The impact of government policies on income inequality and the translation of growth into income poverty reduction: protocol for two systematic reviews

The eradication of poverty has been a central aim of international development for several decades, and the importance of reducing inequality is also increasingly accepted. This paper presents the protocols for two systematic reviews on the government policies and interventions that affect in-country income inequality and the translation of economic growth into reductions in income poverty. The paper describes the background to the reviews and the links between them, their aims and scope, the inclusion criteria, search strategy and synthesis options

Fiscal consolidation and financial reforms

We use data for a panel of 17 countries over the period 1980-2005 to investigate the impact of fiscal consolidation on the likelihood of financial reforms. We show that fiscal adjustments do not boost the implementation of financial reforms. However, tax-driven fiscal consolidation programs raise the likelihood of banking sector reforms. Moreover, we find that: (i) an increase in the degree of trade openness makes countries less likely to implement financial reforms; (ii) an increase in the interest rate spreads accelerates the path of financial reforms, especially, external capital account reforms; and (iii) an improvement in the quality of political institutions strongly enhances the probability of financial reforms.COMPETE, QREN, FEDER, FCT project ‘FCOMP-01-0124-FEDER- 037268 (PEst-C/EGE/UI3182/2013)’

Estratégias de aprendizagem e fatores motivacionais relacionados Learning strategies and related motivational factors

O estudo sobre aprendizagem autorregulada de uma perspectiva sociocognitiva tem integrado fatores cognitivos, metacognitivos, afetivos e motivacionais. Um dos constructos mais investigados nesta área é o de estratégias de aprendizagem, pois seu uso pelos estudantes é considerado um importante indicativo do nível de autorregulação. Nota-se que embora muitos alunos conheçam um repertório de estratégias, nem sempre relatam utilizá-las com frequência. Assume-se, portanto, que esta atividade requer esforço e é marcadamente afetada pela motivação do aluno. Dessa forma, tem-se como finalidade neste artigo, discutir a relação entre estratégias de aprendizagem e algumas variáveis motivacionais que têm sido sistematicamente relacionadas a este constructo: autoeficácia, metas de realização e valor da tarefa.<br>The study about self-regulated learning from a socio-cognitive perspective has integrated cognitive, metacognitive, affective and motivational aspects. Learning strategy has been one of the most investigated constructs in this area, because its use by students is considered a relevant indicative of the self-regulation level. It has been noted that although many students know different strategies, they do not relate to use them frequently. Therefore, it is assumed that this activity requires effort and is markedly affected by students' motivation. For that reason, this article aims to discuss the relation between learning strategies and some motivational variables that have been systematically related to this construct: self-efficacy, achievement goals and task-value