Escala de bienestar académico vía aplicación web para estudiantes universitarios en Brasil / Academic wellbeing scale via web application for university students in Brazil / Escalade bem-estar acadêmico via aplicação web para universitários no Brasil

Este es un estudio de desarrollo tecnológico en la elaboración de un instrumento computarizado para evaluar la autopercepción del bienestar académico, basado en la teoría del bienestar subjetivo de la Psicología Positiva. Tuvo como objetivo construir un instrumento y buscar evidencias de validez vía aplicación web como tecnología para evaluar el constructo bienestar académico en estudiantes universitarios. Investigación de campo, descriptiva y exploratoria, cuantitativa, con 702 académicos voluntarios de Universidades de diferentes regiones geopolíticas de Brasil Se identificó que la mayoría de los encuestados son del sexo femenino con un 76,9% (540), y se obtuvo un promedio de 23,79 para su edad, con una desviación estándar de 6,7. En la construcción del instrumento se obtuvieron factores relacionados con el contenido de bienestar académico, se definió un valor propio igual o superior a 0,44. Así, fueron evidenciados 03 Factores: Factor 01 -Autoconfianza y rendimiento académico profesional, con 27 ítems; Factor 02 -Apoyo social con 2 ítems; y Factor 3 -Limitaciones de desempeño autopercibidas, con 11 ítems. La escala total tuvo un Alfa de 0,90, con una versión final de 40 ítems. Las condiciones de validez están garantizadas, así como la fiabilidad de las tres subescalas y la escala completa. Tales aspectos de la evaluación del bienestar académico pueden ser utilizados en verificaciones posteriores al regreso de las actividades universitarias, identificando posibilidades de cambios en el escenario académico y estrategias de intervención y readaptaciones conductuales(AU)

It is a study of technological development in the elaboration of a computerized instrument to evaluate the self-perception of academic well-being, based on the theory of subjective well-being of Positive Psychology. It aimed to build an instrument and seek evidence of validity via web application as a technology to assess the academic well-being construct in university students. Field research, descriptive and exploratory, quantitative, with 702 volunteer academics from Universities from different geopolitical regions in Brazil. It was identified that the majority of respondents are female with 76.9% (540), and the average age of these was 23.79, being standard deviationde 6,7.In the construction of the instrument, factors related to the content of academic well-being were obtained, with an Eigenvalue equal to or greater than 0.44 was defined. Thus, 03 Factors were evidenced: Factor 01 -Self-confidence and professional academic achievement, with 27 items; Factor 02 -Social support with 2 items; and Factor 3 -Self-perceived limitations in performance, with 11 items. The total scale had an Alpha of 0.90 with 40 items in its final version. The validity conditions are guaranteed,together with the reliability of the three subscales and the full scale. Such aspects of the assessment of academic well-being can be used in subsequent verifications after the return of university activities, identifying possibilities for changes in the academic scenario and intervention strategies and behavioral readaptations(AU)

Trata-se de um estudo de desenvolvimento tecnológico na elaboração de um instrumento informatizado para avaliação da autopercepção do bem-estar acadêmico, com base na teoriado bem-estar subjetivo da Psicologia Positiva. Teve como objetivo construir um instrumento e buscar evidências de validade via aplicação web como tecnologia para avaliação do construto de bem-estar acadêmico em estudantes universitários. Investigação de campo, descritiva e exploratória, quantitativa, com 702 acadêmicos voluntários de Universidades de diferentes regiões geopolíticas no Brasil. Identificou-se que os respondentes em sua maioria são dosexo feminino com 76,9% (540), e obteve-se sobre a idade destes a média de 23,79, sendo desvio padrãode 6,7. Na construção do instrumento, obteve-se fatores relacionadas ao conteúdo do bem-estar acadêmico, com Eigenvalue igual ou superior a 0,44 foi definido. Assim, foram evidenciado 03 Fatores: Fator 01 -Autoconfiança e realização acadêmica profissional, com 27 itens; Fator 02 -Apoio social com 2 itens; e o Fator 3 -Limitações autopercebidas no rendimento, com 11 itens. A escala total apresentou um Alfa de 0,90, com versão final de 40 itens. Estando as condições de validade garantidas, juntamente com a confiabilidade, das três subescalas e da escala total asseguradas. Tais aspectos da avaliação do bem-estar acadêmico, podem ser empregados em verificações subsequentes ao retorno das atividades universitárias, identificando possibilidades de alterações no cenário acadêmico e estratégias de intervenções e readaptações comportamentais(AU)

[Debate on the return to face-to-face classes in Pandemic]. / Debate sobre el retorno a clases presenciales en Pandemia.

The implications of closing educational establishments during the COVID-19 pandemic and the dis cussion about the opening of them, invite and require us to consider, from different positions and responsibilities, the changes that we must make as a society at the educational level. In this article, a group of health professionals collects information and reflects on the repercussions of returning or not to school activities, in terms of physical and emotional health and academic education. Based on what is known to be protective factors and possible threats to return, it is possible to conclude that each local reality must make its own informed decision, with the participation of all its members, seeking the common good, which favors students, protects teachers, and privileges the role of the educational system in socio-emotional learning. School is a space for containing the emotions and adaptation needs that students and their families have experienced in these uncertain times. We all have a level of responsibility in building a new civilization around these issues that link education, physical and mental health, social collaboration, and individual responsibility. Differences in people's living conditions and unequal opportunities have become more visible than before (others are still hidden) and create an opportunity for changes that we must face together.

Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study.

Visual-motor integration (VMI) is related to children's academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08-6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools' classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers' VMI scores. Overall, Malaysian preschoolers' VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers' Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

Perfiles de estrategias de aprendizaje y autoeficacia académica en estudiantes de primaria / Perfil de estratégias de aprendizagem e autoeficácia acadêmica em estudantes do ensino fundamental / Profile of learning strategies and academic self-efficacy in elementary school students

El estudio investigó la asociación entre estrategias de aprendizaje y autoeficacia académica en estudiantes de primaria, identificar perfiles de acuerdo con estas variables y compararlos en comparación a los síntomas psicopatológicos. La muestra contó con un total de 252 participantes (126 estudiantes de primaria y 126 padres/tutores). Los instrumentos utilizados fueron el cuestionario sociodemográfico, la Guía para Evaluación del Sentido de Autoeficacia (RASA), Escala de Evaluación de Estrategias de Aprendizaje para la Escuela Primaria (EEVAP-EF) y Child Behavior Checklist. Las correlaciones mostraron que las subescalas de RASA se relacionan con las subescalas de EEVAP-EF. El análisis de conglomerados identificó dos perfiles: 1) altas puntuaciones en RASA y EEVAP-EF y 2) bajas puntuaciones en los mismos instrumentos, lo que demuestra una mayor ocurrencia de síntomas psicopatológicos. Comprender cómo se relacionan estas variables en los estudiantes de primaria contribuirá a la promoción de intervenciones tempranas centradas en el rendimiento escolar y la motivación en el aprendizaje. (AU)

O estudo investigou a associação entre estratégias de aprendizagem e autoeficácia acadêmica em alunos do ensino fundamental, identificar perfis de acordo com essas variáveis e compará-los quanto à ocorrência de sintomas psicopatológicos. A amostra incluiu 252 participantes (126 alunos do ensino fundamental e 126 pais/responsáveis). Utilizaram-se os instrumentos questionário sociodemográfico, Roteiro de Avaliação do Senso de Autoeficácia (RASA), Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF) e Child Behavior Checklist. A análise de correlação demonstrou que as subescalas do RASA relacionaram-se com as subescalas da EAVAP-EF. A análise de cluster identificou dois perfis: 1) pontuações altas no RASA e na EAVAP-EF e 2) pontuações baixas nos mesmos instrumentos, o qual demonstrou maior ocorrência de sintomas psicopatológicos. Compreender como essas variáveis se relacionam em estudantes do ensino fundamental contribui para a promoção de intervenções mais precoces e centradas no rendimento acadêmico e na motivação para a aprendizagem. (AU)

The study investigated the association between learning strategies and academic self-efficacy in elementary school students, identified profiles according to these variables and compared them in relation to psychopathological symptoms. The sample included 252 participants (126 elementary school students and 126 parents/guardians). The instruments used were a sociodemographic questionnaire, Script for the Assessment of the Sense of Self-efficacy (SASS), Learning Strategies Assessment Scale for Elementary Education (LSAS-EE) and Child Behavior Checklist. There was an association between the SASS subscales and the LSAS-EE subscales. The cluster analysis identified two profiles: 1) high scores in the SASS and LSAS-EE and 2) low scores in these instruments, which demonstrated a higher occurrence of psychopathological symptoms. Understanding how these variables relate to elementary school students contributes to the promotion of earlier interventions focused on academic performance and motivation for learning. (AU)

Sleep Predicts Collegiate Academic Performance: Implications for Equity in Student Retention and Success.

College students show high levels of insufficient sleep, excessive daytime sleepiness, sleep schedule irregularity, poor sleep quality, and inadequate sleep hygiene. This article describes the evidence linking poor sleep with impaired academic performance; discusses mediating environmental, behavioral, and demographic factors that correlate with sleep; and highlights examples of successful health promotion initiatives on college campuses. Given that students who are traditionally minoritized on college campuses tend to have worse sleep, improving sleep health emerges as an important issue for retention, equity, and inclusion.

Estilos de aprendizagem e desempenho acadêmico de universitários de administração / Learning styles and academic performance of university students of business administration / Estilos de aprendizaje y rendimiento académico de universitarios de administración

Este estudo teve o objetivo de investigar a relação entre os estilos de aprendizagem em situações de uso das Tecnologias da Informação e Comunicação (TICs) e o desempenho acadêmico de estudantes universitários de administração. A amostra foi composta por 286 estudantes de administração, com idades entre 18 e 43 anos (M=21,97; DP=3,10), sendo 53,15% do gênero feminino. Os dados sobre estilos foram coletados por meio da Escala de Estilos de Aprendizagem em Situações de Uso de Tecnologias; os dados sobre desempenho acadêmico, por sua vez, foram obtidos com base em avaliações realizadas em uma disciplina de graduação em administração, utilizando a metodologia ativa de aprendizagem baseada em problemas (PBL). Os resultados indicaram que o desempenho acadêmico dos estudantes de administração não dependeu de seus estilos de aprendizagem, possivelmente em função da diversidade de atividades realizadas no âmbito da metodologia ativa adotada.

This study aimed to investigate the relationship between learning styles in situations of use of Information and Communication Technologies (ICTs) and the academic performance of university students of business administration. The sample consisted of 286 students of administration, aged between 18 and 43 years (M=21.97; SD=3.10), being 53.15% female. The data on styles were collected through the Scale of Learning Styles in Technology Use Situations; the data on academic performance were obtained based on assessments of an undergraduate course in management using the active problem-based learning methodology (PBL). The results indicated that the academic performance of management students did not depend on their learning styles, possibly due to the diversity of activities carried out within the scope of the active methodology adopted.

Este estudio tuvo el objetivo de investigar la relación entre los estilos de aprendizaje en situaciones de uso de las Tecnologías de la Información y Comunicación (TICs) y el desempeño académico de estudiantes universitarios de administración. La muestra fue compuesta por 286 estudiantes de administración, con edades entre 18 y 43 años (M=21,97, DP=3,10), siendo el 53,15% del género femenino. Los datos sobre estilos fueron recolectados por medio de la Escala de Estilos de Aprendizaje en Situaciones de Uso de Tecnologías; los datos sobre desempeño académico, a su vez, fueron obtenidos con base en evaluaciones realizadas en una disciplina de graduación en administración, utilizando la metodología activa de aprendizaje basada en problemas (PBL). Los resultados indicaron que el desempeño académico de los estudiantes de administración no dependía de sus estilos de aprendizaje, posiblemente en función de la diversidad de actividades realizadas en el marco de la metodología activa adoptada.

Effect of Eating Breakfast on Cognitive Development of Elementary and Middle School Students: An Empirical Study Using Large-Scale Provincial Survey Data.

BACKGROUND In existing research on the importance of student breakfast, few studies have focused on the impact of breakfast on student cognitive development. Further, empirical research in this field is mostly based correlation analysis, in which it is difficult to control the influence of selection bias on the analysis results. MATERIAL AND METHODS Here, we used student academic performance, based on the academic quality monitoring data of Jiangsu basic education students, as a proxy variable for cognitive development, and used both ordinary least-squares regression and propensity score matching methods to analyze the impact of eating breakfast on the cognitive development of primary and middle school students. RESULTS We found that it is still common for students in primary and secondary schools to go without breakfast, and that this is even true in middle schools. Whether students eat breakfast is affected by many factors, and the frequency of eating breakfast has a significant positive impact on student achievement. CONCLUSIONS In primary school, students who eat breakfast every day in a week scored 31.322 points higher in academic performance than those who did not. In middle school, students who ate breakfast on time every day had significantly better academic performance (31.335 points higher) than those who did not eat breakfast every day. This indicates that eating breakfast every day has a significant effect on the cognitive development of students.

#FeesMustFall2016: Perceived and measured effect on clinical medical students.

BACKGROUND: Medical students are under immense academic stress. Campus unrest can contribute to stress and influence academic performance, social behaviour, emotional stability and financial expenses. OBJECTIVES: To investigate the effects of #FeesMustFall2016 (#FMF2016) on the 2016 3rd-year (semester 6) clinical medical students at the University of the Free State (UFS), Bloemfontein, South Africa. METHODS: In phase 1 of the project, anonymous questionnaires were completed by the clinical students who experienced physical test disruption during #FMF2016. Opinions regarding academic performance, financial expenses, behaviour changes and stress levels were gathered. The students also completed a formal post-traumatic stress screening assessment. In phase 2 of the project, the academic performance of these students was compared with that of students not affected by #FMF2016. RESULTS: Of the target population of 138 students, 87.0% completed the questionnaires. Three-quarters of the respondents reported a negative effect on academic performance, and most did not believe that the delivering of lectures on Blackboard was a good way of training. Alcohol consumption increased in 31.9% of the students. Criteria for post-traumatic stress disorder (PTSD) were met in 12.7% of students. Compared with previous and later cohorts of students there were no clear differences regarding marks, but there was a tendency towards poorer performance and more failures the next year. CONCLUSIONS: Semester 6 medical students at UFS reported that the #FMF2016 protests had a negative effect on academic, social, financial and stress aspects. PTSD was present in 12.7% of students compared with 7.8% in similar populations.

Influencia de las variables sociodemográficas sobre la ansiedad y el rendimiento académico adolescente: el contexto pluricultural de Ceuta / Influence of Sociodemographic Variables on Anxiety and Academic Achievement in Adolescence: The Pluricultural Context of Ceuta

Resumen Este trabajo tiene como objetivo fundamental analizar la ansiedad y el rendimiento académico, sus tipos y niveles en función de edad, género, cultura y estrato socioeconómico, así como contemplar las relaciones entre ambas. Se contó con 811 participantes. El 71.6% de la muestra eran musulmanes, mientras que el 28.4% eran cristianos; el 46.1% hombres y el 53.9% mujeres. Como instrumentos de evaluación se empleó el STAIC (Spielberger, 2001) y las calificaciones del alumnado. Se reflejan niveles medio-bajos en ansiedad y medios en rendimiento académico. En la ansiedad influyen edad, género, cultura/religión y estatus socio-económico-cultural. Sobre el rendimiento actúan la edad, la cultura y el estatus. No se halló relación estadísticamente significativa entre ansiedad y rendimiento académico.

Abstract The main objective of this paper is to analyze the types and levels of Anxiety and Academic Achievement according to age, gender, culture and socioeconomic and cultural, as well as the relationships between both variables. We focused on 811 participants 71.6% of whom were Muslims and 28.4% Christian; 46.1% male and 53.9% female. The techniques used in this survey were the STAIC (Spielberger, 2001) as well as the students' grades. The results reflect medium-low levels in Anxiety and medium levels in Achievement. Anxiety is influenced by age, gender, culture and status. Academic Achievement is influenced by age, culture and socioeconomic and cultural. There is no statistically significant relationship between Anxiety and Achievement, except in Mathematics, increasing as the Anxiety scores are lower.

Socioeconomic Disadvantage in Infancy and Academic and Self-Regulation Outcomes.

OBJECTIVES: A comprehensive understanding of how timing of exposure to disadvantage affects long-term developmental risk is needed for greater precision in child health policy. We investigated whether socioeconomic disadvantage in infancy (age 0-1 years) directly affects academic and self-regulation problems in late childhood (age 10-12 years), independent of disadvantage at school entry (age 4-6 years). METHODS: Analyses were replicated in 2 population-based cohorts: the Australian Temperament Project (ATP; N = 2443) and the Longitudinal Study of Australian Children (LSAC; N = 5107). Generalized linear models were used to estimate the crude and adjusted effects. Marginal structural models were used to estimate the controlled direct effect of socioeconomic disadvantage in infancy on academic and self-regulation outcomes in late childhood, independent of disadvantage at school entry. RESULTS: In both cohorts, socioeconomic disadvantage in infancy and at school entry was associated with poorer academic and self-regulation outcomes. Socioeconomic disadvantage in infancy had a direct effect on academic outcomes not mediated by disadvantage at school entry (ATP: risk ratio [RR] = 1.42; 95% confidence interval [CI]: 1.09-1.86; LSAC: RR = 1.87; 95% CI: 1.52-2.31). Little evidence was found for a direct effect of disadvantage in infancy on self-regulation (ATP: RR = 1.22; 95% CI: 0.89-1.65; LSAC: RR = 1.19; 95% CI: 0.95-1.49). CONCLUSIONS: Socioeconomic disadvantage in infancy had a direct effect on academic but not self-regulation outcomes in late childhood. More precise public policy responses are needed that consider both the timing of children's exposure to disadvantage and the specific developmental domain impacted.

Quality of life of children with poor school performance: association with hearing abilities and behavioral issues.

The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. METHODS: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. RESULTS: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. CONCLUSIONS: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

Quality of life of children with poor school performance: association with hearing abilities and behavioral issues / Qualidade de vida de crianças com mau desempenho escolar: associação com as habilidades auditivas e aspectos comportamentais

ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

RESUMO Investigar a qualidade de vida de crianças de 7 a 12 anos de idade com mau desempenho escolar e a associação com as características comportamentais e habilidades auditivas. Métodos: Estudo observacional transversal realizado com crianças de 7 a 12 anos de idade, com mau desempenho escolar das escolas públicas municipais de uma cidade do interior de Minas Gerais, Brasil, participantes de atendimentos educacionais especializados. Etapas: 1) coleta de informações com os pais sobre a saúde, perfil escolar e socioeconômico e preenchimento do Strengths and Difficulties Questionnaire; 2) etapa com as crianças para aplicação da Escala de Avaliação da Qualidade de Vida. Para a avaliação da função auditiva foram utilizadas as Emissões Otoacústicas Transientes e a avaliação do processamento auditivo, sendo os testes aplicados: teste de memória de sons verbais em sequência, teste de memória de sons não verbais em sequência, localização sonora, teste dicótico de dígitos, teste de padrão de duração (flauta) e Random Gap Detection. Os dados coletados foram analisados por meio dos programas Excel e STATA 11.0. Foi considerada como variável resposta a qualidade de vida e as variáveis explicativas foram agrupadas para análise de regressão logística uni e multivariada, considerando o nível de significância de 5%. Resultados: Foi encontrada associação estatística entre qualidade de vida prejudicada, comportamento pró-social alterado e ausência de queixa parental de linguagem escrita. Conclusão: A qualidade de vida está comprometida nas crianças com mau desempenho escolar. A ausência de queixa sobre o desenvolvimento da linguagem escrita e comportamento pró-social alterado aumentaram a chance de a criança apresentar qualidade de vida prejudicada.

Adolescent smoking and the social capital of local communities in three counties in Romania.

OBJECTIVE: To identify the effect of social capital on adolescent smoking. METHOD: A stratified random sample of 1313 7th and 8th grade students from three counties in Transylvania, Romania, completed a self-administered questionnaire on smoking-related knowledge, attitudes and behaviours. The impact of social capital was measured (personal and community activities, school achievements and smoking-related knowledge). Multivariate multinomial logistic regression models were used to measure the association between social participation and smoking. RESULTS: Experimenting with smoking was mostly related to knowledge about smoking, academic performance and second-hand tobacco smoke exposure at home. The strongest risk factor of adolescent smoking was the smoking behaviour of classmates: those who reported a significant proportion of smokers among their classmates were nine times more likely to smoke themselves than in other cases (adjusted odds ratio [aOR]: 9.05). Those who considered smoking to be harmless were 4 times more likely to be smokers than those who considered this behaviour to be dangerous (aOR: 4.28). Poor academic results increased adolescents' smoking (aOR: 3.22 and 2.66). The odds were significantly higher for smoking, if they had an active social life (aOR: 2.54). Regular church attendance proved to be a protective factor (aOR: 0.45). CONCLUSIONS: Several social capital factors can play a role in adolescent smoking. The organization and the development of community activities aimed at prevention must strengthen the factors related to the community's social capital to reduce the likelihood of teenage smoking.

Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE).

OBJECTIVE: Physicians and medical students are generally poor-self assessors. Research suggests that this inaccuracy in self-assessment differs by gender among medical students whereby females underestimate their performance compared to their male counterparts. However, whether this gender difference in self-assessment is observable in low-stakes scenarios remains unclear. Our study's objective was to determine whether self-assessment differed between male and female medical students when compared to peer-assessment in a low-stakes objective structured clinical examination. RESULTS: Thirty-three (15 males, 18 females) third-year students participated in a 5-station mock objective structured clinical examination. Trained fourth-year student examiners scored their performance on a 6-point Likert-type global rating scale. Examinees also scored themselves using the same scale. To examine gender differences in medical students' self-assessment abilities, mean self-assessment global rating scores were compared with peer-assessment global rating scores using an independent samples t test. Overall, female students' self-assessment scores were significantly lower compared to peer-assessment (p < 0.001), whereas no significant difference was found between self- and peer-assessment scores for male examinees (p = 0.228). This study provides further evidence that underestimation in self-assessment among females is observable even in a low-stakes formative objective structured clinical examination facilitated by fellow medical students.

Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender.

The aim of this study was to determine, using structural equation modeling, the comprehensive relationships of achievement motivation (self-fulfillment achievement motivation [SFAM] and competitive achievement motivation [CAM]), daily behaviors (exercise habits, screen time, and learning duration), body mass index [BMI], and cardiorespiratory fitness [CRF]) with academic performance among schoolchildren. Three hundred twenty-five schoolchildren (172 males and 153 females; 12-13 years old) were recruited. Academic performance was assessed using the total grade points in 8 academic subjects (GP8); CRF using the 20-m shuttle run; and achievement motivation, daily behaviors, and socioeconomic status using questionnaires. Socioeconomic status was included as a control variable. In males, two cascade associations of achievement motivation to GP8 were detected: (1) SFAM → screen time/learning duration → GP8, and (2) CAM → exercise habit → CRF → GP8 (χ2 = 8.72, p = .19, AGFI = .92). In females, two cascade associations were also detected: (1) SFAM → screen time/learning habit → GP8, and (2) exercise habit → BMI2 → GP8 (χ2 = 6.17, p = .41, AGFI = .93). Our results suggest that greater achievement motivation is associated with academic success via various physiological/behavioral factors, and that these associations differ by gender.

Adolescents' Perceptions of the Economy: Its Association with Academic Engagement and the Role of School-Based and Parental Relationships.

In the context of widespread media coverage of economic problems, un- and under-employment, and overwhelming student loan debt, youth are making sense of the prospects of getting a job and value of education. Further, they are assessing the implications of the job market in curtailing or enhancing their future success. School-based and familial relationships may support students in making sense of the job market. The current study focuses on how youth view the economy, its association with academic engagement, and how parental and school-based relationships shape views of the job market and their impact on academic engagement. With an ethnically diverse sample of high school students (N = 624; 54% female), perceptions of the job market were tested as mediators and moderators of the relations between school-based relationships and parenting on academic engagement. Using structural equation modeling, job market pessimism mediated the relation between school-based relationships and engagement. School-based relationships and parenting practices moderated the relation between job market pessimism and academic engagement. At high levels of parental and school support, interpreted as increased centrality and salience of academic success, there was a stronger negative association between job market pessimism and academic engagement. This set of findings indicates that high school students are thinking about the job market in ways that impact their engagement in school. These findings extend theories that have focused on the job market and the likelihood of dropping out of school or enrolling in post-secondary education. These findings are significant because just staying in school is not enough to succeed. With increased emphasis on college and career readiness, students are required to be more planful and purposeful during high school in order to succeed in the job market.

Relações entre nível socioeconômico, atividades extracurriculares e alfabetização / Relations between socioeconomic status, extracurricular activities and literacy / Las relaciones entre el nivel socioeconómico, las actividades extracurriculares y la alfabetización

Este estudo investigou as implicações do nível socioeconômico (NSE) na alfabetização, na inserção de crianças em atividades oferecidas por organizações não governamentais (ONGs) e os impactos dessas ações no desempenho escolar. A amostra da pesquisa foi composta por 560 estudantes do segundo ano de escolarização de oito escolas municipais de Belo Horizonte (MG), sendo que 301 eram do sexo masculino e 259 do sexo feminino. Os dados utilizados foram os resultados da Provinha Brasil e os NSEs das escolas. Os resultados indicaram que a taxa de alunos alfabetizados não ultrapassou 62,00% do total da amostra, a interferência do NSE no rendimento acadêmico e na vinculação dos estudantes com as ONGs. Conclui-se que o NSE impacta no desempenho escolar no início da alfabetização, na busca das famílias por locais para deixar suas crianças em segurança, como as ONGs, e as ações dessas instituições influenciaram indiretamente o processo de alfabetização. (AU)

This study investigated the implications of socioeconomic status (SES) on literacy, in the inclusion of children in activities offered by non-governmental organizations (NGOs), and the impact of these actions on school performance. The research sample consisted of 560 students attending the second year of elementary school in eight municipal schools in Belo Horizonte, state of Minas Gerais, including 301 male and 259 female participants. The data used were the results of Provinha Brasil and the SES of the schools. The results indicated that the rate of literacy in students did not exceed 62% of the total sample and the interference of SES in the academic performance and in the students' association with NGOs. It is concluded that SES impacts school performance at the beginning of literacy, on the search by families for places to leave their children safely, such as NGOs, and the actions of these institutions indirectly influenced the literacy process. (AU)

Este estudio investigó implicaciones del nivel socioeconómico (NSE) en la alfabetización, también en la inclusión de niños en actividades que ofrecen las organizaciones no gobernamentales (ONGs) y el impacto de esas acciones en el desempeño escolar. La muestra fue compuesta por 560 estudiantes de segundo año escolar de ocho escuelas públicas de Belo Horizonte (MG), siendo 301 de sexo masculino y 259 de sexo femenino. Los datos utilizados fueron los resultados de la Provinha Brasil y los NSEs de las escuelas. Los resultados indicaron que el índice de alumnos alfabetizados no superó el 62,00% del total de la muestra, la interferencia del NSE en el desempeño escolar y la vinculación de los estudiantes con las ONGs. Se concluye que el impacto del NSE en el desempeño escolar en la alfabetización temprana, la búsqueda de las familias por lugares para dejar a sus hijos seguros, tales como las ONG, y las acciones de esas instituciones, indirectamente influyeron en el processo de alfabetización. (AU)

Regulación emocional y desempeño académico: revisión sistemática de sus relaciones empíricas / Regulação emocional e desempenho acadêmico: uma revisão sistemática de relações empíricas / Emotion regulation and academic performance: a systematic review of empirical relationships

Se ha propuesto que laregulación de la emoción (RE) constituye un factor con capacidad predictiva sobre el desempeño académico. Sin embargo, los estudios empíricos son escasos y aún se conoce relativamente poco sobre la relación específica de las estrategias y habilidades de RE con diferentes indicadores del desempeño académico. El objetivo de este trabajo fue identificar el estado del arte de la relación de la regulación emocional (RE) con el desempeño académico. Se realizó una búsqueda sistemática de artículos en las bases Google Scholar, ERIC y PsyArticles combinando los términos regulación de la emoción y autorregulación de la emoción con: habilidades, competencia, logro, éxito, desempeño, aprendizaje (académico), escolar/escuela, alfabetización, aula/aúlico, educación, lectura, matemáticas. Se seleccionaron 17 artículos. El análisis permitió conformar dos grupos. En el primer grupo, fueron consideraron los artículos que evaluaron estrategias de RE. Entre estos estudios predominaron los diseños experimentales y los indicadores comportamentales como medidas de RE. En el segundo grupo, fueron considerados los estudios que evaluaron habilidades de RE. En este grupo, predominaron los estudios con diseños transversales y medidas de autoinforme o de informes de terceros para evaluarRE. Se concluye señalando recomendaciones para futuros trabajos.

Foi proposto que a regulação da emoção (ER) é um fator com uma capacidade preditiva de desempenho acadêmico. No entanto, estudos empíricos são escassos e ainda relativamente pouco se sabe sobre a relação específica das estratégias e habilidades RE com diferentes indicadores de desempenho acadêmico. O objetivo deste estudo foi identificar o estado da arte sobre a relação entre regulação emocional e desempenho acadêmico. Uma pesquisa sistemática de artigos empíricos foi realizada nas bases de dados Google Scholar, ERIC e PsycArticles combinando os termos regulação de emoção ou auto-regulação emocional com: (acadêmico) habilidades, competência, realização, sucesso, desempenho, aprendizagem, escola, alfabetização, sala de aula, educação, leitura, matemática. Foram selecionados 17itens. Análise possível formar dois grupos. No primeiro grupo, foram considerados os artigos que avaliaram estratégias de RE. Nestes estudos predominaram projetos experimentais e indicadores comportamentais como medidas de RE. No segundo grupo, foram considerados estudos que avaliam habilidades RE. Neste grupo predominaram estudos com projetos transversais e medidas de auto-relato ou de relatórios de terceiros para avaliar RE. Concluiu-se apontando algumas recomendações para trabalhos futuros.

It has been proposed that emotion regulation (ER) is a factor with a predictive capacity for academic performance. However, empirical studies are scarce and relatively little is still known about the specific relationship of RE strategies and abilities with different indicators of academic performance. The aim of this study was to identify the state of the art regarding the relationship of emotional regulation with academic performance. A systematic search of empirical articles was conducted in the databases Google Scholar, ERIC and PsyArticles combining the terms emotion regulation or emotion self-regulation with: (academic) abilities, competency, achievement, success, performance, learning, school, literacy, classroom, education, reading, math. There were selected 17 items. The analysis allowed two groups to be formed. In the first group, articles evaluating ER strategies were considered. Among these studies, experimental designs and behavioral indicators predominated as ER measures. In the second group, studies evaluating ER skills were considered. In this group, studies with cross-sectional designs and measures of self-report or other reports to evaluate ER were predominant. It concludes with recommendations for future work