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3.
Allergol. immunopatol ; 48(6): 545-552, nov.-dic. 2020. tab
Artigo em Inglês | IBECS | ID: ibc-199241

RESUMO

INTRODUCTION AND OBJECTIVES: Asthma may have a detrimental effect on school attendance and achievement. Friend relations, attendance to school activities, quality of life (QOL) of asthmatic children may be negatively affected. The aim of this study was to evaluate factors influencing school functioning for asthmatic school-age children. MATERIALS AND METHODS: From January to May 2019, parents and school-age children who were followed by a diagnosis of asthma for more than one year, from seven pediatric allergy centers, were given a standard questionnaire including questions about child's disease, school performance, absenteeism, home-family-school conditions. A pediatric QOL questionnaire was filled out by children. For evaluating control in the previous year, children who had more than two exacerbations and/or had any exacerbations needing systemic corticosteroids in the previous year were defined as inadequate control. School absence over nine days was taken into account as this has been shown to bring a risk for successful school life. RESULTS: 507 patients were included. Asthma control status was found to be effective on school absence (p < 0.001), on school success (especially math scores) (p < 0.001), on friend relations (p = 0.033), QOL (p < 0.001), attendance to school activities (p < 0.001). Regular follow-up (p < 0.001), regular use of asthma medication (p = 0.014), tobacco smoke exposure (p < 0.001), heating with stove at home (p = 0.01) affected asthma control. School conditions such as crowdedness (p = 0.044), humidity of the class (p = 0.025), knowledge of teacher about child's asthma (p = 0.012) were effective on asthma control independent of home conditions and asthma treatment parameters. CONCLUSION: School interventions are important to improve asthma management


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Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Asma/prevenção & controle , Absenteísmo , Desempenho Acadêmico/estatística & dados numéricos , Qualidade de Vida , Estudantes/estatística & dados numéricos , Asma/fisiopatologia , Inquéritos e Questionários , Modelos Logísticos , Fatores Socioeconômicos , Análise Multivariada , Fatores de Risco
4.
PLoS One ; 15(12): e0241915, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33315871

RESUMO

Women's underrepresentation in science, technology, engineering, and mathematics (STEM) impedes progress in solving Africa's complex development problems. As in other regions, women's participation in STEM drops progressively moving up the education and career ladder, with women currently constituting 30% of Africa's STEM researchers. This study elucidates gender-based differences in PhD performance using new survey data from 227 alumni of STEM PhD programs in 17 African countries. We find that, compared to their male counterparts, sampled women had about one less paper accepted for publication during their doctoral studies and took about half a year longer to finish their PhD training. Negative binomial regression models provide insights on the observed differences in women's and men's PhD performance. Results indicate that the correlates of publication productivity and time to PhD completion are very similar for women and men, but some gender-based differences are observed. For publication output, we find that good supervision had a stronger impact for men than women; and getting married during the PhD reduced women's publication productivity but increased that of men. Becoming a parent during the PhD training was a key reason that women took longer to complete the PhD, according to our results. Findings suggest that having a female supervisor, attending an institution with gender policies in place, and pursuing the PhD in a department where sexual harassment by faculty was perceived as uncommon were enabling factors for women's timely completion of their doctoral studies. Two priority interventions emerge from this study: (1) family-friendly policies and facilities that are supportive of women's roles as wives and mothers and (2) fostering broader linkages and networks for women in STEM, including ensuring mentoring and supervisory support that is tailored to their specific needs and circumstances.


Assuntos
Educação de Pós-Graduação/estatística & dados numéricos , Escolaridade , Política Organizacional , Sexismo/prevenção & controle , Estudantes/estatística & dados numéricos , Desempenho Acadêmico/estatística & dados numéricos , Adulto , África ao Sul do Saara , Simulação por Computador , Conjuntos de Dados como Assunto , Educação de Pós-Graduação/organização & administração , Feminino , Humanos , Masculino , Modelos Teóricos , Publicações/estatística & dados numéricos , Pesquisa Qualitativa , Sexismo/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos , Universidades/organização & administração , Universidades/estatística & dados numéricos
5.
PLoS One ; 15(7): e0236737, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32716973

RESUMO

Behavior diffusion through social networks is a key social process. It may be guided by various factors such as network topology, type of propagated behavior, and the strength of network connections. In this paper, we claim that the type of social interactions is also an important ingredient of behavioral diffusion. We examine the spread of academic achievements of first-year undergraduate students through friendship and study assistance networks, applying stochastic actor-oriented modeling. We show that informal social connections transmit performance while instrumental connections do not. The results highlight the importance of friendship in educational environments and contribute to debates on the behavior spread in social networks.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Sucesso Acadêmico , Relações Interpessoais , Rede Social , Estudantes/psicologia , Desempenho Acadêmico/psicologia , Feminino , Amigos , Humanos , Estudos Longitudinais , Masculino , Grupo Associado , Apoio Social
6.
Proc Natl Acad Sci U S A ; 117(25): 14073-14076, 2020 06 23.
Artigo em Inglês | MEDLINE | ID: mdl-32513710

RESUMO

It is well known that far fewer men than women enroll in tertiary education in the United States and other Western nations. Developed nations vary in the degree to which men are underrepresented, but the Organization for Economic Co-operation and Development (OECD) average lies around 45% male students. We use data from the OECD Education at a Glance statistical reports, the Program for International Student Assessment (PISA), and the World Values Survey to explain the degree to which men are underrepresented. Using a multiple regression model, we show that the combination of both the national reading proficiency levels of 15-y-old boys and girls and the social attitudes toward girls attending university can predict the enrollment in tertiary education 5 y later. The model also shows that parity in some countries is a result of boys' poor reading proficiency and negative social attitudes toward girls' education, which suppresses college enrollment in both sexes, but for different reasons. True equity will at the very least require improvement in boys' reading competencies and the liberalization of attitudes regarding women's pursuit of higher education. At this time, there is little reason to expect that the enrollment gap will decrease, given the stagnating reading competencies in most countries.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Educação Profissionalizante/estatística & dados numéricos , Sexismo/estatística & dados numéricos , Adolescente , Feminino , Humanos , Masculino , Modelos Estatísticos , Leitura , Habilidades Sociais , Estudantes/estatística & dados numéricos
7.
BMC Neurol ; 20(1): 233, 2020 Jun 06.
Artigo em Inglês | MEDLINE | ID: mdl-32505173

RESUMO

BACKGROUND: Interictal epileptiform discharges (IEDs) have been proven to impair cognitive function. However, it is not clear whether IEDs disrupt academic performance in children with idiopathic epilepsy, and the contribution of cognitive function deficits to impaired academic performance has not been clarified. This study aimed to examine the cognitive deficits and academic impairment in childhood idiopathic epilepsy with IEDs. METHODS: Ninety-seven childhood idiopathic epilepsy with IEDs, 77 childhood idiopathic epilepsy without IEDs, and 71 healthy controls completed a series of cognitive tests. We analyzed the cognitive performance in several domains including language, mathematics, psychomotor speed, spatial ability, memory, general intelligence, attention and executive functioning. Analysis of variance was conducted to compare the performance on all tests between the three groups. RESULTS: Childhood idiopathic epilepsy with IEDs exhibited not only general cognitive deficits in processing speed, spatial ability, and attention, but also arithmetic impairment. Furthermore, general cognitive deficits could account for the impaired arithmetic performance in childhood idiopathic epilepsy with IEDs. CONCLUSIONS: Our study suggested that IEDs in children with idiopathic epilepsy affected both cognitive function and academic performance, and that the cognitive deficits may be responsible for arithmetic performance impairment.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Cognição/fisiologia , Epilepsia/fisiopatologia , Estudos de Casos e Controles , Criança , Transtornos Cognitivos/fisiopatologia , Feminino , Humanos , Masculino
8.
Medicine (Baltimore) ; 99(23): e20643, 2020 Jun 05.
Artigo em Inglês | MEDLINE | ID: mdl-32502050

RESUMO

BACKGROUND/OBJECTIVE: Hearing impaired students still face stigmatization and marginalization especially in inclusive classrooms in developing regions. This negatively impacts their school engagement. The present study aimed at ascertaining the effect of video-guided educational intervention on school engagement of hearing impaired students. METHOD: Randomized controlled trial design was adopted for the present study. A total of 46 junior secondary school students with hearing impairment and low school engagement symptoms participated in this study. The students were randomly assigned to groups - intervention group and care-as-usual control group. A video-guided educational intervention package which consists of 13-minutes captioned video clips with school engagement themes served as the treatment intervention. Data were collected at 3 different times (pre-test, post-test and follow up) using School Engagement Scale created by Fredericks, Blumenfeld, Friedel and Paris (2005). Data were analyzed using independent sample t-test, paired sample t-test, Cohen d and Chi-square. RESULTS: Results showed that the video-guided educational intervention significantly improved school engagement level among hearing impaired adolescent students in the intervention group in comparison with the students in the care-as-usual control group as measured by the Student Engagement Scale [Behavioral: t(24) = -9.305, P < .001; Emotional: t(24) = -7.772, P < .001; Cognitive: t(24) = -7.330 P < .001) as well as total student engagement (t(24) = 12.022, P < .001, Δ = 5.362). Also, the students who took part in the video-guided educational intervention maintained improved school engagement at follow-up. CONCLUSION: Video-guided educational intervention is an effective intervention for improving school engagement of hearing impaired adolescent students. Since acquiring relevant education is essential for leading a quality life especially among the special needs population, it was recommended that students with hearing impairment should be helped to acquire life skills through education by fostering their school engagement.


Assuntos
Educação de Pessoas com Deficiência Auditiva/métodos , Gravação em Vídeo , Desempenho Acadêmico/psicologia , Desempenho Acadêmico/estatística & dados numéricos , Adolescente , Criança , Feminino , Humanos , Masculino , Nigéria , Educação Física e Treinamento/métodos , Instituições Acadêmicas/classificação , Instituições Acadêmicas/estatística & dados numéricos , Participação Social/psicologia , Estudantes/estatística & dados numéricos
9.
Obesity (Silver Spring) ; 28(7): 1301-1309, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32447840

RESUMO

OBJECTIVE: This study aimed to examine the associations of overweight and obesity (ov/ob) and changes in weight status with academic performance among Chinese adolescents. METHODS: Self-reported weight and height were collected from adolescents (n = 10,279) each year from seventh grade (baseline, 2013-2014) to ninth grade (2015-2016). Academic performance included standardized scores on math, Chinese, and English examinations and responses to a school-life experience scale. RESULTS: All adolescents with ov/ob had lower academic performance than their counterparts without overweight (ß = -0.46 to -0.08; P < 0.05), except for school-life experience for boys. All adolescents with obesity had lower academic performance than their counterparts without obesity (ß = -0.46 to -0.17; P < 0.01), except for English test scores for boys. Changes in weight status between grades 7 and 9 impacted academic performance at grade 9. Adolescents with ov/ob throughout grades 7 to 9 and those who developed ov/ob from normal weight had lower test scores (ß = -0.80 to -0.25; P < 0.05) than those who maintained normal weight. Those who developed ov/ob after having normal weight had poorer school-life experiences (ß = -0.55 to -0.25; P < 0.05). CONCLUSIONS: Ov/ob and maintaining and developing ov/ob had adverse academic impacts on adolescents. Relevant stakeholders should consider detrimental impacts of obesity on academic outcomes.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Sobrepeso/epidemiologia , Obesidade Pediátrica/epidemiologia , Desempenho Acadêmico/psicologia , Adolescente , Peso Corporal/fisiologia , Criança , China/epidemiologia , Estudos de Coortes , Escolaridade , Feminino , Humanos , Masculino , Matemática , Sobrepeso/psicologia , Obesidade Pediátrica/psicologia , Psicologia do Adolescente
10.
PLoS One ; 15(5): e0233002, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32407413

RESUMO

Flow State (FS) as well as other psychological characteristics influence sports performance (SP) and could be relevant according to the playing position in team sports, such as the soccer where players have different specific functions within the team. The aim of this study was to evaluate the difference in FS dimensions in young soccer players between training time (TR) and official competition time (CM), according to the playing position and, to find relationships between FS dimensions and physical characteristics and academic performance. A total of 141 U16 soccer players were selected (14.7 ± 0.5 years). Data was collected for academic performance, physical and socio-demographic characteristics, and on two occasions, the dimensions of FS (before of a TR and CM). The results showed that the FS dimensions are higher before of the TR than before of the CM (p < 0.05) in all playing positions. In clear goals dimension, forwards showed lower scores than other playing positions, and various dimensions had a positive relationship with academic performance. In conclusion, the FS presented in CM is lower in U16 soccer players compared to that presented in TR. This work has contributed to increasing the knowledge of the fluctuation of the FS that negatively influence the soccer player in pre-competition states and the influence of various factors on this construct.


Assuntos
Desempenho Atlético/psicologia , Futebol/psicologia , Desempenho Acadêmico/psicologia , Desempenho Acadêmico/estatística & dados numéricos , Adolescente , Atletas/psicologia , Atletas/estatística & dados numéricos , Desempenho Atlético/estatística & dados numéricos , Atenção , Estudos Transversais , Humanos , Masculino , Futebol/estatística & dados numéricos , Espanha , Inquéritos e Questionários
11.
J Ayub Med Coll Abbottabad ; 32(1): 78-82, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32468761

RESUMO

BACKGROUND: The selection criteria for entry into the MBBS programme used by Women Medical College (WMC) includes previous academic achievements, namely Secondary School Certificate (SSC) and Higher Secondary Certificate (HSC), and the Medical and Dental College Admission Test (MDCAT). This study determined the predictive validity of these selection tools and explored the perceptions of stakeholders regarding the selection process and the use of selection tools in WMC. METHODS: This study utilized both quantitative and qualitative methods. Quantitative methods involved a retrospective cohort study design to determine the statistical correlation between the performance of candidates in the selection tools and their subsequent academic achievements at medical college. This consisted of data collected from three cohorts (n=186) of students who graduated in 2014, 2015 and 2016. Qualitative methods of the study explored the perceptions of stakeholders through purposive sampling using face-to-face semi-structured interviews, which were analysed using thematic analysis. RESULTS: The study showed very weak correlations of SSC with performance in the fourth professional examination undertaken by the students and HSC with performance in the first and second professional examinations. MDCAT did not correlate with any professional examination. Qualitative analysis identified three emerging themes; a) lack of standardization, b) fairness of selection criteria, and c) assessment of noncognitive attributes. CONCLUSIONS: The selection tools showed poor predictive ability for the performance of students in the medical college. Standardizing the selection tools and including an assessment of non-cognitive attributes in the selection criteria is suggested.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Faculdades de Medicina , Estudantes de Medicina/estatística & dados numéricos , Teste de Admissão Acadêmica/estatística & dados numéricos , Feminino , Humanos , Estudos Retrospectivos , Instituições Acadêmicas/estatística & dados numéricos
12.
JAMA Netw Open ; 3(4): e202503, 2020 04 01.
Artigo em Inglês | MEDLINE | ID: mdl-32275323

RESUMO

Importance: Although labor induction at 39 weeks of gestation has been shown to reduce the number of cesarean deliveries, compared with expectant management, without increasing neonatal morbidity in nulliparous, low-risk women, the association between induction at 39 weeks and longer-term childhood cognitive outcomes is not certain. Objective: To evaluate educational outcomes of children born by induction at 39 or 40 weeks compared with those whose mothers were expectantly managed beyond those weeks. Design, Setting, and Participants: This statewide cohort study was conducted in Rhode Island. The participants included children of nulliparous women who were born at 39 weeks of gestation or later and then completed third-grade math and reading tests during the 2014 to 2017 academic year. Data analysis was performed from July 2019 to October 2019. Exposures: Induction of labor compared with expectant management. Main Outcomes and Measures: Third-grade math and reading test scores and proficiency (based on achievement level) among children born after induction in the 39th or 40th week were compared with scores for those who remained in utero beyond that same gestational week. The hypothesis was that induction in the 39th or 40th week would not be associated with differences in math or reading scores or proficiency compared with expectant management past the 39th or 40th week of gestation. Results: Of the 6393 children meeting the inclusion criteria (mean [SD] age, 8.00 [0.22] years; 3208 boys [50.2%]; 376 [5.8%] black; 1280 [22.0%] Hispanic), 455 were delivered by induction in the 39th week and 610 were delivered by induction in the 40th week. There were no differences in mean math or reading test scores or in the frequency of math or reading proficiency between children delivered by induction at 39 or 40 weeks compared with those whose mothers were expectantly managed (overall mean [SD] math score, 744 [33]; overall mean [SD] reading score, 743 [38]; 2945 children [46%] achieved proficiency in math and 2833 [44%] achieved proficiency in reading). After adjusting for plausible confounders (race/ethnicity, maternal education, hypertension, diabetes, and socioeconomic status), induction continued to be associated with similar proficiency in math and reading compared with expectant management. For children born by induction at 39 weeks, the adjusted relative risks were 1.07 (95% CI, 0.97-1.18) for math proficiency and 0.98 (95% CI, 0.88-1.08) for reading proficiency. For children born by induction at 40 weeks, the adjusted relative risks were 0.97 (95% CI, 0.88-1.08) for math proficiency and 0.98 (95% CI, 0.89-1.08) for reading proficiency. Conclusions and Relevance: These findings suggest that the offspring of nulliparous women for whom labor is induced at 39 or 40 weeks have similar third-grade educational outcomes compared with the offspring of mothers who underwent expectant management past those gestational ages.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Trabalho de Parto Induzido/estatística & dados numéricos , Conduta Expectante/estatística & dados numéricos , Criança , Estudos de Coortes , Feminino , Humanos , Masculino , Gravidez , Rhode Island
15.
PLoS One ; 15(3): e0229489, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32163445

RESUMO

BACKGROUND: Traumatic brain injuries (TBIs) in adolescence are associated with adverse outcomes, but whether the timing of the onset of TBIs leads to greater deficits has not been determined. We evaluate the relationship between the first and most recent TBI, and current academic performance and medically treated physical injuries. METHODS: Data were derived from the 2015 Ontario Student Drug Use and Health Survey (OSDUHS) administered to adolescents in grades 7 to 12 (ages 12 to 18). TBI was defined as a head injury that resulted in loss of conscious for at least five minutes or at least one overnight hospitalization. RESULTS: One in five students reported having had a history of TBI in their lifetime and were more prevalent in males. Odds ratios were 2 times higher for males to have had their first (or only) and most recent TBI in grades 5 to 8, compared to females. Sports-related TBIs accounted for 41.1% of all TBIs. Hockey related TBIs were more frequent compared to soccer related TBIs. Reports of history of TBI was associated with lower academic performance and more physical injuries. First or only TBI occurring in grades 9-12 (occurring on average between 14 to 19 years of age) had higher significant odds of poorer academic performance than TBIs occurring in earlier grades (younger ages than 14 years old). Students who reported more visits for medical treatment of physical injuries in the past year had higher odds to report a history of TBIs in higher school grades. CONCLUSIONS: Adverse physical and academic outcomes among young TBI survivors are associated with the onset and frequency of history of lifetime TBI. Prevention efforts to minimize TBIs during youth is critical.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Lesões Encefálicas Traumáticas/fisiopatologia , Estudantes/estatística & dados numéricos , Ferimentos e Lesões/epidemiologia , Adolescente , Canadá/epidemiologia , Criança , Feminino , Humanos , Incidência , Masculino
16.
PLoS One ; 15(3): e0229932, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32163453

RESUMO

Metacognitive monitoring is a critical predictor of arithmetic in primary school. One outstanding question is whether this metacognitive monitoring is domain-specific or whether it reflects a more general performance monitoring process. To answer this conundrum, we investigated metacognitive monitoring in two related, yet distinct academic domains: arithmetic and spelling. This allowed us to investigate whether monitoring in one domain correlated with monitoring in the other domain, and whether monitoring in one domain was predictive of performance in the other, and vice versa. Participants were 147 typically developing 8-9-year-old children (Study 1) and 77 typically developing 7-8-year-old children (Study 2), who were in the middle of an important developmental period for both metacognitive monitoring and academic skills. Pre-registered analyses revealed that within-domain metacognitive monitoring was an important predictor of arithmetic and spelling at both ages. In 8-9-year-olds the metacognitive monitoring measures in different academic domains were predictive of each other, even after taking into account academic performance in these domains. Monitoring in arithmetic was an important predictor of spelling performance, even when arithmetic performance was controlled for. Likewise, monitoring in spelling was an important predictor of arithmetic performance, even when spelling performance was controlled for. In 7-8-year-olds metacognitive monitoring was domain-specific, with neither correlations between the monitoring measures, nor correlations between monitoring in one domain and performance in the other. Taken together, these findings indicate that more domain-general metacognitive monitoring processes emerge over the ages from 7 to 9.


Assuntos
Desenvolvimento Infantil/fisiologia , Inteligência/fisiologia , Aprendizagem/fisiologia , Metacognição/fisiologia , Desempenho Acadêmico/estatística & dados numéricos , Fatores Etários , Criança , Feminino , Humanos , Testes de Inteligência/estatística & dados numéricos , Idioma , Masculino , Conceitos Matemáticos
17.
Cyberpsychol Behav Soc Netw ; 23(5): 303-311, 2020 May.
Artigo em Inglês | MEDLINE | ID: mdl-32191529

RESUMO

Prolonged mobile phone use (MPU) is prevalent in adolescents. This study examined the associations between prolonged MPU and academic performance in Chinese adolescents. Participants were 11,831 adolescents who participated in the Shandong Adolescent Behavior and Health Cohort in 2015. We used a self-administered questionnaire to collect data on demographics, weekday and weekend MPU, sleep duration, insomnia, depression, and academic performance. We obtained a subsample's year-end achievement test scores for Chinese, Mathematics, and English, 3 months after baseline survey (n = 856). Results showed that with prolonged MPU from ≥1 hour/day on weekdays and ≥2 hours/day on weekends, the prevalence of self-reported poor academic performance significantly increased, and the achievement test scores significantly decreased. After controlling for adolescent and family covariates, students who used mobile phone ≥2 hours/day on weekdays (OR = 2.12, 95% CI = 1.82-2.47) and ≥5 hours/day on weekends (OR = 1.50, 95% CI = 1.31-1.72) were significantly more likely to report poor overall academic performance and scored significantly lower on Mathematics and English compared with those who used mobile phone <1 hour/day on weekdays and <2 hours/day on weekends, respectively. The mediating effects of reduced sleep duration, insomnia, and depression on the association between prolonged MPU and academic performance was small. In conclusion, prolonged MPU is associated with poor academic performance as measured by self-reports and subject tests in Chinese adolescents. Our findings suggest that adolescents should be advised to limit the time of MPU to minimize its harmful effects on sleep, mental health, and academic performance.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Uso do Telefone Celular/estatística & dados numéricos , Adolescente , China , Humanos , Inquéritos e Questionários
19.
J. negat. no posit. results ; 5(3): 295-306, mar. 2020. graf
Artigo em Espanhol | IBECS | ID: ibc-194038

RESUMO

INTRODUCCIÓN: De acuerdo a la organización de las Naciones Unidas para la Alimentación y la Agricultura (FAO), la alimentación humana se define como un proceso voluntario consistente y educable. OBJETIVO: Determinar hábitos alimenticios y su impacto en el rendimiento académico de los estudiantes de la Licenciatura en Farmacia del ICSa. METODOLOGÍA: Se realizó un estudio observacional transversal. Se adaptó la encuesta sobre alimentación saludable de la fundación MAPFRE y el muestreo fue no probabilístico. RESULTADOS: Se aplicaron 102 encuestas, predomino el sexo femenino, con un promedio de edad de 20(±1) años. Cerca del 50%, mencionó traer alimentos de su casa y tener el hábito de desayunar, sin embargo, menos de la mitad de la muestra consume al menos una fruta y/o verdura al día. Un 76% considera que su alimentación si impacta en su rendimiento académico. CONCLUSIONES: Es importante concienciar a los estudiantes sobre la manera correcta de alimentarse y el impacto en su rendimiento académico, así como fomentar estilos de vida saludables y brindarles información necesaria y correcta para seleccionar adecuadamente sus alimentos y bebidas, de lo contrario esa selección de alimentos será no positiva, es decir, negativa


INTRODUCTION: According to the United Nations Food and Agriculture Organization (FAO), human food is defined as a consistent and educatable voluntary process. OBJECTIVE: To identify the impact of eating habits on the academic performance of students of the ICSa Pharmacy degree. METHODOLOGY: A cross-sectional, observational and prospective study was carried out. The MAPFRE Foundation's Healthy Eating survey was adapted and the sampling was non-probabilistic. RESULTS: We applied 102 surveys, predominated the female sex, with an average age of 20 (± 1) years. About 50%, he mentioned bringing food from his home and having the habit of having breakfast, however, less than half of the sample consumes at least one fruit and/or vegetable a day. A 76% believe their food if it impacts their academic performance. CONCLUSIONS: It is important to make students aware of the correct way to eat and the impact on their academic performance, as well as to promote healthy lifestyles and provide them with necessary and correct information to properly select their food and drinks, otherwise that food selection will not be positive, that is, negative


Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto Jovem , Adulto , Comportamento Alimentar/psicologia , Desempenho Acadêmico/estatística & dados numéricos , Avaliação Nutricional , Dieta Saudável/estatística & dados numéricos , Estudantes de Farmácia/estatística & dados numéricos , Estudos Transversais , Inquéritos Nutricionais/estatística & dados numéricos , Educação Alimentar e Nutricional , Prevenção de Doenças
20.
Codas ; 32(1): e20180144, 2020.
Artigo em Português, Inglês | MEDLINE | ID: mdl-32049150

RESUMO

PURPOSE: This study investigated the effect of music education on the repertoire of school skills in children submitted and not to music education. METHODS: The study sample was composed of 80 children aged 8-12 years, of both genders, divided into two groups: 40 students submitted to music education (experimental) and 40 students not submitted to music education (control). Data were collected using the Social Skills Rating System (SSRS-BR) and the School Performance Test (SPT) questionnaire. The results were submitted to statistical analysis (paired sample t-test and repeated measures ANOVA) at a 5% significance level. RESULTS: Results showed statistically significant difference between the groups, evidencing improvement in school performance and academic competence in the children submitted to music education. CONCLUSION: The benefit brought by musical learning associated with different areas of education and health is of great relevance, representing an effective strategy in inclusive practice and promotion of physical and mental health in children.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Aprendizagem/fisiologia , Música , Brasil , Criança , Desenvolvimento Infantil/fisiologia , Avaliação Educacional , Feminino , Humanos , Masculino , Instituições Acadêmicas , Estudantes
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