Envolvimento do aluno na escola : um estudo em escolas de São Miguel

Dissertação de Mestrado em Psicologia da Educação (Contextos Educativos).O constructo envolvimento escolar tem despertado grande interesse aos investigadores, na área de educação, pelo facto de ser considerado um dos indicadores cruciais para o aumento do sucesso académico e, simultaneamente, para a diminuição de comportamentos disruptivos por parte dos alunos. Neste contexto, o presente estudo teve como propósito investigar a eventual relação entre envolvimento escolar e os resultados escolares e comportamentais em alunos da ilha de S. Miguel. Procurou, ainda, estudar o envolvimento escolar em função das variáveis sociodemográficas - ano de escolaridade, sexo dos alunos e escolas (rural e urbana) que frequentam. A amostra incidiu sobre 365 alunos, de ambos os sexos, dos 7.º e 10.º anos de escolaridade, de escolas diferenciadas pela sua localização geográfica (rural e urbana). Os dados foram recolhidos através do “Questionário acerca do Envolvimento dos Estudantes na Escola”, a versão portuguesa de um instrumento internacional sobre o envolvimento do aluno, e através da “Escala da Disrupção Escolar Professada pelos Alunos”, um instrumento que acede à perspetiva dos jovens acerca do seu comportamento escolar. Os resultados indicam um envolvimento moderado por parte dos alunos. Indicam, ainda que os alunos do 7.º ano de escolaridade, quando comparados aos do 10.º ano, expressam um maior envolvimento. Ao analisar-se as diferenças entre rapazes e raparigas, observa-se que o sexo não parece ser uma variável diferencial no envolvimento escolar. A comparação entre escolas sugere que os alunos da escola rural se expressam como sendo menos envolvidos afetivo e cognitivamente, se compararmos com os da escola urbana. Contudo, não foram observadas diferenças em alunos, de ambas as escolas, no que se refere ao envolvimento comportamental. Os resultados do presente estudo apontam, ainda, para a existência de uma correlação positiva entre o envolvimento escolar e os resultados escolares, sugerindo que, quanto mais os alunos se reportam como envolvidos, melhores são os seus resultados académicos. É, também, evidenciada uma relação negativa entre o envolvimento escolar e os resultados comportamentais, o que demostra que os estudantes mais envolvidos se qualificam como menos disruptivos. Deste modo, parecem justificar-se intervenções educativas que fomentem o envolvimento escolar dos alunos, enquanto fator protetor da adaptação à escola.ABSTRACT: School engagement construct has attracted a great interest in educational researchers because of it being considered one of the key indicators to increase academic success and, simultaneously decreases students’ disruptive behaviours. In this context, the present study aimed to investigate the possible relationship between school engagement and academic results and school engagement and behavioural outcomes in S. Miguel island students. The present investigation also intends to study school engagement according to sociodemographics variables – student’s grade levels, sex and the schools (rural/urban) that they attend. The sample focused on 365 students of both sex, of 7th and 10th grade’s level and schools differentiated by their geographic localization (urban and rural). Data was collected through the "Student Engagement in School Scale ", a portuguese version of an international instrument on student engagement and through the "Disruptive Behavior Scale professed by Students," a tool that accesses the perspective of youngsters about their school behaviours. The results indicate a moderate engagement by students. They also indicate that 7th grade students, when compared with the 10th grade, express a greater engagement. When analyzing the differences between boys and girls was observed that gender on school engagement does not appears to be a differential variable. The comparison between schools suggests that rural school students express themselves as less affective and cognitively engage, compared with urban school’s students. However, no differences were observed on behavioural student’s engagement from both schools. The results of this study also points to the existence of a positive correlation between school engagement and academic results, suggesting that as more students report being involved, the better are their academic’s results. This also shows evidence of a negative relationship between school engagement and behavioural outcomes, showing that students, who are more involved classified as less disruptive. Thus seems to justify educational interventions that encourage student’s engagement, as a protective factor of school adaptation

The challenges in the construction of psychopedagogical materials in health education

Trabalho apresentado em XIII Congreso Internacional Galego-Portugués de Psicopedagoxía, Área 6 Formación de profesores y agentes educativos. Universidad da Coruña, 2 de Setembro de 2015.A cidadania constitui um processo ativo, no qual o indivíduo e a sociedade interagem para o alcance de objetivos e de superação de dificuldades comuns. O contexto escolar, é assim considerado um dos meios mais privilegiados para que a aprendizagem se consolide, dado ser um local integrador, das várias áreas do saber, e de preocupações transversais à sociedade. Como tal, a aposta na educação para a cidadania e a sua inserção no currículo escolar torna-se importante desde os níveis de ensino mais precoces. A elaboração de projetos que permitam concretizar os objetivos que norteiam esta área de conhecimento deve ter em linha de conta não só as necessidades e fragilidades específicas da comunidade escolar, na qual se desenvolverá uma determinada ação, mas também possibilitar a extensão destas ações aos restantes contextos onde o indivíduo se encontra inserido. Uma das áreas de abordagem da educação para a cidadania diz respeito à Educação para a Saúde. [...].ABSTRACT: Citizenship is an active process in which individuals and the society interact in order to achieve common goals and overcome common difficulties. Therefore, school settings are considered one of the privileged means of learning consolidation, as it consists in a context of integration of several areas of knowledge and expertise, as well as one of the major areas of concern to the society. As such, the investment in education for citizenship and the introduction of this discipline in regular school curricula from early school years is of central importance. The development of projects that allow the accomplishment of goals in this area of expertise must take into account not only the specific frailties and needs from the school community in which those actions will take place, but must also make possible to extend these actions to the remaining contexts in which the individuals participate. In the current Citizenship curricula, one of the main themes is Health Education. […]

Student engagement and disruptive behavior

Este trabalho realiza uma abordagem ao construto envolvimento do aluno na escola e relaciona o envolvimento expresso pelos alunos com a disrupção professada por eles mesmos. A investigação contou 365 participantes a frequentarem o 7.º e o 10.º anos de escolaridade. Para a recolha de dados utilizaram-se o Questionário de Envolvimento dos Estudantes na Escola, a versão portuguesa para investigação do StudentEngagement in SchoolScale (Lam e Jimerson, 2008) e a Escala de Disrupção Escolar Professada, um instrumento construído e adaptado para a população portuguesa (Veiga, 2008). Os resultados indicam um envolvimento médio a elevado por parte dos alunos, embora sendo mais expressivo nos do 7.º ano. Em termos de comportamento, os resultados sugerem não existir representações de condutas disruptivas, sobretudo no nível dos alunos do 7.º ano. Finalmente, os resultados apontam para uma relação negativa entre envolvimento na escola e comportamento disruptivo, fortalecendo a ideia de que o envolvimento é um fator protetor da adaptação à escola.ABSTRACT: This paper presents an approach to the construct of student engagement in school and analyses the relationship between student engagement and disruptive behavior among elementary and secondary students. The survey was conducted among 365 students from 7th and 10th grades. The data was collected through the Questionnaire of Student Engagement in School, the Portuguese version for research of the Student Engagement in School Scale (Lam & Jimerson, 2008) and through the Disruptive Behavior Scale, a scale developed for the Portuguese population (Veiga, 2008). The results indicate a moderate to a high student’s engagement, with the 7th graders exhibiting greater values. In terms of behavior, the results suggest that students indicate low levels of disruption, mainly into the group of the 7th the graders. Finally, results point to a negative relationship between school engagement and disruptive behavior, strengthening the idea that school engagement plays a protective role to the school adjustment

Geoeconomic variations in epidemiology, ventilation management, and outcomes in invasively ventilated intensive care unit patients without acute respiratory distress syndrome: a pooled analysis of four observational studies

Background: Geoeconomic variations in epidemiology, the practice of ventilation, and outcome in invasively ventilated intensive care unit (ICU) patients without acute respiratory distress syndrome (ARDS) remain unexplored. In this analysis we aim to address these gaps using individual patient data of four large observational studies. Methods: In this pooled analysis we harmonised individual patient data from the ERICC, LUNG SAFE, PRoVENT, and PRoVENT-iMiC prospective observational studies, which were conducted from June, 2011, to December, 2018, in 534 ICUs in 54 countries. We used the 2016 World Bank classification to define two geoeconomic regions: middle-income countries (MICs) and high-income countries (HICs). ARDS was defined according to the Berlin criteria. Descriptive statistics were used to compare patients in MICs versus HICs. The primary outcome was the use of low tidal volume ventilation (LTVV) for the first 3 days of mechanical ventilation. Secondary outcomes were key ventilation parameters (tidal volume size, positive end-expiratory pressure, fraction of inspired oxygen, peak pressure, plateau pressure, driving pressure, and respiratory rate), patient characteristics, the risk for and actual development of acute respiratory distress syndrome after the first day of ventilation, duration of ventilation, ICU length of stay, and ICU mortality. Findings: Of the 7608 patients included in the original studies, this analysis included 3852 patients without ARDS, of whom 2345 were from MICs and 1507 were from HICs. Patients in MICs were younger, shorter and with a slightly lower body-mass index, more often had diabetes and active cancer, but less often chronic obstructive pulmonary disease and heart failure than patients from HICs. Sequential organ failure assessment scores were similar in MICs and HICs. Use of LTVV in MICs and HICs was comparable (42·4% vs 44·2%; absolute difference -1·69 [-9·58 to 6·11] p=0·67; data available in 3174 [82%] of 3852 patients). The median applied positive end expiratory pressure was lower in MICs than in HICs (5 [IQR 5-8] vs 6 [5-8] cm H2O; p=0·0011). ICU mortality was higher in MICs than in HICs (30·5% vs 19·9%; p=0·0004; adjusted effect 16·41% [95% CI 9·52-23·52]; p<0·0001) and was inversely associated with gross domestic product (adjusted odds ratio for a US$10 000 increase per capita 0·80 [95% CI 0·75-0·86]; p<0·0001). Interpretation: Despite similar disease severity and ventilation management, ICU mortality in patients without ARDS is higher in MICs than in HICs, with a strong association with country-level economic status