Despite a growing body of research into child- ren's concepts of illness, many basic questions still remain. This study aims to describe 8- to 11-year olds' lay beliefs of health, illness, health promotion and disease prevention. Children responded to open-ended questions about health and illness by drawing and writing their responses. Two primary schools of two small towns of Bekes County, Hungary, were invited to participate. The sample consisted of 128 primary school students (57% males and 43% females), one class from each of Grades 3, 4 and 5 within each location. Consistent with previous findings, the children of this sample have considerable knowledge about health, illness and disease risks. In addition, they seem health conscious and hold positive attitudes toward health and health promotion. Many respond- ents demonstrated a biomedical approach to health. At the same time, holistic views of health were also common. Children's past ex- periences (e.g. trivial infections) may play an important role in their concepts of disease causation. Ideas about health promotion were especially varied, with a few children describ- ing complex guidelines.

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Children's perceptions of health and illness: images and lay concepts in preadolescence

Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students. The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their learning-related emotions and metacognitive learning strategies, and these, in turn, affect the students’ academic performance. Moreover, learning-related emotions influence the metacognitive learning strategies, which in turn mediate the effect of emotions on academic performance. The results of this study revealed that metacognitive strategies and learning-related emotions could play a mediating role in the relationship between students’ self-efficacy and academic performance.

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Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model.

This paper aims to understand the knowledge of the relationships between the first experiences of the undergraduate student and the academic success. Therefore, the work analyzes in what degree the academic experience of the first-year undergraduate students are relat ed to their academic performance. One hundred (100) students among 16 and 24 years old of the first year of the military engineer course participat ed in the research. The Questionario de Vivencias Academicas (QVA) was employed to analyze their academic experiences. In addition, their reported grades on three courses essential to an engineer major curriculum (Phisics, Calculus, and Linear Algebra ) were used to evaluate the effects on their overall academic performance. The obtained results suggest that the student ’s overall academic performance may be affected by his/her personal life experiences as well as his/her first-year academic achievement .

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O processo de adaptação ao ensino superior e o rendimento acadêmico

Motivation To Learn From Theory To Practice

Self-Regulated Learning Training Programs Enhance University Students’ Academic Performance, Self-Regulated Learning Strategies, and Motivation: A Meta-Analysis

A Teoria da Autodeterminacao foi proposta com o objetivo de compreender os componentes da motivacao intrinseca e extrinseca e os fatores relacionados com a sua promocao. Nessa perspectiva, sao abordadas a personalidade e a motivacao humana, concentrando-se nas tendencias evolutivas, nas necessidades psicologicas inatas e nas condicoes contextuais favoraveis a motivacao, ao funcionamento social e ao bem estar pessoal. No contexto da pesquisa educacional, a motivacao intrinseca tem sido relacionada ao envolvimento dos alunos com as tarefas de aprendizagem, pela preferencia por desafios, persistencia, esforco, uso de estrategias de aprendizagem, entre outros resultados positivos. Partindo da Teoria da Autodeterminacao, este artigo tem como objetivos analisar os conceitos relativos a motivacao intrinseca, postulados nessa teoria, refletir sobre o papel do professor, mas especificamente sobre seu estilo na promocao desse padrao motivacional no aluno, bem como discutir as implicacoes educacionais deste tema.

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O estilo motivacional do professor e a motivação intrínseca dos estudantes: uma perspectiva da Teoria da Autodeterminação

O presente estudo tem como objetivo rever criticamente a literatura sobre a relacao entre as estrategias de aprendizagem e o desempenho escolar de alunos, tendo como referencial teorico a Psicologia Cognitiva baseada na Teoria do Processamento da Informacao. Tem-se em vista contribuir para uma reflexao, tanto sobre a possibilidade de se fortalecer a capacidade de aprender de alunos brasileiros em risco de repetencia e/ou evasao escolar, quanto sobre a necessidade de melhorar os cursos de formacao de professores do ensino fundamental.

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Estratégias de aprendizagem e desempenho escolar: considerações para a prática educacional

This study describes the steps of constructing a motivation to learn scale for elementary school students and presents a preliminary analysis of its psychometric properties. It was carried out in two stages, employing 771 students from 2nd to 8th grade of elementary school level of public schools of Campinas, SP. The alpha of Cronbach was 0,80 indicating a good internal consistency of the scale. The exploratory factorial analysis identified two factors: intrinsic motivation (IM) and extrinsic motivation (EM) explaining respectively 17,68% and 12,71% of the total variance. Data is discussed in terms of the need of deepening our knowledge regarding the viability of using the scale for diagnosis, intervention and prevention of motivational problems in the school context.

http://www.scielo.br/pdf/prc/v20n3/a08v20n3.pdf

Escala de avaliação da motivação para aprender de alunos do ensino fundamental (EMA)

As causal attributions for school success and failure are central constructs for achievement motivation, an investigation of causal attributions for success and failure in a mathematics exam was carried out among 110 public school Brazilian students. Participants were from both sexes and low SES, and ranged in age from eight to 16 years old. Subjects were interviewed individually and their causal attributions were assessed through 14 yes or no paired items related to a math exam situation. Data revealed that effort and lack of effort were the most important attributions for success and failure. Significant differences emerged between causal attributions and predictor variables. Findings are discussed in terms of their contribution for understanding the role school context plays in enhancing students’ motivation.

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A study of causal attributions for success and failure in mathematics among Brazilian students

This study investigated the intrinsic and extrinsic motivacional orientations of students in the context of the educational continuous progression. The sample was composed of 160 subjects of second, fourth, sixth and eighth grades of the elementary school. Data was collected by means of the presentation of histories involving the intrinsic, extrinsic motivation and the educational continuous progression system. Subjects were interviewed individually. Their answers were transcribed verbatim and submitted to content analysis. Results indicated that a expressive percentage of students did not know the educational system of continuous progression. Students revealed a predominantly intrinsic motivation orientation with advances in age and in school grade level, even though knowing that they will not repeat any school grade. This study pointed out the importance of deepening our knowledge concerning the impact of the educational continuous progression in students' motivation to learn.

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Evely Boruchovitch

Papers

O estilo motivacional do professor e a motivação intrínseca dos estudantes: uma perspectiva da Teoria da Autodeterminação

Estratégias de aprendizagem e desempenho escolar: considerações para a prática educacional

Escala de avaliação da motivação para aprender de alunos do ensino fundamental (EMA)

A study of causal attributions for success and failure in mathematics among Brazilian students

A motivação de alunos no contexto da progressão continuada