os níveis de satisfação de estudantes do doutorado com essas práticas. Pós-graduandos de diferentes instituições de ensino e áreas do conhecimento ( N = 372) preencheram de modo remoto/assíncrono o Questionário de Boas Práticas de Orientação em Pesquisa na Pós-Graduação. Os dados foram analisados por meio da path analysis e do teste de Kruskall-Wallis. Os resultados evidenciaram a existência de relações das características de orientação (acessibilidade e nível de exigência do orientador) sobre a satisfação dos pós-graduandos (com o projeto, o orientador, oportunidades de crescimento e as relações), intermediada pelas horas de orientação mensais. Conclui-se que as práticas de orientação carecem de mais estudos e discussões que contribuam para a qualidade da relação orientador-orientando, estendendo-se para a formação de novos pesquisadores e docentes.

Resumen: La orientación en el Programa de Posgrado Stricto Sensu está asociada a la satisfacción de los estudiantes. Esta investigación tuvo como objetivo investigar las relaciones entre las variables del proceso de orientación y los niveles de satisfacción de los estudiantes de doctorado con dichas prácticas. Estudiantes de posgrado de diferentes instituciones educativas y áreas de conocimiento ( N = 372) completaron el Cuestionario de Buenas Prácticas de Orientación de Investigación de Posgrado (forma remota/asincrónica). Los datos se analizaron mediante análisis de ruta y prueba de Kruskall-Wallis. Los resultados mostraron relaciones entre las características de la orientación (accesibilidad y nivel de exigencia del asesor y la satisfacción de los estudiantes (con el proyecto, el asesor, las oportunidades de crecimiento y las relaciones), mediadas por las horas de orientación mensuales. Se concluye que las prácticas de orientación requieren mayores estudios y discusiones que contribuyan a la calidad de la relación asesor-alumno, extendiéndose a la formación de nuevos investigadores y docentes.

Ointment of Ximenes americana promotes acceleration of wound healing in rats1.

PURPOSE: To evaluate the healing potential of the Ximenia americana hydroalcoholic extract in 10% cream in excisional wound models in rats. METHODS: Sixty male adults Wistar rats were submitted to skin and subcutaneous tissue surgery in the right and left thoracic regions, divided into three experimental groups: Standard submitted to treatment with only the base vehicle, Treated wounds treated with hydroalcoholic extract of X. americana applied on 10%, Lanette base and Control, untreated wounds. The treatment was performed daily and the wounds evaluated microscopically by the quantification of fibroblasts, collagen fibers and blood vessels. RESULTS: The histomorphometric analysis showed a significant increase in the number of fibroblasts, collagen fibers and blood vessels in the treated group. CONCLUSION: The topical action of the cream based on Ximenia americana shows angiogenic effects and improves the replacement of collagen, suggesting its use for the development of herbal remedy in the treatment of cutaneous wound healing.

The microinjection of AMPA receptor antagonist into the accumbens shell, but not into the accumbens core, induces anxiolysis in an animal model of anxiety.

This study investigated the effect of the AMPA receptor antagonist 6,7-dinitroquinoxaline-2,3-dione (DNQX) microinjected into the core and shell sub-regions of the accumbens nucleus (Acb), on the level of fear/anxiety and emotional learning, in female rats submitted to the elevated plus-maze (EPM), an animal model of anxiety. Bilateral microinjections of DNQX (330 and 660 ng) into the Acb shell (AP, +1.08 to +2.16) induced an anxiolytic-like effect in relation to rats microinjected with vehicle, since there was an increased percentage of entries in the open arms of the maze. The 660 ng DNQX microinjection into the Acb shell also increased the percentage of entries into the open arms in relation to 660 ng DNQX microinjection into the Acb core. Prior DNQX microinjections in both core and shell sub-regions of the Acb failed to impair the emotional learning, since the animals exhibited an increase of the open arm avoidance on EPM Trial 2 in relation to EPM trial 1. DNQX microinjections into both sub-regions of the Acb did not change the number of entries into the enclosed arms, either in the EPM Trial 1 or in the EPM Trial 2, which indicates an absence of drug-induced locomotor impairment. Similarly, DNQX microinjections into both sub-regions of the Acb failed to alter the total arm entries, rearing, grooming and head-dipping frequency. The anxiolytic-like effect induced by DNQX suggests that the AMPA receptor in the Acb shell, but not in the Acb core, may underlie anxiety regulation in the EPM.

The microinjection of AMPA receptor antagonist into the accumbens shell failed to change food intake, but reduced fear-motivated behaviour in free-feeding female rats.

This study investigated the effect of the AMPA receptor antagonist 6-cyano-7-nitroquinoxaline-2,3-dione (CNQX; 2.5 and 5.0 nmol/side) microinjected into the core and shell sub-regions of the accumbens (Acb) nucleus, on food intake and the level of anxiety in female rats. Bilateral microinjections of CNQX (5.0 nmol/side) into the Acb shell (AP, +1.08 to +2.04), but not into the Acb core, induced an anxiolytic-like effect in relation to rats microinjected with vehicle, since the animals exhibited low level of SAP in the feeding test. The anxiolytic-like effect induced by 5.0 nmol CNQX microinjection into the Acb shell may not be ascribed to changes in the motor activity of the animals, because the frequency of locomotion, rearing and grooming remained unchanged after the drug microinjection. However, neither Acb shell nor Acb core CNQX microinjections were able to change the animals food intake along 1h feeding behaviour evaluation. Food intake remained unchanged 24h after the drug microinjections either into the Acb shell or into the Acb core. The data suggest that AMPA receptor blockade in the Acb nucleus may differentially change the ingestive and defensive behaviours in female rats.

Self-Regulation for Reading Comprehension: Assessment of Strategies and Time Management / Autorregulação para Compreensão de leitura: Avaliação de Estratégias e Gerenciamento do Tempo

ABSTRACT Self-regulation of learning strategies and time management can foster reading comprehension. This research investigated the content validity of three scales aimed at Middle School students: the Reading Strategies (EE-CL), the Time Planning and Organization (EOT-L), and the Procrastination (EP-L). Three researchers and 16 students evaluated the scales. The theoretical and practical relevance of the EE-CL and EOT-L was verified, but not of the EP-L, whose remaining items were included in the EOT-L. In the internal structure investigation (N= 522 students), the EE-CL presented a unifactorial structure and the EOT-L, two factors, with reasonable reliability estimates. Both scales may help identify specific problems of students' self-regulation aimed at strategies and time management for reading comprehension and support further research.

RESUMO A autorregulação das estratégias de aprendizagem e do gerenciamento do tempo fomentam a compreensão de leitura. Nesta pesquisa investigou-se a validade de conteúdo das escalas Estratégias para Leitura (EE-CL), Planejamento e Organização do Tempo (EOT-L) e Procrastinação (EP-L), destinadas ao Ensino Fundamental II. Participaram três pesquisadores e 16 alunos. Identificou-se a pertinência teórica e prática da EE-CL e EOT-L, mas não da EP-L, cujos itens remanescentes foram incluídos na EOT-L. Na análise da estrutura interna (N= 522 estudantes) a EE-CL apresentou uma estrutura unifatorial e a EOT-L, dois fatores, com estimativas adequadas de fidedignidade. Essas escalas podem auxiliar na identificação de problemas na autorregulação das estratégias e do gerenciamento do tempo na compreensão de leitura, bem como subsidiar novas pesquisas.

Comparison of methods for controlling acquiescence bias in balanced and unbalanced scales / Comparação de métodos para o controle do viés da aquiescência em escalas balanceadas e desbalanceadas / Comparación de métodos para controlar el sesgo de aquiescencia en escalas balanceadas y no balanceadas

Controlling acquiescence bias typically involves the application of positive and negative keyed items. However, little is known about the effect of balancing positive and negative items on bias control. The aim of this study was to compare three Confirmatory Factor Analysis models (without control, MIMIC, and Random Intercept) to recover the factor structure of unbalanced and balanced instruments, using simulated and real data (from an instrument that assesses Personality). By controlling for acquiescence, the results indicated that the performance of balanced scales was better than that of unbalanced scales, as well as in the absence of control for response bias, when considering balanced and unbalanced scales. Thus, this research suggests the possibility of controlling acquiescence through balanced instruments associated with the use of statistical methods in modeling.(AU)

O controle do viés de aquiescência normalmente envolve a aplicação de itens positivos e negativos. Contudo, pouco se sabe sobre o efeito do balanceamento entre itens positivos e negativos sobre o controle do viés. O objetivo deste estudo foi comparar três modelos de Análise Fatorial Confirmatória (sem controle, MIMIC e Intercepto Randômico) para recuperar a estrutura fatorial de instrumentos desbalanceados e balanceados, a partir de dados simulados e reais (procedentes de um instrumento que avalia Personalidade). Mediante o controle da aquiescência, os resultados indicaram que a performance de escalas balanceadas foi melhor do que de escalas desbalanceadas, bem como na ausência de controle desse viés de resposta, ao considerar as escalas balanceadas e desbalanceadas. Dessa maneira, esta pesquisa aponta para a possibilidade de controle de aquiescência por meio de instrumentos balanceados associada ao uso dos métodos estatísticos na modelagem.(AU)

El control del sesgo de aquiescencia involucra la aplicación de ítems positivos y negativos. Sin embargo, el efecto del equilibrio entre ítems positivos y negativos en el control del sesgo sigue siendo una pregunta abierta. En este sentido, el objetivo de este estudio fue comparar tres modelos de Análisis Factorial Confirmatorio (sin control, MIMIC e Intercepto Aleatorio) para recuperar la estructura factorial de instrumentos balanceados y desbalanceados, a partir de datos simulados y reales (a partir de un instrumento que evalúa personalidad). El control de este sesgo de respuesta indicó que el desempeño de escalas balanceadas fue mejor que el de escalas desbalanceadas, así como en la ausencia del control de la aquiescencia, al considerar escalas balanceadas y desbalanceadas. Por lo tanto, esta investigación sugiere la posibilidad de controlar este sesgo de respuesta por medio de instrumentos balanceados asociados con el uso de métodos estadísticos modelado.(AU)

Questionário de adaptação ao ensino superior remoto: ampliação das propriedades psicométricas / Adaptation to remote higher education questionnaire: expansion of psychometric properties / Cuestionario de adaptación para educación superior remota: expansión de propiedades psicométricas

Objetivou-se investigar as evidências de validade baseadas na relação com outras variáveis do Questionário de Adaptação ao Ensino Superior Remoto (QAES-R). Foram analisadas as relações entre o QAES-R com os motivos para evasão acadêmica e a motivação. Participaram 319 universitários das cinco regiões do Brasil (M idade = 26,25; DP = 9,5). Identificaram-se correlações estatisticamente significativas entre o QAES-R e a maior parte dos fatores dos demais instrumentos. No primeiro modelo testado, os fatores do QAES-R foram preditores da evasão acadêmica Social (32%), Acadêmico (24%), Institucional (15%) e Professor (10%) (χ 2 /gl = 1,87; RMSEA = 0,05; CFI = 0,87; TLI = 0,87). No segundo modelo, o QAES-R predisse a meta aprender (45%), performance- evitação (39%) e performance-aproximação (30%) (χ 2 /gl = 1,42; RMSEA = 0,04; CFI = 0,90; TLI = 0,90). Estes resultados ampliam as propriedades psicométricas do QAES-R para avaliar a adaptação acadêmica de estudantes submetidos ao ensino remoto emergencial. (AU)

The objective was to investigate the validity evidence of the relationship between the Questionnaire for Adaptation to Remote Higher Education (QAES-R) and other variables. The study analyzed the relationships between the QAES-R with the reasons for academic dropout and motivation. A total of 319 Brazilian university students participated (Mage = 26.25; SD = 9.5). Statistically significant correlations were identified between the QAES-R and most factors of the other instruments. In the first model tested, the QAES-R factors predicted academic dropout : Social (32%), Academic (24%), Institutional (15%), and Teacher (10%) (χ 2 /gl = 1.87; RMSEA = .05; CFI = .87; TLI = .87). In the second model, the QAES-R predicted learning goals (45%), performance-avoidance (39%), and performance-approach (30%) (χ 2 /gl = 1.42; RMSEA = .04; CFI = .90; TLI = .90). These results extend the psychometric properties of the QAES-R to assess the academic adaptation of students during emergency remote teaching. (AU)

El objetivo fue investigar las evidencias de validez basadas en la relación con otras variables del Cuestionario de Adaptación a Educación Superior Remota (QAES-R). Se analizaron las relaciones entre el QAES-R con los motivos de abandono académico y la motivación. Participaron 319 estudiantes universitarios brasileños de las 5 regiones de Brasil (M edad = 26,25; DS = 9,5). Se identificaron correlaciones estadísticamente significativas entre el QAES-R y la mayoría de los factores de los otros instrumentos. En el primer modelo, los factores del QAES-R fueron predictores del abandono académico Social (32%), Académico (24%), Institucional (15%) y Docente (10%) (χ 2 /gl = 1.87; RMSEA = 0.05; CFI = 0.87; TLI = 0.87). En el segundo modelo, el QAES-R predijo la meta de aprender (45%), la evitación del desempeño (39%) y el enfoque de desempeño (30%) (χ 2 /gl = 1.42; RMSEA = 0.04; CFI = 0 .90; TLI = 0.90). Estos resultados amplían las propiedades psicométricas del QAES-R. (AU)

Psychometric Properties of the Causal Attributions Scale for Reading Comprehension / Propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora / Propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura

Causal attributions, achievement goals, and self-efficacy comprise the motivational dimension of self-regulated learning. Due to the absence of scales to assess the causal attributions of Brazilian middle school students, this study aimed to investigate the psychometric properties of the Causal Attributions Scale for Reading Com-prehension. The study involved three samples: one of the expert judges and two composed of students. Evidence of content validity was found through theo-retical and practical representativeness and the intel-ligibility of the scale items. The associations between the attributional causes and psychological dimensions proved validity based on the scale's internal structure. The effects identified in the comparisons between the scale and achievement goals, and the scale and self-efficacy indicated validity based on the relationship with other variables. This instrument can be recom-mended for use by professionals in psychology and education. We also suggest the performance of further studies with the scale.

Las atribuciones causales, los objetivos de logro y la autoeficacia constituyen la dimensión motivacional del aprendizaje autorregulado. Debido a la ausencia de escalas para evaluar las atribuciones causales de estudiantes brasileños de enseñanza fundamental, en este estudio investigamos las propiedades psicométricas de la Escala de Atribuciones Causales para la Comprensión Lectora. Este análisis involucró tres muestras: una de jueces expertos y dos formadas por estudiantes. Se encontró evidencia de validez de contenido a través de la representatividad teórica y práctica, y por medio de la inteligibilidad de los ítems de la escala. Los resultados de las asociaciones entre las causas atribucionales y las dimensiones psicológicas proporcionaron evidencia de validez basada en la estructura interna. Los efectos identificados en las comparaciones entre la escala y metas de logro, y la escala y autoeficacia, indicaron evidencia de validez basada en la relación con otras variables. Este instrumento puede ser recomendado para su uso por profesionales en psicología y educación. También se sugiere la realización de más estudios con la escala

Atribuições causais, metas de realização e autoeficácia constituem a dimensão motivacional da aprendizagem autorregulada. Devido à ausência de escalas para avaliar as atribuições causais de estudantes brasileiros do ensino fundamental, neste estudo investigamos as propriedades psicométricas da Escala Atribuições de Causas para a Compreensão de Leitura. Este estudo envolveu três amostras: uma amostra de juízes especialistas e duas amostras compostas por estudantes. Encontrouse evidência de validade de conteúdo através da represen-tatividade teórica e prática e por meio da inteligibilidade dos itens da escala. Os resultados das associações entre as causas atribuídas e as dimensões psicológicas forneceram evidências de validade com base na estru-tura interna. Os efeitos identificados nas comparações entre a escala e os objetivos de realização, e a escala e autoeficácia indicaram evidências de validade com base na relação com outras variáveis. Recomendamos que este instrumento seja utilizado por profissionais da psicologia e da educação. Outros estudos com a escala também são sugeridos.

Academic Adaptation to Remote Higher Education Questionnaire: Adaptation and Psychometric Study with Universities / Questionário de Adaptação ao Ensino Superior Remoto: Adaptação e Estudo Psicométrico com Universitários / Cuestionario de Adaptación a la Educación Superior Remota: Adaptación y Estudio Psicométrico en Universitarios

Abstract Due to the need to understand the academic adaptation in the temporary transition from the in-person to the virtual modality, the general objective of this research is to adapt the Academic Adaptation to Higher Education Questionnaire for remote teaching. The specific objectives are to investigate their evidence of content validity and internal structure-based validity and reliability estimates. The questionnaire was adapted for remote teaching in the first stage of the research. The questionnaire was, then, evaluated by three judges and 12 students, whose results evidenced the content validity. Subsequently, 319 students answered the questionnaire. With confirmatory factor analysis, a plausible model was identified, containing five factors (Institutional, Social, Study, Personal-Emotional, and Career Planning), indicating validity based on the internal structure. Additionally, the questionnaire showed adequate accuracy indices (ω >.85). The practical implications are traced, and we also suggest for the questionnaire to be adjusted for the hybrid teaching modality.

Resumo O objetivo geral desta pesquisa foi adaptar o Questionário de Adaptação ao Ensino Superior para a modalidade de ensino remoto. Os objetivos específicos foram investigar as suas evidências de validade de conteúdo e baseada na estrutura interna, e as estimativas de fidedignidade. O estudo constituiu-se de três etapas. Na primeira etapa adaptou-se o questionário para o ensino remoto. Na etapa subsequente, o questionário foi avaliado por três juízes e 12 estudantes, cujos resultados evidenciaram a validade de conteúdo. Na última etapa 319 estudantes responderam ao questionário. Identificou-se mediante análise fatorial confirmatória um modelo plausível contendo cinco fatores (Institucional, Social, Estudo, Pessoal-Emocional, Planejamento de Carreira), indicativo de evidência de validade baseada na estrutura interna. Adicionalmente, o questionário apresentou índices adequados de precisão (ω>0,85). As implicações práticas são trazidas e sugere-se a adequação do questionário para a modalidade de ensino híbrido.

Resumen Debido a la necesidad de comprender la adaptación académica en el tránsito temporal de la modalidad presencial a la virtual, el objetivo general de esta investigación fue adaptar el Cuestionario de Adaptación a la Educación Superior Remota. Los objetivos específicos fueron investigar su validez de contenido, basada en la estructura interna y la confiabilidad. En la primera etapa, se adaptó el cuestionario. En la segunda, el cuestionario fue evaluado por tres jueces y 12 estudiantes, cuyos resultados evidenciaron la validez de contenido. En la última etapa, 319 estudiantes respondieron el cuestionario. A partir del análisis factorial confirmatorio se identificó un modelo plausible de cinco factores (Institucional, Social, Estudio, Personal-Emocional, Planificación de Carrera), indicando la validez basada en la estructura interna. El cuestionario mostró índices de precisión adecuados (ω>.85). Se exponen las implicaciones prácticas, y se sugiere la adecuación del cuestionario para la modalidad de enseñanza híbrida.

Cyberbullying and Motivation to Learn with Digital Technologies: Identification and Correlation / Cyberbullying e Motivação para Aprender com as Tecnologias Digitais: Identificação e Correlação

Abstract This article investigates the relationship of cyberbullying to motivation to learn and the use of digital information and communication technologies (DTIC). The survey included 529 high school and 293 higher education students who answered the Motivation to Learn Scale with the use of DITC Scale and the Cyberbullying Assessment Scale. Statistically significant correlations were identified between the constructs, especially in high school. The relationships had a positive direction, weak and high magnitude. Cyberbullying and educational levels predicted controlled (28%) and autonomous (5%) motivation. Motivation and cyberbullying levels stood out in high school. This research contributes to pedagogical practices and the conduct of further studies on this theme.

Resumo Neste artigo investigaram-se as relações do cyberbullying para a motivação para aprender e o uso de tecnologias digitais de informação e comunicação (TDIC). Participaram da pesquisa 529 alunos do ensino médio e 293 do ensino superior que responderam a Escala de Motivação para Aprender com o uso das TDIC e a Escala de Avaliação do Cyberbullying. Identificaram-se correlações estatisticamente significativas entre os construtos, sobretudo no ensino médio. As relações tiveram uma direção positiva, de fraca e alta magnitude. O cyberbullying e os níveis de ensino predisseram a motivação controlada (28%) e autônoma (5%). Os níveis de motivação e cyberbullying se sobressaíram no ensino médio. Esta pesquisa contribui para as práticas pedagógicas e a condução de novos estudos sobre esta temática.

GABAA and GABAB agonist microinjections into medial accumbens shell increase feeding and induce anxiolysis in an animal model of anxiety.

This study investigated the effect of GABAA (muscimol, MUSC) and GABAB (baclofen, BACL) agonist receptors microinjected into medial accumbens shell on feeding and the level of fear in free-feeding rats submitted to the elevated plus-maze (EPM), an animal model of anxiety. Bilateral microinjections of either MUSC (128 pmol/0.2 microl/side) or BACL (128 and 256 pmol/0.2 microl/side) induced an anxiolytic-like effect since they decreased the occurrence of risk assessment, a defensive behaviour positively correlated with the animal anxiety level. Bilateral BACL microinjection (128 pmol), but not MUSC, also increased the head-dipping frequency over the open arms of the EPM, another representative behaviour of anxiety, but negatively correlated with it. In addition to anxiolysis, the present study also showed that the microinjection of MUSC and BACL agonists into rostral sites of the medial Acb shell (AP, +1.2 to +1.6) increased food intake significantly whereas drinking behaviour kept unchanged. Both doses of MUSC and BACL also decreased feeding latency. BACL but not MUSC dose-dependently increased food length. The data indicated a putative role of GABA receptors (especially GABAB) in the medial Acb shell for anxiety modulation in rats.

Escalas de automonitoramento e autorreações para a compreensão de leitura: estudo psicométricos iniciais / Escalas de autosupervisión y autorreacciones para la comprensión lectora: estudios psicométricos iniciales / Self-monitoring and self-reactions for reading comprehension scales: initial psychometric studies

The Self-Monitoring for Reading Scale (Escala Automonitoramento para Ler [EAu-L]) and Self-Reactions for Reading Comprehension Scale (Escala Autorreações para a Compreensão de Leitura [EAr-CL]) were elaborated to assess two key processes of the self-perceived behavior dimension of self-regulation for learning in middle school students. The first part of this study aimed to investigate the evidence based on the test content of these scales. Three expert judges and 16 students participated in the research. The results indicated that the scale items are intelligible and representative in theoretical and practical terms through qualitative and quantitative analyses. The second part of the study aimed to analyze the evidence based on the internal structure and reliability of the scales. In this phase, the participants were 522 students. Factor analyses indicated a single-factor structure for the EAu-L and a two-factor structure for the EAr-CL. Both scales obtained adequate reliability indices. New studies are planned to expand the psychometric quality of these scales.

A Escala Automonitoramento para Ler (EAu-L) e a Escala de Autorreações para a Compreensão de Leitura (EAr-CL) foram construídas para avaliar dois processos-chave da dimensão comportamento autopercebido da autorregulação para aprendizagem de estudantes do ensino fundamental II. O objetivo da primeira parte desta pesquisa foi investigar as evidências de validade baseadas no conteúdo dessas escalas. Participaram três juízes especialistas e 16 estudantes. Por meio de análise qualitativa e quantitativa, os resultados indicaram que os itens das escalas são inteligíveis e representativos em termos teóricos e práticos. O objetivo da segunda parte do estudo foi analisar as evidências baseadas na estrutura interna e a fidedignidade das escalas. Nessa fase, participaram da pesquisa 522 estudantes. As análises fatoriais indicaram uma estrutura unifatorial para a EAu-L e de dois fatores para a EAr-CL. Ambas as escalas obtiveram índices adequados de fidedignidade. São previstos novos estudos para ampliar a qualidade psicométrica dessas escalas.

La Escala de Autocontrol para la Lectura (Escala Automonitoramento para Ler [EAu-L]) y la Escala de Autorreacciones para la Comprensión Lectora (Escala Autorreações para a Compreensão de Leitura [EAr-CL]) se construyeron para evaluar dos procesos clave de la dimensión de la conducta autopercibida de la autorregulación en los estudiantes de la enseñanza fundamental. El objetivo de la primera parte del estudio fue investigar la evidencia basada en el contenido de estas escalas. Participaron tres jueces expertos y 16 estudiantes. Mediante análisis cualitativo y cuantitativo, los resultados indicaron que los ítems de las escalas son inteligibles y representativos en términos teóricos y prácticos. El segundo objetivo de la investigación fue analizar la estructura interna y confiabilidad de las escalas. En esta fase, participaron 522 estudiantes. Análisis factoriales indicaron una estructura de un factor para la EAu-L y una estructura de dos factores para la EAr-CL. Ambas escalas obtuvieron índices de confiabilidad adecuados. Se prevén nuevos estudios para ampliar la calidad psicométrica de estas escalas.

Self-regulation for learning intervention in reading comprehension: an integrative review / Intervenção em autorregulação para aprendizagem na compreensão de leitura: uma revisão integrativa

This integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3rdto 6thgrade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students' performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students' self-regulation in carrying out tasks that involve reading comprehension.

O objetivo desta revisão integrativa foi investigar a estrutura de intervenções bem-sucedidas no desenvolvimento da autorregulação para aprendizagem a fim de otimizar a compreensão da leitura pelos alunos da educação básica. As buscas pelos artigos foram realizadas em cinco bases de dados, bem como através do método de busca por citações. Dos 137 artigos recuperados, 13 eram elegíveis. As amostras das intervenções reportadas eram compostas por alunos do 3º ao 6º ano de escolas estadunidenses, alemãs e eslovenas. As intervenções eram do tipo instrucional, com foco no desenvolvimento de estratégias de autorregulação para desenvolver a compreensão de leitura. Os estudos indicaram que participar das intervenções elevava o desempenho dos alunos nessa habilidade cognitivo-linguística. Presume-se que esta revisão pode auxiliar psicólogos e educadores na elaboração, aplicação e acompanhamento dos resultados de programas de intervenção para desenvolver a autorregulação dos alunos na realização de tarefas que envolvem a compreensão de leitura.

Teste de Bender ­ sistema de pontuação gradual: scoping review / Bender test - Gradual scoring system: Scoping review / Test de Bender- sistema de pontuación gradual: scoping review

O teste de Bender avalia a maturidade perceptomotora de crianças a partir da cópia de desenhos. Atualmente no Brasil, o único sistema favorável para correção deste teste é o Sistema de Pontuação Gradual/B-SPG, que considera os erros a partir das distorções da forma. Devido à sua contribuição para a compreensão das dificuldades nas habilidades perceptomotoras apresentadas pela criança e para a elaboração/acompanhamento de intervenções, a presente revisão (scoping review) apresenta um panorama acerca do B-SPG (2005-2020). Foram objeto de análise quantitativa e qualitativa 35 artigos empíricos recuperados do Portal de Periódicos CAPES, Redalyc e Google Scholar. Os resultados indicaram que o B-SPG possui um acúmulo satisfatório de propriedades psicométricas; a sua aplicação em contexto de pesquisa amplia as noções sobre o funcionamento da maturidade perceptomora de crianças brasileiras e que este sistema de correção do Bender também corrobora a prática de psicólogas atuantes nos campos da Psicologia e da Educação

Bender test assesses the perceptomotor maturity of children from drawing reproduction. Currently, in Brazil, the only favorable system for correcting this test is the Gradual Scoring System/B-SPG, which considers errors distortions in drawing reproduction. Due to contribution to the comprehension of the difficulties in the perceptomotor skills presented by the child and the elaboration/follow-up of interventions, this scoping review gives an overview of the B-SPG (2005-2020). It was the object of quantitative and qualitative analysis 35 articles empirical recovered from the CAPES Journal Portal, Redalyc, and Google Scholar. The results indicated that B-SPG has a satisfactory accumulation of psychometric properties; Its application in a research context expands the notions of the functioning of Brazilian children's perceptive maturity and that B-SPG Bender correction system also corroborates the practice of psychologists working in the field of Psychology and Education (AU).

La prueba de Bender evalúa la madurez perceptomotora de niños a través de las copias de dibujos. Actualmente en Brasil, el único sistema disponible para la corrección es el Sistema de Puntuación Gradual/B-SPG, que considera los errores de distorsiones del dibujo. Debido su contribución para la comprensión de las dificultades en la madurez perceptomotora presentada por niños y para la elaboración/acompañamiento de intervenciones, esta revisión (scoping review) presenta un panorama cerca del B-SPG (2005-2020). El analice cuantitativa y cualitativa fue con 35 artículos empíricos recuperados en el Portal de Periódicos CAPES, Redalyc y Google Scholar. Los resultados indicaran que el B-SPG tiene un acumulo satisfactorio de propiedades psicométricas; su aplicación en contexto de pesquisa amplia las nociones sobre el funcionamiento de la madurez perceptomotora de niños brasileños y que este sistema de corrección también corrobora la práctica de psicólogos actuantes en el campo de la Psicología y de la Educación (AU).

Self-regulation for Reading Comprehension: Psychometric Properties of Two Motivation Scales / Autorregulação para Compreensão de Leitura: Propriedades Psicométricas de Duas Escalas de Motivação / Autorregulación para la Comprensión Lectora: Propiedades Psicométricas de dos Escalas de Motivación

Abstract Personal achievement goals and self-efficacy make up the motivational dimension of self-regulated learning. This research investigates the initial psychometric properties of the Achievement Goals Scale for Reading Comprehension and the Self-efficacy Scale for Reading Comprehension. The evidence-based test content validity study involved three expert judges and 16 Middle School, who pointed to the theoretical and practical adequacy of the scales. Validity evidence based on the scales' internal structure was obtained with a sample of 522 students, using factor analysis as statistical resources. We verified the plausibility of the three-factor Achievement Goals Scale model and the one-factor Self-efficacy Scale model, and identified reasonable reliability estimates. Results indicate that the scales can be used in exploratory investigations. We suggest further research to expand its psychometric quality.

Resumo As metas de realização e a autoeficácia integram a dimensão motivacional da aprendizagem autorregulada. Este estudo teve por objetivo investigar as propriedades psicométricas iniciais da Escala Metas de Realização para a Compreensão de Leitura e da Escala Autoeficácia para Compreender a Leitura. Na investigação da evidência de validade de conteúdo participaram três juízes especialistas e 16 estudantes do Ensino Fundamental II, que apontaram para a adequação teórica e prática das escalas. A evidência de validade baseada na estrutura interna foi obtida com uma amostra de 522 estudantes, utilizando-se como recursos estatísticos a aplicação de análises fatoriais. Verificou-se a plausibilidade dos modelos da Escala de Metas de Realização, constituída de três fatores, e da Escala de Autoeficácia, unifatorial, bem como a identificação de estimativas adequadas de fidedignidade. Os resultados deste estudo indicam que as escalas podem ser utilizadas em investigações exploratórias. Sugere-se a continuidade das pesquisas para ampliar a sua qualidade psicométrica.

Resumen Las metas de logro y la autoeficacia integran la dimensión de motivación del aprendizaje autorregulado. En este estudio, se investigaron las propiedades psicométricas iniciales de la Escala de Metas de Logro y la Escala de Autoeficacia para la Comprensión Lectora. En la investigación de evidencias de validez de contenido participó tres expertos y 16 alumnos de la educación secundaria, quienes señalaron la adecuación teórica y práctica de las escalas. La evidencia de validez basada en las escalas internas se obtuvo con una muestra de 522 alumnos, utilizando el análisis factorial como recurso estadístico. Se verificó la plausibilidad del modelo de Escala de Metas de Logro, que consta de tres factores, y el factor único del modelo de Escala de Autoeficacia, además se verificaron parámetros de confiabilidad adecuados. Los resultados de este estudio indican que las escalas se pueden utilizar en investigaciones exploratorias. Sugerimos más estudios para expandir sus propiedades psicométricas.

Formas de avaliar e intervir sobre as atribuições causais: uma revisão do escopo / Assessments tools and intervening in causal attributions: a scoping review / Evaluación e internación de las atribuciones causales: una revisión del alcance

Este estudo apresenta uma revisão do escopo de artigos que investigaram as atribuições causais intrapessoais na educação básica. As 46 pesquisas analisadas dataram de 1973 a 2020. Como resultado, contabilizaram-se 34 instrumentos de avaliação das atribuições causais para situações gerais e específicas na escola, sendo reportada na maior parte dos estudos a presença de suas propriedades psicométricas. Os achados indicaram uma ampliação das causas avaliadas, para além da capacidade, esforço, dificuldade da tarefa e sorte. Os instrumentos foram utilizados em estudos de desenho transversal e longitudinal, envolvendo amostras de quatro continentes. Verificaram-se associações das atribuições causais com variáveis intraindividuais e contextuais. Os programas de retreinamento atribucional centralizaram-se no esforço e na capacidade. Os pesquisadores sugerem que as intervenções sejam conduzidas por meio de instruções diretas e de modelação. Conjectura-se que estes achados podem nortear o desenvolvimento de novas pesquisas, bem como fundamentar práticas avaliativas e interventivas no campo da motivação para aprendizagem.

This study presents a scoping review of papers that investigated the intrapersonal causal attributions in primary education. The 46 papers analyzed dated from 1973 to 2020. As a result, we accounted for 34 assessment tools to evaluate the construct for general and specific situations at school. The papers indicated the psychometric properties for most of these tests. Besides de and the ability, effort, difficulty of the task, and luck, the findings also indicated other attributional causes. The instruments were used in studies of cross-sectional and longitudinal design involving samples from four continents. The studies indicated the associations between causal attributions with intra-individual and contextual variables. Attributional retraining programs focused on effort and capacity through direct instruction and modeling applied by teachers. These findings may guide the development of new research on the topic and support the assessment and interventional practices in motivation for learning.

Este estudio presenta una revisión de alcance de artículos que investigaron las atribuciones causales intrapersonales en la educación primaria. Los 46 trabajos analizados datan de 1973-2020. Contabilizamos 34 herramientas de evaluación para evaluar las atribuciones causales para situaciones generales y específicas en la escuela. Los artículos indicaron las propiedades psicométricas de la mayoría de estas pruebas. Además de la habilidad, el esfuerzo, la dificultad de la tarea y la suerte, los hallazgos indicaron otras causas atribucionales. Los instrumentos se utilizaron en estudios de diseño transversal y longitudinal, con muestras de cuatro continentes. Los estudios indicaron las asociaciones entre atribuciones causales con variables intraindividuales y contextuales. Programas de reentrenamiento atribucional enfocados en el esfuerzo y la capacidad a través de instrucción directa y modelos aplicados por maestros. Estos hallazgos pueden orientar el desarrollo de nuevas investigaciones y apoyar las prácticas de evaluación e intervención en la motivación para el aprendizaje.