Learning difficulties in school children: health and education professionals' perceptions / Dificultades de aprendizaje en escolares: percepciones de los profesionales de la salud y la educación / Dificuldade de aprendizagem de crianças escolares: percepções dos profissionais da saúde e da educação

ABSTRACT Objectives: to understand health and education professionals' perceptions regarding children's learning difficulties in public schools. Methods: qualitative research, of the participatory action type, linked to Paulo Freire's Research Itinerary. Forty-five professionals participated, through interviews and a Virtual Culture Circle. The analysis was developed through careful reading, reflection and interpretation of highlighted topics. Results: professionals discussed the (in)visibility of learning difficulties, strategies and resources in the educational sector and the search for solutions in the health sector. It was found that the production of complaints related to school learning is attributed predominantly as an individual problem of children or their family, exempting the educational institution from this process. Final Considerations: greater investment in professional training and development policies is urgently needed to facilitate coordination between sectors, with a view to overcoming outdated pedagogical and health models.

RESUMEN Objetivos: comprender las percepciones de los profesionales de la salud y la educación sobre las dificultades de aprendizaje de los niños en las escuelas públicas. Métodos: investigación cualitativa, del tipo acción participativa, vinculada al Itinerario de Investigación de Paulo Freire. Participaron 45 profesionales, a través de entrevistas y un Círculo Virtual de Cultura. El análisis se desarrolló a través de una atenta lectura, reflexión e interpretación de los temas destacados. Resultados: los profesionales discutieron la (in)visibilidad de las dificultades de aprendizaje, las estrategias y los recursos en el sector educativo y la búsqueda de soluciones en el sector salud. Se encontró que la producción de quejas relacionadas con el aprendizaje escolar se atribuye predominantemente como un problema individual del niño o de su familia, eximiendo a la institución educativa de este proceso. Consideraciones Finales: urge una mayor inversión en políticas de formación y desarrollo profesional para facilitar la coordinación entre sectores, con miras a superar modelos pedagógicos y sanitarios obsoletos.

RESUMO Objetivos: conhecer as percepções dos profissionais da saúde e da educação acerca da dificuldade de aprendizagem de crianças da rede pública de ensino. Métodos: pesquisa qualitativa, do tipo ação participante, articulada ao Itinerário de Pesquisa de Paulo Freire. Participaram 45 profissionais, por meio de entrevistas e um Círculo de Cultura Virtual. A análise desenvolveu-se na leitura cuidadosa, reflexão e interpretação dos temas destacados. Resultados: os profissionais dialogaram sobre a (in)visibilidade da dificuldade de aprendizagem, as estratégias e os recursos do setor educacional e a busca por resolutividade no setor saúde. Verificou-se que a produção das queixas relacionadas à aprendizagem escolar está atribuída predominantemente como problema individual da criança ou de sua família, isentando a instituição educacional desse processo. Considerações Finais: é premente maior investimento em políticas de formação e aperfeiçoamento dos profissionais para propiciar a articulação entre os setores, com vistas a superar modelos pedagógicos e de saúde ultrapassados.

Burden of hyperphagia and obesity in Bardet-Biedl syndrome: a multicountry survey.

BACKGROUND: Signs and symptoms of Bardet-Biedl syndrome (BBS) occur during early childhood, progress over time, and place substantial, multifaceted burden on patients and their caregivers. Hyperphagia may be a contributing factor to early-onset obesity in BBS; however, there are limited insights into its impacts on patients and caregivers. We quantified disease burden as it relates to the physical and emotional impacts of hyperphagia in BBS. METHODS: The CAREgiver Burden in BBS (CARE-BBS) study was a multicountry, cross-sectional survey of adult caregivers of patients with BBS who have had hyperphagia and obesity. The survey consisted of questionnaires including Symptoms of Hyperphagia, Impacts of Hyperphagia, Impact of Weight on Quality of Life (IWQOL)-Kids Parent Proxy, and Patient-Reported Outcome Measurement Information System (PROMIS) v1.0-Global Health 7. In addition, clinical characteristics, medical history, and weight management questions were included. Outcomes were scored and summarized descriptively in aggregate and by country, age, and obesity severity according to weight class. RESULTS: There were 242 caregivers of patients with BBS who completed the survey. Caregivers observed hyperphagic behaviors throughout the day, with negotiating for food (90%) and waking up and asking or looking for food during the night (88%) being the most frequent. Hyperphagia had at least a moderate negative impact on most patients' mood/emotions (56%), sleep (54%), school (57%), leisure (62%), and familial relationships (51%). Hyperphagia affected concentration at school (78%), and symptoms of BBS contributed to patients missing ≥ 1 day of school a week (82%). Responses from the IWQOL-Kids Parent Proxy suggested obesity most greatly negatively affected physical comfort (mean [standard deviation (SD)], 41.7 [17.2]), body esteem (41.0 [17.8]), and social life (41.7 [18.0]). On the PROMIS questionnaire, mean (SD) global health score for pediatric patients with BBS and overweight or obesity (36.8 [10.6]) was lower than the general population (mean, 50). CONCLUSIONS: Evidence from this study suggests that hyperphagia and obesity may have broad negative impacts on the lives of patients with BBS, including physical health, emotional well-being, school performance, and personal relationships. Therapies that target hyperphagia may alleviate the extensive clinical and nonclinical impacts experienced by patients with BBS and their caregivers.

Relación entre autoestima y comprensión lectora en estudiantes de secundaria / Relationship between self-esteem and reading comprehension in secondary school students / Relação entre autoestima e compreensão de leitura em alunos do ensino médio

El artículo tiene como finalidad dar a conocer la relación que hay entre la autoestima y la comprensión lectora del alumnado del VI ciclo de la Educación Básica Regular (EBR). La metodología desarrollada fue cuantitativa, no experimental, explicativa, contando con 60 educandos que oscilan entre los 12 y 14 años de edad, siendo 50% mujeres y 50% varones; a quienes se les aplicó dos instrumentos que presentaron validez y confiabilidad. Asimismo, los resultados mostraron que la autoestima equilibrada sobresalió en un 52%, la sobreelevada obtuvo un 32% y la de menor cantidad fue la autoestima media con16%; mientras que en la comprensión lectora el puntaje más alto estuvo enfocado en la dimensión literal con un 78% nivel medio, 15% en el nivel bajo y el menor reconocido fue la dimensión critica con 63% considerando las interrogantes planteadas y solo 7% en un nivel alto. Se concluye que el factor autoestima influyó más en la dimensión inferencial y crítica, mas no en el nivel literal corroborando los estudios realizados; por ello se propone incentivar el fomento del desarrollo del auto concepto con fines de mejorar los resultados del rendimiento escolar en los niveles literal y crítico de la compresión lectora en los estudiantes del VI ciclo de la EBR y aplicar diversas estrategias practicando este hábito.

The purpose of the article is to make known the relationship between self-esteem and reading comprehension of the students of the VI cycle of Regular Basic Education (EBR). The methodology developed was quantitative, not experimental, explanatory, with 60 students ranging between 12 and 14 years of age, 50% being female and 50% male; to whom two instruments that presented validity and reliability were applied. Likewise, the results showed that balanced self-esteem stood out by 52% and the one that obtained the lowest amount was mean self-esteem with 16%; while in reading comprehension the highest score was in the literal dimension with 78% medium level and the lowest was the critical dimension with 63% according to the questions raised. It is concluded that the self-esteem factor influenced more in the inferential dimension and has not influenced in the literal level according to the inferential analysis; For this reason, it is proposed to encourage the promotion of the development of self-concept in order to improve the results of school performance in the literal and critical levels of reading comprehension in students of the VI cycle of the EBR and apply various strategies practicing this habit.

O objetivo do artigo é dar a conhecer a relação entre autoestima e compreensão leitora dos alunos do VI ciclo do Ensino Básico Regular (EBR). A metodologia desenvolvida foi quantitativa, não experimental, explicativa, com 60 alunos na faixa etária de 12 a 14 anos, 50% mulheres e 50% homens; aos quais foram aplicados dois instrumentos que apresentaram validade e confiabilidade. Da mesma forma, os resultados mostraram que a autoestima equilibrada se destacou em 52%, a superalta obteve 32% e o menor valor foi a autoestima média com 16%; alto nível. Conclui-se que o fator autoestima teve maior influência na dimensão inferencial e crítica, mas não no nível literal, corroborando os estudos realizados; Por isso, propõe-se estimular o desenvolvimento do autoconceito para melhorar os resultados do desempenho escolar nos níveis literal e crítico de compreensão leitora nos alunos do VI ciclo da EBR e aplicar diversas estratégias praticando esse hábito.

Krill oil supplementation's effect on school grades in typically developing adolescents.

Long-chain polyunsaturated fatty acids (LCPUFA) are important for brain development and functioning and with that, possibly school performance. Several cross-sectional studies have shown significant positive associations between fish consumption, an important source of LCPUFA and school grades in adolescents. The effect of LCPUFA supplementation on school grades in adolescents has not been investigated yet. The goal of the current study was to investigate (I) the associations between the Omega-3 Index (O3I) at baseline and after 12 months respectively and school grades and (II) the effect of one year krill oil supplementation (source of LCPUFA) on school grades in adolescents with a low O3I at baseline. A double-blind randomised placebo-controlled trial with repeated measurements was executed. Participants received either 400 mg eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) per day for the first three months in Cohort 1 and the nine months thereafter 800 mg EPA + DHA per day, Cohort 2 started immediately with 800 mg EPA + DHA per day,or a placebo. The O3I was monitored with a finger prick at baseline, three, six and twelve months. Subject grades for English, Dutch and math were collected, a standardised mathematics test was executed at baseline and at 12 months. Data was analysed with (I) explorative linear regressions to investigate associations at baseline and follow-up and (II) mixed model analyses separately for each of the subject grades and the standardised mathematics test to investigate the effect of supplementation after 12 months. The krill oil group had a small significant increase in the mean O3I at all time points. However, very few participants achieved the intended target O3I range of 8-11%. At baseline a significant association between baseline O3I and English grade was show, additionally a trend for an association with Dutch grade was shown. After 12 months no significant associations were found. Additionally, there was no significant effect of krill oil supplementation on subject grades or standardised mathematics test score. In this study, no significant effect of krill oil supplementation on subject grades or standardised mathematics test performance was found. However, as many participants dropped out and/or were non-adherent, results should be interpreted with caution.

School performance is impaired in children with both simple and complex congenital heart disease.

Background: We do not know if children born with a simple or uncorrected congenital heart disease (CHD) have school performance issues and an increased need for special education compared to healthy peers. With this study we examine the school performance and the need for special education in children with both simple and complex CHD. Further, we evaluate if exposure to preeclampsia or smoking affects the need for special education. Methods: In this nation-wide population based registry study, we included all Danish children with CHD born 1994-2012. In addition ten age and gender matched control per CHD child were included. Non-singletons and children born with a syndrome were excluded. Exposure was defined as having a CHD and the outcome was defined as needing special education service in the Danish primary and lower secondary school. Results: The population consisted of 7,559 CHD children and 77,046 non-CHD children (controls). CHD children had a higher need for special education compared to non-CHD children, OR: 2.14 (95% CI: 2.00; 2.28), p < 0.001. The odds ratio was also increased when comparing children with a minor CHD to non-CHD children, OR: 1.99 (95% CI: 1.86; 2.14), p < 0.001. CHD children exposed to preeclampsia or smoking had a higher risk of receiving special education compared to unexposed CHD children. Conclusion: We find that school performance is impaired in children born with CHD. This applies to both simple and complex CHD. If a child with CHD was exposed to preeclampsia or maternal smoking this further increased the need for special education.

Efeitos dos jogos e brincadeiras na cognição e desempenho escolar de crianças / Effects of play on children's cognition and school performance

O presente estudo teve como objetivo examinar os impactos de um programa de 12 semanas envol-vendo jogos e brincadeiras na cognição e no desempenho escolar de crianças. Trata-se de um estudo quase-experimental, com grupos de crianças do quarto ano do ensino fundamental, com idades entre 8 e 11 anos. O "Grupo de Intervenção (n = 27)" participou das atividades de Jogos e Brincadeiras, en-quanto o "Grupo Controle (n =24)" não participou. Ambos os grupos foram submetidos a avaliações abrangendo dados de caracterização, atenção visual (TAVIS-4), flexibilidade cognitiva (Teste das Trilhas), bem como habilidades em aritmética, leitura e linguagem (Teste de Desempenho Escolar), antes e após a intervenção. O programa de intervenção estruturado a partir de jogos e brincadeiras ocorreu três vezes por semana, com duração de 50 minutos cada encontro, durante 12 semanas. Alguns exemplos de jogos e brincadeiras realizados ao longo da intervenção incluíram: "queimado xadrez", "pega-pega" e "dono da rua". Referente à análise estatística foi utilizada a ANOVA two-way para verificar a diferença entre os grupos antes e após o programa de intervenção. Os jogos e brin-cadeiras geraram efeito na diminuição dos erros por omissão no teste de atenção seletiva. Também apresentou diminuição do tempo despendido na tarefa "B" do Teste de Trilhas, além do aumento no escore Total do Teste de Desempenho Escolar. Podemos concluir que um programa de intervenção com jogos e brincadeiras gerou efeitos positivos na cognição e no desempenho escolar destas crianças

This article investigates the effects of a 12-week program involving play on the cognition and school perfor-mance of children. This was a quasi-experiment study, involving groups of fourth-grade elementary school children, aged between 8 and 11 years. The "Intervention Group (n = 27)" participated in Play activities, while the "Control Group (n = 24)" did not. Both groups were submitted to assessments encompassing demo-graphic data, visual attention (TAVIS-4), cognitive flexibility (Trails Test), as well as arithmetic, reading and language skills (School Performance Test), before and after the intervention. The structured interven-tion program based on play occurred three times a week, with each session lasting 50 minutes, over a span of 12 weeks. Some examples of games conducted during the intervention included "chess-dodgeball ", "tag" and "owner of the street". Concerning the statistical analysis, a two-way ANOVA was applied to examine differ-ences between the groups before and after the intervention program. The play activities resulted in a decrease in omission errors in the selective attention test. There was also a reduction in the time spent on Task "B" of the Trails Test, in addition to an increase in the total score of the School Performance Test. In conclusion, it can be stated that an intervention program involving play generated positive effects on the cognition and school performance of these children

School motivation: theoretical approaches to the learning process / Motivação escolar: abordagens teóricas do processo de aprendizagem / Motivación escolar: aproximaciones teóricas al proceso de aprendizaje

Abstract The present theoretical reflection attempts to find out to what extent motivation can influence the student´s learning processes. To this end, the links between the most important theoretical models - the Theory of Attribution of Causality, the Theory of Self-determination, and the Theory of Achievement Goals - are established. Students' participation in school content depends on various factors that are individually and contextually related to motivation. prevailing cognitive theories of motivation stimulate and guide the study of the individual's beliefs, values, and emotions since they consider these variables to be mediators of behaviour and have a strong influence on the motivation process. From a literature review, it is important to bear in mind that motivation in the school context has been assessed as a critical determinant of the level and quality of learning and performance. It can also be concluded that the relationship between learning and motivation goes beyond any established assumption, it is reciprocal and therefore motivation can influence learning and performance in the same way that learning can interfere with motivation. In consequence, a change of school practices is essential, promoting students' involvement in the learning process through challenging tasks, engaging students in appropriate strategies, and striving to develop new comprehension and proficiency skills. Some guidelines for educational practice are indicated.

Resumo Esta reflexão teórica procura saber até que ponto a motivação pode influenciar os processos de aprendizagem dos alunos, estabelecendo os pontos de ligação entre os modelos teóricos mais importantes - a Teoria da Atribuição de Causalidade, a Teoria da Autodeterminação e a Teoria das Metas de Realização. A participação dos alunos nos conteúdos escolares depende de vários fatores que estão individual e contextualmente relacionados à motivação. As recorrentes teorias cognitivas da motivação estimulam e orientam o estudo das crenças, valores e emoções do indivíduo, uma vez que consideram essas variáveis como mediadoras do comportamento e têm forte influência no processo de motivação. Da análise da literatura, fica claro que é importante ter em mente que a motivação no contexto escolar tem sido avaliada como um determinante crítico do nível e da qualidade da aprendizagem e do desempenho. A partir disso, pode-se concluir também que a relação entre aprendizagem e motivação vai além de qualquer suposição estabelecida de que seja recíproca e, portanto, a motivação pode influenciar a aprendizagem e o desempenho da mesma forma que a aprendizagem pode interferir na motivação. Assim, é imprescindível uma mudança de prática nas escolas, promovendo o envolvimento dos alunos no processo de aprendizagem através de tarefas desafiadoras, usando estratégias apropriadas e procurando desenvolver novas habilidades de compreensão e domínio. São indicadas algumas orientações para a prática educativa.

Resumen Esta reflexión teórica busca conocer en qué medida la motivación puede influir en los procesos de aprendizaje de los estudiantes, estableciendo los puntos de conexión entre los modelos teóricos más importantes - la Teoría de la Atribución de Causalidad, la Teoría de la Autodeterminación y la Teoría de las Metas de Logro. La participación de los estudiantes en los contenidos escolares depende de varios factores que se relacionan individual y contextualmente con la motivación. Las teorías cognitivas recurrentes de la motivación estimulan y orientan el estudio de las creencias, valores y emociones del individuo, ya que consideran estas variables como mediadoras de la conducta y con fuerte influencia en el proceso de motivación. A partir de una revisión de la literatura, se desprende que es importante tener en cuenta que la motivación en el contexto escolar ha sido valorada como un determinante crítico del nivel y la calidad del aprendizaje y del rendimiento. También se puede concluir que la relación entre aprendizaje y motivación va más allá de cualquier suposición establecida de que es recíproca y, por lo tanto, la motivación puede influir en el aprendizaje y el desempeño de la misma manera que el aprendizaje puede interferir en la motivación. Por lo tanto, un cambio de práctica en las escuelas es esencial, promoviendo la participación de los estudiantes en el proceso de aprendizaje a través de tareas desafiantes, utilizando estrategias adecuadas y buscando desarrollar nuevas habilidades de comprensión y dominio. Se indican algunas pautas para la práctica educativa.

Logro educativo de las instituciones con estudiantes de minorias étnicas en Colombia / Educational achievement of institutions with ethnic minority students in Colombia / Realização educacional de instituições com estudantes de minorias étnicas na Colômbia

RESUMEN El objetivo de esta investigación fue analizar las diferencias en el rendimiento académico de las instituciones educativas colombianas rurales que atendieron a estudiantes pertenecientes a minoras étnicas con respecto a las demás instituciones rurales. Mediante un modelo logístico ordinal, se estima la asociación entre las características de los colegios y del contexto con el desempeno bajo, medio, o alto en las pruebas estandarizadas Saber 11° de 2019. Se evidenció que siete de cada diez instituciones educativas con estudiantes de minor'as étnicas tuvieron un bajo desempeno. En contraste, cuatro de cada diez estudiantes tuvieron bajo desempeno en el resto de las instituciones educativas rurales. El bajo acceso a una adecuada infraestructura y a docentes calificados afectó significativamente el rendimiento académico de los estudiantes. Además, el menor logro educativo se asoció a la implementación de modelos educativos flexibles, ausencia de personal de apoyo administrativo y al reducido tarmano de las sedes educativas que atendieron a minorias étnicas. Por tanto, se recomienda priorizar mejoras en la infraestructura educativa, formación docente y en la gestión escolar, para disminuir las brechas en el logro educativo.

ABSTRACT This research aimed to analyze the differences in the academic performance of rural Colombian educational institutions that served students belonging to ethnic minorities concerning other rural institutions. Using an ordinal logistic model, the association between the characteristics of the schools and the context is estimated with low-, medium-, or high-performance in the 2019 Saber 11 standardized tests. Seven out of ten educational institutions with students of ethnic minorities had a low achievement. In contrast, four out of ten students had low performance in the rest of the rural educational institutions. Low access to adequate infrastructure and qualified teachers significantly affected students' academic performance. In addition, the lower educational achievement was associated with the implementation of flexible educational models, the absence of administrative support personnel, and the small size of the educational centers that served ethnic minorities. Therefore, it is recommended to prioritize improvements in educational infrastructure, teacher training, and school management to reduce educational achievement gaps.

RESUMO O objectivo desta investigação era analisar as diferenças no desempenho académico das instituições educativas rurais colombianas que servem estudantes de minorias étnicas em relação a outras instituições rurais. Utilizando um modelo ordinal logit, estimamos a associação entre as características da escola e do contexto com baixo, médio, ou alto desempenho nos testes padronizados de 20I9 Saber Descobriu que sete em cada dez escolas com alunos de minorias étnicas tiveram um mau desempenho. Em contraste, quatro em cada dez estudantes tiveram um desempenho deficiente nas restantes escolas rurais. O baixo acesso a infra-estruturas adequadas e a professores qualificados afectou significativamente o desempenho académico dos estudantes. Além disso, o menor aproveitamento escolar foi associado à implementação de modelos educativos flexíveis, à falta de pessoal de apoio administrativo e à pequena dimensão das escolas ao serviço das minorias étnicas. Por conseguinte, recomenda-se que se dê prioridade à melhoria das infraestruturas educativas, à formação de professores e à gestão escolar; a fim de reduzir as lacunas no desempenho escolar.

Relación entre autoestima y comprensión lectora en estudiantes de secundaria

El artículo tiene como finalidad dar a conocer la relación que hay entre la autoestima y la comprensión lectora del alumnado del VI ciclo de la Educación Básica Regular (EBR). La metodología desarrollada fue cuantitativa, no experimental, explicativa, contando con 60 educandos que oscilan entre los 12 y 14 años de edad, siendo 50% mujeres y 50% varones; a quienes se les aplicó dos instrumentos que presentaron validez y confiabilidad. Asimismo, los resultados mostraron que la autoestima equilibrada sobresalió en un 52%, la sobreelevada obtuvo un 32% y la de menor cantidad fue la autoestima media con16%; mientras que en la comprensión lectora el puntaje más alto estuvo enfocado en la dimensión literal con un 78% nivel medio, 15% en el nivel bajo y el menor reconocido fue la dimensión critica con 63% considerando las interrogantes planteadas y solo 7% en un nivel alto. Se concluye que el factor autoestima influyó más en la dimensión inferencial y crítica, mas no en el nivel literal corroborando los estudios realizados; por ello se propone incentivar el fomento del desarrollo del auto concepto con fines de mejorar los resultados del rendimiento escolar en los niveles literal y crítico de la compresión lectora en los estudiantes del VI ciclo de la EBR y aplicar diversas estrategias practicando este hábito.

The purpose of the article is to make known the relationship between self-esteem and reading comprehension of the students of the VI cycle of Regular Basic Education (EBR). The methodology developed was quantitative, not experimental, explanatory, with 60 students ranging between 12 and 14 years of age, 50% being female and 50% male; to whom two instruments that presented validity and reliability were applied. Likewise, the results showed that balanced self-esteem stood out by 52% and the one that obtained the lowest amount was mean self-esteem with 16%; while in reading comprehension the highest score was in the literal dimension with 78% medium level and the lowest was the critical dimension with 63% according to the questions raised. It is concluded that the self-esteem factor influenced more in the inferential dimension and has not influenced in the literal level according to the inferential analysis; For this reason, it is proposed to encourage the promotion of the development of self-concept in order to improve the results of school performance in the literal and critical levels of reading comprehension in students of the VI cycle of the EBR and apply various strategies practicing this habit.

O objetivo do artigo é dar a conhecer a relação entre autoestima e compreensão leitora dos alunos do VI ciclo do Ensino Básico Regular (EBR). A metodologia desenvolvida foi quantitativa, não experimental, explicativa, com 60 alunos na faixa etária de 12 a 14 anos, 50% mulheres e 50% homens; aos quais foram aplicados dois instrumentos que apresentaram validade e confiabilidade. Da mesma forma, os resultados mostraram que a autoestima equilibrada se destacou em 52%, a superalta obteve 32% e o menor valor foi a autoestima média com 16%; alto nível. Conclui-se que o fator autoestima teve maior influência na dimensão inferencial e crítica, mas não no nível literal, corroborando os estudos realizados; Por isso, propõe-se estimular o desenvolvimento do autoconceito para melhorar os resultados do desempenho escolar nos níveis literal e crítico de compreensão leitora nos alunos do VI ciclo da EBR e aplicar diversas estratégias praticando esse hábito.

Influencia del Estado Nutricional en el Rendimiento Académico en una institución educativa / Influence of Nutritional Status on School Performance in an educational institution / Influência do Estado Nutricional no Desempenho Acadêmico em uma Instituição de ensino

El estado nutricional es el resultado de la interacción entre una buena alimentación y los aportes nutritivos que estos contienen, permitiendo compensar las demandas que un organismo necesita para su correcto funcionamiento. El presente artículo determina la influencia del estado nutricional en el rendimiento escolar de los estudiantes de la Unidad Educativa Básica durante el primer quimestre del 2019. Se aplicó la metodología con enfoque cuantitativo, diseño descriptivo de corte transversal y correlacional, donde se obtuvo información mediante la observación, aplicación del instrumento y valoración antropométrica a los escolares. La muestra seleccionada estuvo representada por 166 estudiantes de los cuales se determinó los que se encuentran bajo peso, normo peso, sobrepeso y obesos. La etapa preescolar obtuvo un promedio aceptable que, según la escala de la Ley Orgánica de Educación Intercultural, si alcanzan entre los más relevantes se encontraban los estudiantes con bajo peso con un nivel cognitivo de 7,2 inferior al resto de los estudiantes. En cuanto a la etapa escolar los estudiantes, que según su estado nutricional se encuentran con obesidad fueron aquellos que presentaron un nivel cognitivo inferior de 6,9 que evaluado por la LOEI estaban próximos a alcanzar los aprendizajes requeridos. Con estos resultados se determinó que el estado nutricional no tiene una influencia estadísticamente significativa en el rendimiento escolar de los estudiantes de la Unidad Educativa La Libertad.

The nutritional status is the result of the interaction between a good diet and the nutritional contributions that they contain, allowing to compensate the demands that an organism needs for its correct functioning. This article determines the influence of the nutritional status on the school performance of the students of the Basic Educational Unit during the first half of 2019. The methodology was applied with a quantitative approach, descriptive cross-sectional and correlational design, where information was obtained through the observation, application of the instrument and anthropometric assessment to schoolchildren. The selected sample was represented by 166 students, of which those who were underweight, normal weight, overweight and obese were determined. The pre-school stage obtained an acceptable average that according to the scale of the Organic Law of Intercultural Education, if they reach among the most relevant were the underweight students with a cognitive level of 7.2 lower than the rest of the students. Regarding the school stage, the students who, according to their nutritional status, are obese were those who presented a lower cognitive level of 6.9, which, evaluated by the LOEI, were close to achieving the required learning. With these results it was determined that the nutritional status does not have a statistically significant influence on the school performance of the students of the La Libertad Educational Unit.

O estado nutricional é o resultado da interação entre uma boa alimentação e as contribuições nutricionais que contêm, permitindo compensar as exigências que um organismo necessita para o seu correto funcionamento. Este artigo determina a influência do estado nutricional no desempenho escolar dos estudantes da Unidade Educacional Básica durante o primeiro semestre de 2019. A metodologia foi aplicada com abordagem quantitativa, desenho transversal descritivo e correlacional, onde as informações foram obtidas por meio da observação, aplicação do instrumento e avaliação antropométrica em escolares. A mostra selecionada foi representada por 166 estudantes, dos quais foram determinados os que apresentavam baixo peso, peso normal, sobrepeso e obesidade. A fase pré-escolar obteve uma média aceitável que segundo a escala da Lei Orgânica da Educação Intercultural, se atingem a aprendizagem exigida, dos quais segundo a classificação pelo estado nutricional entre os mais relevantes foram os alunos com baixo peso e nível cognitivo 7,2 inferior ao resto dos estudantes. Em relação ao estágio escolar, os estudantes que, de acordo com seu estado nutricional, são obesos foram os que apresentaram um nível cognitivo inferior de 6,9, que, avaliado pelo LOEI, estava próximo de atingir o aprendizado exigido. Com estes resultados verificou-se que o estado nutricional não tem influência estatisticamente significativa no desempenho escolar dos alunos da Unidade Educacional la Libertad.

Avaliação da alfabetização: elaboração e validação de conteúdo do IBALEC / Literacy Assessment: Preparation and content validation of IBALEC content

Profissionais de saúde frequentemente recebem crianças com queixas de dificuldades de aprendizagem, porém, em geral, não possuem instrumentos breves para avaliar as defasagens da criança em relação às habilidades de leitura e escrita. Neste sentido, foi construído o Instrumento para Breve Avaliação da Leitura, Escrita e Compreensão (IBALEC), destinado a avaliar o desempenho em habilidades básicas de leitura, escrita e compreensão de alunos do Ciclo I do Ensino Fundamental. O objetivo deste trabalho é apresentar a estrutura e processo de validação de conteúdo do IBALEC. Após sua construção preliminar, o instrumento foi submetido a um painel formado por nove especialistas da área da aprendizagem da língua escrita, os quais avaliaram os itens do instrumento quanto à sua adequação aos objetivos propostos, incluindo aspectos como clareza, organização, objetividade e pertinência. Foi aplicado como índice de validade para a seleção dos itens o Content Validity Ratio (CVR), o qual indicou um valor crítico de 0,95, sendo acima do valor esperado (0,77). Foram obtidos, ainda, os seguintes CVR: pertinência 0,96; objetividade 0,98; organização 0,98 e clareza 0,95. Os índices obtidos sugerem a adequação do instrumento a suas finalidades. Torna-se essencial avançar para as etapas de evidências de estrutura interna e relação com outras variáveis para aumentar a confiabilidade do instrumento.

Health professionals often receive children with complaints of learning difficulties, however, in general, they do not have brief instruments to assess the child's lags in relation to reading and writing skills. In this sense, the Instrument for Brief Assessment of Reading, Writing and Understanding (IBALEC) was built, aimed at assessing the performance in basic reading, writing and comprehension skills of students in Cycle I of Elementary School. The objective of this work is to present the structure and content validation process of IBALEC. After its preliminary construction, the instrument was submitted to a panel formed by nine specialists in the area of learning the written language, who evaluated the items of the instrument as to their suitability for the proposed objectives, including aspects such as clarity, organization, objectivity and pertinence. The Content Validity Ratio (CVR) was applied as a validity index for the selection of items, which indicated a critical value of 0.95, being above the expected value (0.77). The following CVR were also obtained: pertinence 0.96; objectivity 0.98; organization 0.98 and clarity 0.95. The indexes obtained suggest the suitability of the instrument for its purposes. It is essential to proceed to the stages of evidence of internal structure and relationship with other variables to increase the reliability of the instrument.

Estratégias de aprendizagem para estudantes do ensino médio: uma revisão de estudos / Learning strategies for high school students: A study review

INTRODUÇÃO: As estratégias de aprendizagem podem ser vistas como técnicas que, quando utilizadas adequadamente pelo estudante em sua rotina de estudo, possibilitam melhor rendimento escolar. OBJETIVO: Realizar um levantamento de estudos realizados no Brasil que relacionam estratégias de aprendizagem e desempenho escolar em estudantes do Ensino Médio. MÉTODO: Revisão sistemática da literatura nas bases de dados, Scientific Electronic Library Online (SciELO), Portal de Periódicos Eletrônicos de Psicologia (PePSIC), Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e Google Scholar (Google Acadêmico), restrito a artigos científicos publicados entre 2009 e 2019. RESULTADOS: Foram encontrados três estudos que relatam estratégias de aprendizagem utilizadas pelos estudantes do Ensino Médio de forma geral. Dois descrevem a aprendizagem por infusão como estratégia de aprendizagem de biologia no Ensino Médio, um aborda relações entre autoeficácia e estratégias de aprendizagem no Ensino Médio, e um apresenta resultados do uso da gamificação como estratégia de aprendizagem ativa nas aulas de física com alunos do Ensino Médio. CONSIDERAÇÕES FINAIS: Constatou-se escassez de estudos acerca das estratégias de aprendizagem no Ensino Médio, visto que, em um período de 10 anos, apenas sete estudos sobre estratégias de aprendizagem têm o Ensino Médio como público-alvo. É importante que os estudos nesta área e com essa população sejam ampliados, pois é o nível escolar mais exigente em termos de resultados, considerando a proximidade do ingresso no Ensino Superior

INTRODUCTION: Learning strategies can be seen as techniques that, when properly used by students in their study routine, enable better school performance. OBJECTIVE: To conduct a survey of studies conducted in Brazil, which relate learning strategies and school performance in high school students. METHODS: Systematic review of the literature in the databases, Scientific Electronic Library Online (SciELO), Portal of Electronic Psychological Journals (PePSIC), Coordination of Higher Education Personnel Improvement (CAPES) and Google Scholar (Google Scholar), restricted to Scientific articles published between 2009 and 2019. RESULTS: We found three studies reporting learning strategies used by high school students in general, two describing infusion learning as a biology learning strategy in high school, one that deals with relationships between self-efficacy and learning strategies in high school, and one that presented results of the learning gain provided by applied gamification as an active learning strategy in physics classes with high school students. FINAL CONSIDERATIONS: There was a scarcity of studies on learning strategies in high school, since, in a period of 10 years, only seven studies on learning strategies have high school as a target audience. It is important that studies in this area and with this population be expanded, as it is the most demanding school level in terms of results, considering the proximity of entry to higher education.

How do educational disparities in smoking develop during early life? A Swedish longitudinal study.

Smoking contributes to health inequalities, but how social inequalities in smoking develop in early life remains unclear. This study examines how measures of education attained over the early life course (representing socioeconomic position of origin, socioeconomic position of destination, and in-between) contribute to smoking behavior in a Swedish longitudinal sample. We used data obtained from the Swedish Level-of-Living Surveys in addition to national register data. Young adults (aged 20-28, n = 749) self-reported their educational attainment and smoking behavior (initiation and cessation) in 2010. Ten years earlier, their parents self-reported their own education and smoking behavior. We used linked register data on school performance in adolescence (in grade 9). Logistic regression models showed that lower parental education, lower adolescent school performance, and low young adult educational attainment were respectively associated with young adult smoking initiation. The association between parental education and young adult smoking initiation was explained by adolescent school performance and not parental smoking. Young adult smoking cessation was associated with high parental education and high adolescent school performance (marks in the top quartile), but only school performance remained significant in the final model, which included all measures of education and parental smoking. Results suggest that school performance in adolescence (which connects adolescents' socioeconomic position of origin with their destination) may play an important role in how educational disparities in smoking form over the life course.

Ethnic/Racial Bias in Medical School Performance Evaluation of General Surgery Residency Applicants.

OBJECTIVE: Differential use of communal terms (caring/unselfish traits) versus agentic terms (goal-oriented/leadership/achievement traits) may reveal bias and has been extensively reported in letters of recommendation for residency. We evaluated bias in medical student performance evaluations (MSPE) of general surgery residency applicants. DESIGN: This is a retrospective study evaluating ethnic/race bias, as measured by differential use of agentic and communal terms, in MSPEs of residency applicants. 50% of MSPEs were randomly selected. An ethnic bias calculator derived from an open-source online gender bias calculator was populated with a list of validated agentic and communal terms. Relative frequency of communal and agentic terms was used to estimate bias. Multivariable regression was used to assess the association between the terms and ethnicity/race. PARTICIPANTS: US medical students applying for a categorical surgery residency position at a single academic institution for a single Match cycle. RESULTS: A total of 339 MSPEs were reviewed from 119 US medical schools. Genders were equally represented (women, 51.6%); most participants were white and Asian applicants (79.1%). Overall, MSPEs were more agency biased (65.2%) than communal biased (16.2%) or neutral (18.6%). MSPEs for Black and Hispanic/Latinx applicants were more likely to contain communal rather than agentic terms (adjusted OR: 3.02, 95% CI: 1.52-6.02) when compared to white and Asian applicants. This finding was independent of MSPE writer's gender or rank. CONCLUSIONS: Surgery residency applicants self-identifying as Black and Hispanic/Latinx were more likely to be described using communal traits compared to white and Asian applicants, suggesting ethnic/racial bias. Such differences in language utilized in MSPEs may impact residency opportunities for applicants who are under-represented in medicine. Educational efforts aimed at MSPE writers may help to reduce bias.

Can National Tests from the Last Year of Compulsory School Be Used to Obtain More Detailed Information about Academic Performance in Children Treated for Brain Tumours? A Nationwide, Population-Based Study from Sweden.

Children treated for brain tumours often have late-appearing complications that may affect their school performance. Uneven skill profiles may help reveal late complications that can be compensated for but otherwise remain undetected. We investigated Swedish national school tests of oral, reading and writing skills in the first foreign language (English), the mother tongue (Swedish) and mathematics. Data were obtained from The Swedish Childhood Cancer Registry and Statistics Sweden. The results from 475 children diagnosed with a brain tumour before their 15th birthday and 2197 matched controls showed that children treated for brain tumours evinced more difficulties with national tests than controls in almost all subtests, especially in the subject English, and that they may perform better on oral than written tasks. There were larger differences between female cases and controls than between male cases and controls; age at diagnosis played a significant role for some subtests, whereas tumour grade did not. Missing information from national tests proved to be a strong predictor of poor academic performance. Our results show that regular educational follow-ups, as a complement to neuropsychological follow-ups, are important for all children treated for brain tumours, regardless of sex, age at diagnosis or tumour grade.

Pediatric brain tumor care in a Sub-Saharan setting: current poise of a precariously loaded dice.

OBJECTIVE: To evaluate the current status of pediatric brain tumor (PBT) care and identify determinants and profiles of survival and school attendance. METHODS: An 8-year institution-based prospective longitudinal study. All cases investigated with neuroimaging and treated were enrolled. Data was analyzed with SPSS (Inc) Chicago IL, USA version 23. Chi Square test, One-way ANOVA and confidence limits were used to evaluate associations at the 95% level of significance. Ethical approval for our study was obtained Health Research Ethics Committee of our hospital. RESULTS: Among 103 patients enrolled, 92 satisfied our study criteria. There were 45 males and 39 females, M: F = 0.8. The mean age was 9.5 ± 2.1 years 95%CI with a range of 7 months to 16 years. The most common symptom was headache for supratentorial lesions (73%) and gait disturbance (80.2%) for infratentorial lesions. More tumors were supratentorial in location 51 (55.4%), 35 (38.1%) were infratentorial and 6 (6.5%) were transtentorial. Craniopharyngiomas (n = 23), medulloblastomas (n = 22) and astrocytomas (n = 15) were the most common tumors. Hemoglobin genotype (AA and AS) had some influence on tumor phenotype FT, P = 0.033. 76 cases were microsurgically resected while 16 patients were treated with radiotherapy alone. The 30-day mortality for operated cases is 7.2 ± 0.7%. Overall 1-year and 5-year survival was 66.7 and 52.3%, respectively. School attendance, performance and outcome varied among treatment subgroups. CONCLUSION: Survival profile in this series suggests some improvement in comparison to previous studies from our region, Hemoglobin genotype profiles may signature paediatric brain tumor phenotypes in our setting.

A rare disease and education: Neurofibromatosis type 1 decreases educational attainment.

Rare heritable syndromes may affect educational attainment. Here, we study education in neurofibromatosis 1 (NF1) that is associated with multifaceted medical, social and cognitive consequences. Educational attainment in the Finnish population-based cohort of 1408 individuals with verified NF1 was compared with matched controls using Cox proportional hazards model with delayed entry and competing risk for death. Moreover, models accounting for the effects of cancer at age 15-30 years, parental NF1 and developmental disorders were constructed. Overall, the attainment of secondary education was reduced in individuals with NF1 compared to controls (hazard ratio 0.83, 95%CI 0.74-0.92). History of cancer and developmental disorders were major predictors of lack of secondary education. Individuals with NF1 obtained vocational secondary education more often than general upper secondary education. Consequently, NF1 decreased the attainment of Bachelor's and Master's degrees by 46%-49% and 64%-74%, respectively. Surprisingly, the non-NF1 siblings of individuals with NF1 also had lower educational attainment than controls, irrespective of parental NF1. In conclusion, NF1 is associated with reduced educational attainment and tendency for affected individuals to obtain vocational instead of academic education. Individuals living with NF1, especially those with cancer, developmental disorders or familial NF1, need effective student counseling and learning assistance.

Técnicas gráficas na predição do rendimento escolar infantil / Graphic techniques in predicting children's school performance / Técnicas gráficas para predecir el rendimiento escolar de los niños

Este estudo verificou o valor preditivo das tarefas do teste Figuras Complexas de Rey (tipo de cópia e tipo de memória) e do Desenho da Figura Humana (inteligência não verbal) para avaliar o rendimento escolar em crianças do Ensino Fundamental I. Realizou-se um estudo com delineamento transversal em que participaram 344 alunos, com idades entre os seis e 10 anos (M = 7,99; DP = 1,47). Aplicou-se coletivamente, em sala de aula, as Figuras Complexas de Rey e o Desenho da Figura Humana. Os resultados evidenciaram correlações significativas positivas entre a percepção visual, a memória imediata e a inteligência não verbal com as notas de português e matemática. O modelo de path analysis indicou que a inteligência não verbal foi capaz de predizer o rendimento escolar das disciplinas de língua portuguesa e matemática, enquanto as habilidades de planejamento e percepção visual foram significativas para predizer o rendimento em matemática (AU).

This study verified the predictive value of the tasks of the Rey Complex Figures test (type of copy and type of memory) and the Drawing of the Human Figure (non-verbal intelligence) to assess school performance in children of Elementary School I. A cross-sectional study involving 344 students, aged between six and 10 years old (M = 7.99; SD = 1.47). Rey Complex Figures and the Human Figure Drawing were applied collectively in the classroom. The results showed significant positive correlations between visual perception, immediate memory and non-verbal intelligence with Portuguese and math scores. The path analysis model indicated that non-verbal intelligence was able to predict school performance in Portuguese and mathematics subjects, while planning and visual perception skills were significant in predicting math performance (AU).

Este estudio verificó el valor predictivo de las tareas del Test de la Figura Compleja de Rey (tipo de copia y tipo de memoria) y del Dibujo de la Figura Humana (inteligencia no verbal) para evaluar el desempeño escolar de los niños de la Escuela Primaria I. Se realizó un estudio transversal en el que participaron 344 alumnos con edades entre 6 y 10 años (M = 7.99; SD = 1.47). Los tests de la Figura Compleja de Rey y del Dibujo de la Figura Humana fueron aplicados colectivamente en clase. Los resultados mostraron correlaciones positivas significativas entre la percepción visual, la memoria inmediata y la inteligencia no verbal con el rendimiento en las asignaturas de lengua portuguesa y matemáticas. El modelo de path analysis indicó que la inteligencia no verbal fue capaz de predecir el rendimiento en lengua portuguesa y matemáticas, mientras que las habilidades de planificación y percepción visual fueron significativas para predecir el rendimiento en matemáticas (AU).

Efeitos rendimento escolar, infraestrutura e prática docente na qualidade do ensino médio no Brasil / School performance, infrastructure and teaching practice effects on secondary education in Brazil / Efectos del desempeño escolar, la infraestructura y la práctica docente sobre la calidad de la educación secundaria en Brasil

O artigo identifica e discute fatores escolares que mais influenciam a qualidade do ensino médio no Brasil: rendimento escolar, infraestrutura ou prática docente. Foram utilizados os dados do Censo Escolar e do Exame Nacional do Ensino Médio. A técnica de mineração de dados levantou características-chave para o bom desempenho escolar. Um modelo de regressão logística identificou os fatores escolares que mais influenciam o desempenho escolar dos alunos da rede pública de ensino médio regular no Brasil. Investigaram-se, também, os diferenciais de desempenho escolar de alunos do ensino médio segundo o tipo de escola e tipo de ensino, bem como os diferenciais interestaduais, considerando o sistema público de ensino médio regular. Os resultados apontam que alunos de escolas estaduais estão em desvantagem e que os de escolas privadas e federais possuem desempenho semelhante, quando considerado apenas o tipo de escola. Ao se levar em conta também o tipo de ensino, os alunos do ensino regular das escolas federais apresentam o melhor desempenho, cerca de 1,3 vez maior do que o dos alunos das escolas estaduais. Não há grandes disparidades interestaduais, embora os resultados apontem diferenciação regional. Dentre os fatores escolares, a qualificação docente se mostrou o fator mais impactante no desempenho escolar.

This paper identifies and discusses school factors that most influence the quality of secondary education in Brazil: school performance, infrastructure, and teaching practice. We used data from the School Census and the National High School Exam (ENEM). The data mining technique has raised key characteristics for good school performance. A logistic regression model identified school characteristics that most influence the school performance of public high school students in Brazil. School performance was also investigated according to the type of school and type of education; and interstate differentials, considering the regular public high school system. Results show that students from state schools are at a disadvantage and that those from private and federal schools have similar performance when considering only the type of school. When considering the type of education as well, regular school students from federal schools have the best performance, about 1.3 times higher than that of state schools students. There are no major interstate disparities, although the results point to regional differentiation. Among school factors, teacher qualification proved to be the most impacting factor on school performance.

El presente artículo identifica y discute los factores escolares que más influyen en la calidad de la educación secundaria en Brasil: desempeño escolar, infraestructura o práctica docente. Para ello se utilizaron datos del censo escolar y del examen nacional de secundaria. La técnica de minería de datos ha planteado características clave para un buen desempeño escolar, y un modelo de regresión logística identificó los factores escolares que más influyen en el desempeño escolar de los estudiantes de la escuela secundaria pública en Brasil. También se investigaron las diferencias de desempeño escolar de los estudiantes de secundaria según el tipo de escuela y el tipo de educación, y diferenciales interestatales, considerando el sistema público de la escuela secundaria regular. Los resultados muestran que los estudiantes de las escuelas estatales están en desventaja y que los de las escuelas privadas y federales tienen un desempeño similar al considerar solo el tipo de escuela, pero al considerar también el tipo de educación los estudiantes de escuelas regulares de las escuelas federales tienen el mejor desempeño, aproximadamente 1,3 veces más alto que el de los estudiantes de las escuelas estatales. No hay grandes disparidades interestatales, aunque los resultados apuntan a una diferenciación regional. Entre los factores escolares, la calificación de los maestros resultó ser el factor más impactante en el desempeño escolar.

School Performance and Symptoms of Depression, Anxiety, and Stress in Adolescents / Desempenho Escolar e Sintomas de Depressão, Ansiedade e Estresse em Adolescentes

Abstract The objective of this study was to verify the correlation between school performance and symptoms of depression, anxiety, and stress in 432 public school students aged from 15 to 18 years. The instruments used were a sociodemographic datasheet, Escala de Depressão, Ansiedade e Estresse (EDAE-A), and the grades in the courses/areas of interest of three school trimesters. Descriptive analyses, as well as the Mann-Whitney U test and Spearman's correlation test, were conducted. A weak and negative correlation was found between school performance and anxiety and depression symptoms, with the adolescents from full-time schools presenting better performance and fewer symptoms of depression and anxiety than those in regular schools. Younger adolescents presented more stress symptoms, while female adolescents have more depression and anxiety symptoms.

Resumo Objetivou-se verificar a correlação entre desempenho escolar, sintomas de depressão, ansiedade e estresse em 432 estudantes de escolas públicas, de idades entre 15 e 18 anos. Os instrumentos foram uma ficha de dados sociodemográfica, a Escala de Depressão, Ansiedade e Estresse (EDAE-A) e as notas nas disciplinas/áreas dos três trimestres letivos. Análises descritivas, bem como teste U de Mann-Whitney e correlação de Spearman foram realizadas. Verificou-se correção fraca e negativa entre desempenho escolar e sintomas de ansiedade e depressão, tendo os adolescentes de escolas de turno integral, maior desempenho e menores sintomas de depressão e ansiedade que os da escola regular. Adolescentes mais novos apresentaram maiores sintomas de estresse e adolescentes do sexo feminino possuem maiores sintomas de depressão e ansiedade.