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Envolvimento académico : confronto de expectativas e comportamentos em universitários do 1º ano

Almeida, Leandro S.; Fernandes, Eugénia M.; Soares, Ana Paula; Vasconcelos, Rosa; Freitas, Ana
Fonte: Universidade da Beira Interior. Departamento de Psicologia e Educação Publicador: Universidade da Beira Interior. Departamento de Psicologia e Educação
Tipo: Artigo de Revista Científica
Publicado em //2003 POR
Relevância na Pesquisa
36.39%
No presente trabalho analisam-se as expectativas dos estudantes acerca do seu envolvimento em diversas dimensões associadas à vida académica, assim como os comportamentos vivenciados uns meses após essa entrada tomando as mesmas dimensões. A amostra considerada é formada por 314 estudantes do 1º ano de três agrupamentos de cursos (Ciências e Engenharia; Ciências Económicas; e Ciências Sociais e Humanas) da Universidade do Minho. Estes alunos responderam, no início do ano e a meados do 2º semestre, ao Questionário de Envolvimento Académico (QEA; Soares & Almeida, 2001) nas suas versões de expectativas (Versão A) e comportamentos (Versão B). Os resultados sugerem níveis elevados de expectativas iniciais dos es- tudantes no momento da sua entrada na Universidade, registando-se uma diminuição significativa de tais índices no segundo momento da avaliação, em particular nas subescalas de envolvimento institucional e de envolvimento vocacional. Algumas oscilações nos resultados foram encontradas tomando os alunos de acordo com o agrupamento do curso frequentado, com o género, os níveis escolares dos pais ou o facto de frequentarem ou não um curso de 1º opção.; This paper analyses students’ initial expectations concerning personal investment in different domains of academic life...

Life skills in educational contexts : testing the effects of an intervention program

Gomes, António Rui; Marques, Brazelina
Fonte: Routledge Publicador: Routledge
Tipo: Artigo de Revista Científica
Publicado em //2013 ENG
Relevância na Pesquisa
36.36%
This study examined the effects of a training program on students’ acquisition of life skills, life satisfaction, life orientation and expectations about academic achievement. Participants were allocated to either an intervention group (n = 41) that took part in a life skills program, or a control group (n = 43). Participants completed the Youth Experiences Scale 2.0, the Satisfaction with Life Scale, the Life Orientation Test-Revised, and the Expectations about Academic Achievement. Results showed that students who received the intervention reported having more developmental experiences related to life skills, greater life satisfaction and a stronger tendency to be optimistic. Expectations about academic achievement were higher for the intervention group before and after the intervention. In conclusion, there are benefits to providing life skills training to adolescents in educational contexts.

Expectativas académicas em alunos tradicionais e não-tradicionais de Engenharia; Non-traditional and traditional engineering students’ academic expectations

Costa, Alexandra Ribeiro; Araújo, Alexandra Maria Dantas de Castro; Gonçalves, Paula; Almeida, Leandro S.
Fonte: Universidad Inca Garcilaso de la Vega. Facultad de Psicología y Trabajo Social Publicador: Universidad Inca Garcilaso de la Vega. Facultad de Psicología y Trabajo Social
Tipo: Artigo de Revista Científica
Publicado em //2013 POR
Relevância na Pesquisa
66.42%
Neste estudo comparam-se as expectativas académicas iniciais de dois grupos de alunos Portugueses do 1º ano de cursos de engenharia: alunos tradicionais e não tradicionais. Para este estudo considerou-se como alunos não tradicionais todos aqueles que ingressam no ensino superior (ES) com mais de 23 anos de idade. Participaram voluntariamente neste estudo 430 estudantes. Os estudantes responderam a um questionário sobre as suas expectativas em torno da experiência no ES versando cinco dimensões: Formação para o emprego/carreira, Qualidade da formação, Integração social, Ajustamento à pressão social, e Envolvimento político e cidadania. Os resultados mostram um padrão de elevadas expectativas nos estudantes mais jovens. Esta diferença é mais expressiva nas dimensões Pressão Social e Interação Social, sendo menos expressivos nas dimensões Envolvimento político e cidadania e Formação para o emprego/carreira. As expectativas em torno da Qualidade da formação não se diferenciam em função dos dois grupos de estudantes.; This study compares the initial academic expectations of two groups of Portuguese first-year colege students in engineering programs: traditional students and non-traditional students. Non-traditional students were considered all students who assessed Higher Education (HE) with over 23 years of age. Participants included 430 students. Students answered a questionnaire about their expectations regarding experiences in the focusing on five dimensions: Training for career development...

O impacto das expectativas na adaptação acadêmica dos estudantes no Ensino Superior; The impact of expectations on the students’ academic adaptation in Higher Education; El impacto de las expectativas sobre la adaptación académica de los estudiantes en la Educación Superior

Soares, Adriana Benevides; Francischetto, Vanuza; Dutra, Betânia Marques; Miranda, Jacqueline Maia de; Nogueira, Cátia C. de C.; Leme, Vanessa R.; Araújo, Alexandra Maria Dantas de Castro; Almeida, Leandro S.
Fonte: Universidade São Francisco Publicador: Universidade São Francisco
Tipo: Artigo de Revista Científica
Publicado em /04/2014 POR
Relevância na Pesquisa
56.47%
Os desafios enfrentados pelos jovens, decorrentes do ingresso no Ensino Superior, têm sido alvo de inúmeras pesquisas, destacando a confluência de variáveis pessoais e contextuais nesse processo de transição e adaptação ao Ensino Superior. O presente estudo teve como objetivo investigar como as expectativas afetam a qualidade das vivências adaptativas dos acadêmicos que iniciam o Ensino Superior. Participaram deste estudo 182 estudantes brasileiros (M=26,2; DP=8,76), sendo 146 mulheres e 36 homens, que responderam a dois questionários reportados às expectativas e vivências acadêmicas. Os resultados indicaram que as expectativas iniciais dos ingressantes foram correlacionadas com a qualidade das suas vivências acadêmicas. Em particular, as expectativas de envolvimento nas relações com os colegas, no projeto vocacional de carreira e nas atividades curriculares do seu curso foram associadas à adaptação acadêmica dos estudantes.; Many studies have addressed the challenges faced by students when they access higher education, describing the influence of personal and contextual factors on the transition and adaptation to Higher Education. The present study aimed to investigate how expectations impact the quality of first-year students’ experiences. Participants included 182 Brazilian students (M=26...

Questionário de Percepções Académicas-Expectativas : contributos para a sua validação interna e externa; Contributions for the study of the internal and external validity of The Academic Perceptions Questionnaire - Expectations

Araújo, Alexandra Maria Dantas de Castro; Costa, Alexandra Ribeiro; Casanova, Joana R.; Almeida, Leandro S.
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Artigo de Revista Científica
Publicado em /06/2014 POR
Relevância na Pesquisa
46.51%
Volume temático da Revista e-psi "Adaptação e sucesso académico no ensino superior"; O estudo das expectativas académicas de estudantes do primeiro ano tem mostrado a sua importância na qualidade da adaptação, persistência e sucesso académico no Ensino Superior. O Questionário de Percepções Académicas - Expectativas (QPA-E; Almeida, Deaño, et al.,2012) constitui um instrumento de avaliação destas expectativas, avaliando as mesmas em sete dimensões distintas: Formação para o Emprego e Carreira, Desenvolvimento Pessoal e Social, Mobilidade Estudantil, Envolvimento Político e Cidadania, Pressão Social, Qualidade da Formação, e Interação Social. Este estudo procura evidências de validade interna (através do estudo da dimensionalidade) e externa (através do estudo das relações com a preparação académica prévia, opção do curso, e certeza na escolha do questionário. A amostra é constituída por 316 estudantes do primeiro ano (50.3% homens; M idade=18.32; DP=0.92), que ingressam pela primeira vez no Ensino Superior. Os resultados sugerem que os estudantes reportam as suas expectativas em seis das sete dimensões propostas originalmente no questionário, observando-se correlações entre dimensões específicas das expectativas e duas variáveis critério usadas no estudo (preparação académica prévia e certeza na escolha). Estes resultados...

Variáveis pessoais e socioculturais de diferenciação das expectativas académicas: estudo com alunos do Ensino Superior do Norte de Portugal e Galiza; Personal and sociocultural variables and the differentiation of academic expectations: a study with Higher Education students from north Portugal and Galicia; Variables personales y socioculturales de diferenciación de las expectativas académicas: estudio con alumnos de Enseñanza Superior del norte de Portugal y Galicia

Araújo, Alexandra Maria Dantas de Castro; Almeida, Leandro S.; Costa, Alexandra R.; Alfonso, Sonia; Conde, Ángeles; Deaño, Manuel
Fonte: Universidade do Minho. Centro de Investigação em Educação (CIEd) Publicador: Universidade do Minho. Centro de Investigação em Educação (CIEd)
Tipo: Artigo de Revista Científica
Publicado em //2015 POR
Relevância na Pesquisa
66.44%
Com a expansão do acesso ao Ensino Superior, nas últimas décadas assistimos a uma maior heterogeneidade de estudantes neste nível de ensino. Uma das variáveis que importa considerar na análise dos perfis de estudantes universitários são as suas expectativas académicas, uma vez que as mesmas estão associadas a níveis diferentes de envolvimento, permanência e sucesso escolar. Foi administrado um questionário de expectativas a uma amostra de 717 estudantes do 1º ano, portugueses e espanhóis, avaliando sete dimensões: i) Formação para o emprego e carreira; ii) Desenvolvimento pessoal e social; iii) Mobilidade internacional; iv) Envolvimento político e cidadania; v) Pressão social; vi) Qualidade da formação; e vii) Interação social. Os resultados foram analisados em função do país, do sexo e de os estudantes serem ou não de primeira geração (se nenhum dos pais possui frequência do ES). As análises mostram que, de um modo geral, os estudantes espanhóis apresentam expectativas académicas mais baixas do que os estudantes portugueses. Por outro lado, observa-se um efeito de sentido inverso entre ser ou não estudante de primeira geração, sendo que estudantes cujos pais possuem formação superior apresentam expectativas mais elevadas em Portugal...

Racial/Ethnic Differences in the Educational Expectations of Adolescents: Does Pursuing Higher Education Mean Something Different to Latino Students Compared to White and Black Students?

Turcios-Cotto, Viana Y.; Milan, Stephanie
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.24%
There are striking disparities in the academic achievement of American youth, with Latino students being a particularly vulnerable population. Adolescents’ academic expectations have been shown to predict educational outcomes, and thus are an important factor in understanding educational disparities. This article examines racial/ethnic differences in the future expectations of adolescents, with a particular focus on how expectations about higher education may differ in frequency and meaning for Latino youth. Participants included 375 urban ninth-grade students (49% Latino, 23% White, 22% Black, and 6% other; 51% female) who gave written descriptions of how they pictured their lives in five years. Responses were subsequently coded for content and themes. Results demonstrate that Latino youth were less likely to picture themselves attending college when compared to Black and White youth, and more likely to hold social goals, such as starting their own family. Ethnic/racial differences also were found in the themes present in responses, with Latino and Black students more likely than White students to describe individuation and materialistic goals, and to give more unrealistic responses. For Latino youth only, higher education goals were associated significantly with individuation themes. In addition...

Parental Absence and Academic Achievement in Immigrant Students

Wright, Chrysalis L
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
36.44%
Academic achievement and educational expectations as a function of parental absence were examined among 268 newly immigrant elementary, middle, and high-school students from Spanish-speaking countries. Data collected as part of a longitudinal study of adaptation and achievement in newly immigrant students were analyzed. Participants had varying experiences with parental absence, in terms of length of absence, gender of absent parent, and reason for absence. Reasons for parental absence included parental divorce, parental death, and serial migration, a cause unique to immigrant children. Students who experienced parental absence reported lower educational expectations. Students who experienced the death of a parent had lower achievement scores and lower expectations than students who did not experience parental death. Prolonged absence was also important, with students who experienced parental absence for more than one year performing worse than students who had minimal parental separation. In addition, boys who experienced parental absence because of serial migration performed worse academically than boys who did not have this occurrence. Educational expectations were reduced among students who experienced parental absence as a result of the migratory process...

Perfiles de expectativas académicas en alumnos españoles y portugueses de Enseñanza Superior

Alfonso Gil, Sonia; Deaño Deaño, Manuel; Conde Rodríguez, Ángeles; Costa, Alexandra R.; Araujo, Alexandra M.; Almeida, Leandro S.
Fonte: Universidade da Coruña Publicador: Universidade da Coruña
Tipo: Artigo de Revista Científica
SPA
Relevância na Pesquisa
46.54%
[Resumen] Las expectativas académicas de los estudiantes son hoy reconocidas como una variable importante en la explicación de su adaptación y éxito académico. Esa importancia es mayor en los alumnos del primer año, ya que, frecuentemente presentan expectativas iniciales muy elevadas que no siempre llegan a concretarse. Con la pretensión de conocer cuáles son esas expectativas iniciales, el trabajo que se presenta analiza el perfil de las mismas en estudiantes de Enseñanza Superior (ES) de primer año. La muestra está compuesta por 719 estudiantes de diversas titulaciones académicas de las Universidades de Vigo-Campus de Ourense y Minho. A los participantes se les aplicó el Cuestionario de Percepciones Académicas (CPA). Los resultados han sido analizados tomando la nacionalidad y el ámbito de estudio (científico, jurídico-social, tecnológico). Los resultados muestran que los estudiantes portugueses tienden a presentar expectativas más elevadas en general, traduciéndose en una valoración superior de su entrada en la Universidad. A su vez, considerando las siete dimensiones de expectativas evaluadas, se comprueba un perfil similar para ambos países en relación a las expectativas más o menos valoradas. Se destacan las expectativas de obtener una formación que permita acceder a un buen empleo o carrera...

Embedding Learning Guides in a flexible delivery model: A pilot study to improve international students' academic acculturation at an Australian university

Velliaris, D.; Warner, R.
Fonte: ISANA International Education Association Inc; Queensland Publicador: ISANA International Education Association Inc; Queensland
Tipo: Conference paper
Publicado em //2009 EN
Relevância na Pesquisa
46.31%
International students transitioning to Australian universities are required to fulfil academic expectations while positioned on the margin of the academic community, coupled with engagement in discipline-specific language prior to significant exposure to the discipline. Adding to this challenge, oftentimes academic expectations and expert discourse must be accomplished in their non-native tongue - English. This paper focuses on the creation of an environment that provides international students with greater opportunity to achieve learning outcomes and academic acculturation through access to a plethora of integrated academic support services. To elevate the provision of such access and as part of an ongoing process, Academic Learning and Language (ALL) staff at the University of Adelaide have developed a series of ‘Learning Guides’. These guides not only articulate learning requirements and scaffold international students’ capacity to understand and embrace scholarly processes, but are becoming embedded across their support offerings, thus enabling more fluid and rapid acculturation to academic life at this institution.; Velliaris, Donna and Warner, Richard

Toward an understanding of how individuals overcome challenges to development: A phenomenological study of an inner -city student's attitude toward academic orientation and life

Weiner, Mickey
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.36%
The purpose of this qualitative case study was to gain an understanding of the phenomenon of academic orientation by seeking the insights into an inner-city Haitian-American middle school student's attitudes and world view toward education and life. A phenomenological approach was used in order to explore the way in which Cindy, a minority student, gives meaning to her lived-experiences in terms of her desire to meet academic expectations and her ability to overcome social adversity and/or other risk factors.^ The study attempted to answer the following two research questions: (1) What provides the focus for Cindy's (the subject's) approach to her school work and/or life? (2) What are the processes that give meaning and direction to academic orientation and life for Cindy? In-depth interviewing was the primary method of data collection. In addition, journal and sketchbook entries and school district records were used and classroom observations made.^ The nature of the study to understand lived-experience facilitated the use of the case study method and a phenomenological method of description. Data analysis was conducted by means of an adapted form of the constant comparative approach. Patterns in the data which emerged were coded and categorized according to underlying generative themes. Phenomenological reflection and analysis were used to grasp the experiential structures of Cindy's experience. The following textural themes were identified and confirmed to be essential themes to Cindy's experience: personal challenge to do her best...

HOW ASSESSMENT PRACTICES INFLUENCE THE ACADEMIC ACCULTURATION PROCESS OF INTERNATIONAL GRADUATE STUDENTS

Zyuzin, ANNA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
36.39%
Previous research studies have demonstrated that international graduate students experience various challenges adapting to academic situations within a new university community. This thesis reports on an interview study with six international graduate students who use English as a second language studying Master’s degree at one Canadian university. This study addresses the academic assessment and evaluation experience of international graduate students in the following four aspects: (1) their enjoyable and challenging assessment practices; (2) understanding of assessment expectations; (3) reflections on previous educational experience; and (4) psychological and physical factors in relation to assessment and evaluation. The findings indicate that these students’ experiences of assessment and evaluation procedures are varied and the academic acculturation process towards assessment depends on different yet interrelated factors: English language competence, cultural and educational awareness, and assessment literacy. All six research participants adapted to the host academic assessment practices and procedures fairly well despite the fact that they were not familiar with the expectations and requirements regarding assessment and evaluation at the beginning of their studies. These students learned about the host academic culture regarding assessment and evaluation through their own examination failure...

Personal and Sociocultural Variables and the Differentiation of Academic Expectations: A Study With Higher Education Students From North Portugal and Galicia; VARIABLES PERSONALES Y SOCIOCULTURALES DE DIFERENCIACIÓN DE LAS EXPECTATIVAS ACADÉMICAS: ESTUDIO CON ALUMNOS DE ENSEÑANZA SUPERIOR DEL NORTE DE PORTUGAL Y GALICIA; Variáveis pessoais e socioculturais de diferenciação das expectativas académicas: Estudo com alunos do Ensino Superior do Norte de Portugal e Galiza

Araújo, Alexandra M.; Universidade do Minho; Almeida, Leandro S.; Universidade do Minho; Costa, Alexandra R.; Instituto Politécnico do Porto; Alfonso, Sonia; Universidade de Vigo-Ourense; Conde, Ángeles; Universidade de Vigo-Ourense; Deaño, Manuel; Un
Fonte: Instituto de Educação da Universidade do Minho Publicador: Instituto de Educação da Universidade do Minho
Tipo: info:eu-repo/semantics/article; article; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 30/06/2015 POR
Relevância na Pesquisa
66.47%
Massification of Higher Education in the past decades has resulted in a greater heterogeneity of students. Expectations are a central variable when analysing students’ profiles, as they are related to engagement, persistence and academic success. In this study, a questionnaire assessing students’expectations was administered to a sample of 717 first year Portuguese andSpanish students, measuring seven dimensions: i) Training for employment and career development; ii) Personal and social development; iii) Student international mobility; iv) Political engagement and citizenship; v) Social pressure; vi) Quality of education; and vii) Social interaction. Analysis considered the impact of students’ country, sex, and parents’ education (if parents had a college degree or not). Results evidence that, in general,Spanish students present lower levels of academic expectations compared toPortuguese students. There is also an inverse impact of parents’ education on expectations, as Portuguese students whose parents have a college degree present higher expectations, but Spanish students present an inverse pattern of association. Some explanations are presented in the interpretation of these results. Keywords: Higher Education; Academic expectations; First-year students; Sociocultural variables; Con la expansión del acceso a la Enseñanza Superior (ES)...

Academic expectation's of first-year college students : results by some socio-demographic variables

Almeida, Leandro S.; Soares, Ana Paula; Vasconcelos, Rosa; Machado, Carolina; Morais, Natércia
Fonte: Fedora Publicador: Fedora
Tipo: Conferência ou Objeto de Conferência
Publicado em //2005 ENG
Relevância na Pesquisa
46.5%
As part of an investigation project “Transition, Adaptation and Academic Success of Students in Higher Education”, financed by the Fundação Calouste Gulbenkian (Program of Support of Projects in the Educational Research Domain - 2001), and having these ideas in mind, we have evaluated 1st year students expectations. At the beginning of the school year (during registration in the University), the students answered the Academic Involvement Questionnaire (expectations form) (AIQ; Soares & Almeida, 2001). The AIQ assesses student’s involvement expectations in five dimensions: institutional involvement, vocational involvement, social involvement, resources use and curricular involvement. Although the results showed a quite positive global pattern of student’s academic involvement expectations (particularly high in the curricular and vocational involvement dimensions), it was possible to verify that female students showed a higher pattern of expectations, especially in vocational and curricular domains. This situation, in terms of its psychological and educational meaning, can put the female students in a more favourable position to achieve higher levels of academic adjustment.; Dans un projet de recherche financée pars la Fondation Calouste Gulbenkian...

Perfiles de expectativas académicas en alumnos españoles y portugueses de enseñanza superior; Academic expectations profiles of spanish and portuguese higher education students

Alfonso Gil, Sonia; Deaño Deaño, Manuel; Conde Rodríguez, Ángeles; Costa, Alexandra Ribeiro; Araújo, Alexandra Maria Dantas de Castro; Almeida, Leandro S.
Fonte: Universidade da Coruña Publicador: Universidade da Coruña
Tipo: Artigo de Revista Científica
Publicado em //2013 SPA
Relevância na Pesquisa
66.56%
Las expectativas académicas de los estudiantes son hoy reconocidas como una variable importante en la explicación de su adaptación y éxito académico. Esa importancia es mayor en los alumnos del primer año, ya que, frecuentemente presentan expectativas iniciales muy elevadas que no siempre llegan a concretarse. Con la pretensión de conocer cuáles son esas expectativas iniciales, el trabajo que se presenta analiza el perfil de las mismas en estudiantes de Enseñanza Superior (ES) de primer año. La muestra está compuesta por 719 estudiantes de diversas titulaciones académicas de las Universidades de Vigo-Campus de Ourense y Minho. A los participantes se les aplicó el Cuestionario de Percepciones Académicas (CPA). Los resultados han sido analizados tomando la nacionalidad y el ámbito de estudio (cientifico, juridico-social, tecnológico). Los resultados muestran que los estudiantes portugueses tienden a presentar expectativas más elevadas en general, traduciéndose en una valoración superior de su entrada en la Universidad. A su vez, considerando las siete dimensiones de expectativas evaluadas, se comprueba un perfil similar para ambos países en relación a las expectativas más o menos valoradas. Se destacan las expectativas de obtener una formación que permita acceder a un buen empleo o carrera...

Expectativas de envolvimento académico à entrada na Universidade : estudo com alunos da Universidade do Minho

Almeida, Leandro S.; Gonçalves, Albertino, 1959-; Salgueira, Ana Paula; Soares, Ana Paula; Machado, Carolina; Fernandes, Eugénia M.; Machado, José Cunha; Vasconcelos, Rosa
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Artigo de Revista Científica
Publicado em //2003 POR
Relevância na Pesquisa
36.36%
Este artigo analisa as expectativas de envolvimento académico de 1768 alunos que, em Setembro de 2002, se inscreveram pela primeira vez nos vários cursos da Universidade do Minho. Utilizamos o Questionário de Envolvimento Académico – versão expectativas (QEA – Soares & Almeida, 2000), que avalia as expectativas de investimento no curso, instituição, carreira, relações interpessoais e utilização dos recursos da instituição. Os resultados sugerem que os alunos, no momento em que se inscrevem na Universidade, apresentam expectativas de envolvimento muito elevadas, nas cinco dimensões do QEA. Mesmo assim, forma encontradas algumas diferenças relacionadas com variáveis demográficas e escolares dos alunos. Os alunos mais novos, do sexo feminino e deslocados da família tendem a apresentar expectativas mais elevadas de investimento académico. Também algumas diferenças de expectativas foram encontradas, quando se considera o percurso escolar anterior e o tipo de curso frequentado na Universidade.; This paper analyses the academic Involvement expectations of 1768 students who, in September 2002, enrolled into the various courses in Universidade do Minho (Portugal). We used the Academic Involvement Questionnaire — Expectations version (QEA — Soares & Almeida...

Futures thinking for academic librarians : higher education in 2025

Staley, David J; Malenfant, Kara J
Fonte: Chicago : ACRL; Association of College & Research Libraries, 2010. Publicador: Chicago : ACRL; Association of College & Research Libraries, 2010.
Tipo: Livro Formato: application/pdf
ENG
Relevância na Pesquisa
36.19%
33 p. : ill. ; 28 cm.; Libro Electrónico; "Para los bibliotecarios académicos que tratan de demostrar el valor de sus bibliotecas en sus instituciones, es importante saber lo que va a ser valorado en el futuro para que podamos empezar a tomar las medidas apropiadas ahora. Este documento presenta 26 posibles escenarios basados en una evaluación de las implicaciones de las tendencias actuales, que pueden tener un impacto en todo tipo de bibliotecas universitarias y de investigación durante los próximos 15 años. Los escenarios representan los temas relacionados con la cultura académica, la demografía, la educación a distancia, la financiación, la globalización, la infraestructura, instalaciones, bibliotecas, clima político, la industria editorial, los valores sociales, los alumnos, el aprendizaje, y la tecnología. El informe refleja la opinión experta de los miembros de la ACRL en cuanto a sus expectativas y percepciones acerca de la probabilidad, el impacto, la velocidad del cambio, y la amenaza, oportunidades potenciales de cada escenario. Finalmente, el estudio extrae consecuencias para las bibliotecas universitarias. Para los escenarios que han sido identificados como de alto impacto con una alta probabilidad de ocurrir...

Students' expectations of ageing: An evaluation of the impact of imagined intergenerational contact and the mediating role of ageing anxiety

Prior, Katrina; Sargent-Cox, Kerry
Fonte: Academic Press Publicador: Academic Press
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
36.2%
Positive attitudes towards the aged and expectations of the ageing process have been recognised as important drivers of healthy ageing. Utilising novel methods previously used to improve attitudes towards older adults, the current article reports the impact of imagined contact with an older adult on expectations of ageing and ageing anxiety compared to a control. Two hundred and one undergraduate students were randomly assigned to one of three conditions; (1) imagined contact with a 75. year old male, (2) imagined contact with a 75. year old female, or (3) a control. Results revealed that imagined contact with either an older male or female was associated with more positive expectations of ageing in male participants, both immediately after the intervention and at a four week follow-up, compared to the control. No such results were found for female participants. Among male participants, the relationship between imagined intergenerational contact and expectations of ageing was mediated by ageing anxiety, indicating that males in the imagined contact conditions experienced significantly better expectations of ageing through reduced anxiety about ageing, compared to the control. No indirect effect of ageing anxiety on the relationship between imagined intergenerational contact and expectations of ageing was found for female participants. Implications of these findings and suggestions for future research will be discussed. Overall...

The influence of traditional and non-traditional educational models on children’s beliefs towards education, future expectations and resilient attitudes

Santos, Alatorre Paulina
Fonte: Instituto Universitário de Lisboa Publicador: Instituto Universitário de Lisboa
Tipo: Dissertação de Mestrado
Publicado em //2015 ENG
Relevância na Pesquisa
36.26%
European Master in Social Work with Families and Children; Education is considered as a protective and empowering tool against social problems. Recent studies have directed their attention to non-traditional methods of education due to their influence in positive academic and personal outcomes. In Uganda, the country where this study has been conducted, the education system has remained that which was introduced under the colonial era, predominantly the traditional model. Therefore, few schools -particularly those following international curriculums-, are promoting a non-traditional educational model, with emphasis on the child’s holistic development including focus on social skills and knowledge application abilities. The present research aimed to compare possible influences of traditional and non-traditional educational models on children’s beliefs towards education and its potential relation with their present life perceptions, future expectations and resilient attitudes. A cross-sectional and comparative case study research design was thus adopted using qualitative research methods mainly guided by grounded theory principles. Overall, eighteen children and three teachers from three different sets of schools - a public, private and an international- in Kampala district...

Advancing academic opportunities for disadvantaged youth: third year impact evaluation of a privately-managed school in a poor neighborhood in Montevideo

Balsa,Ana Inés; Cid,Alejandro
Fonte: Páginas de Educación Publicador: Páginas de Educación
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2014 EN
Relevância na Pesquisa
46.31%
We study the three-year impact of a private tuition-free middle school on the academic outcomes of poor students. Several features of the treatment school fit with innovative paradigms that have delivered successful outcomes in poor urban areas. Our research design exploits the excess of applicants over the school capacity and the fact that participants were selected randomly. Specifically, we follow a cohort of students that entered middle school in 2010 and that were randomly assigned to attend the treatment school or public school as usual. We find that the treatment school impacted favorably on students’ academic advancement and math competencies. Also, the treatment school had a positive -and quite robust over time- impact on students’ and their parents’ academic expectations. This culture of high expectations has been previously identified in the literature as a key input for school success