DIFFERENCES BETWEEN LEVEL TRAJECTORY AND ACADEMIC PERFORMANCE WITH EMOTIONAL SKILLS IN UNIVERSITY STUDENTS

Emotional intelligence is involved in the recognition process, use, understanding and management of its own and others' emotional statesto resolve emotional problems and regulate behavior (Salovey, Brackett & Mayer, 2004). Emotional intelligence is taken up in this research, based in Salovey and Mayers´s model (1990), to identify whether there were significant differences in emotional skills of students from health sciences, as a function of level of school trajectory and academic performance. 300 university students were included from three disciplines of the Institute of Health Science at the Autonomous University of the State of Hidalgo, México. The sample was selected based on a non-probabilistic sample by subjects type (García, 2009). Three instruments were administered to evaluate emotional understanding, perception and expression. A nonparametric analysis with Chi Square (X²), did not detect differences statistically significant among students as a function of academic performance and levels of school trajectory for the three abilities of emotional understanding, expression and perception. Only subtest variable score for individuals emotional ability for emotion labeled love, sadness, happiness, anger and fear were related to the independent variables of academic performance and levels of school trajectory

Emotional states experoenced by psychology students during academic contingency due to COVID-19: the case of 7 CUMex universities.

El objetivo del estudio fue conocer los estados emocionales experimentados por estudiantes de psicología durante las clases a distancia en periodo de contingencia (COVID-19), con el fin de contribuir al desarrollo de mejores estrategias de acompañamiento. Se aplicó un cuestionario para evaluar estados emocionales en 1996 estudiantes adscritos a siete universidades de CUMEX. Los resultados muestran una alta frecuencia en cinco emociones básicas (ira, tristeza, miedo, alegría y sorpresa) y en tres emociones de segundo orden (ansiedad, desesperación y estrés); los aspectos cognitivos de mayor frecuencia fueron: pereza, desinterés e incertidumbre. En los aspectos físicos destacaron taquicardias, sofocación e hiperventilación; en el campo interpersonal las condiciones de mayor incidencia fueron: problemas de pareja, de comunicación y duelo por pérdidas familiares. Se concluyó que quedarse en casa con clases a distancia, implicó un cambio importante, por lo que es necesario brindarles un acompañamiento que les permita afrontar los estados emocionales presentados

Photography-based taxonomy is inadequate, unnecessary, and potentially harmful for biological sciences

The question whether taxonomic descriptions naming new animal species without type specimen(s) deposited in collections should be accepted for publication by scientific journals and allowed by the Code has already been discussed in Zootaxa (Dubois & Nemésio 2007; Donegan 2008, 2009; Nemésio 2009a–b; Dubois 2009; Gentile & Snell 2009; Minelli 2009; Cianferoni & Bartolozzi 2016; Amorim et al. 2016). This question was again raised in a letter supported by 35 signatories published in the journal Nature (Pape et al. 2016) on 15 September 2016. On 25 September 2016, the following rebuttal (strictly limited to 300 words as per the editorial rules of Nature) was submitted to Nature, which on 18 October 2016 refused to publish it. As we think this problem is a very important one for zoological taxonomy, this text is published here exactly as submitted to Nature, followed by the list of the 493 taxonomists and collection-based researchers who signed it in the short time span from 20 September to 6 October 2016

Um modelo de tutoria universitária para o aprendizado de materiais de instrução

Presents the results of a study on a model designed to address problems related to reading comprehension and learning with instructional materials among college students who receive support from a tutor.The study included 59 tutors and 200 students from the Universidad Autónoma del Estado de Hidalgo in Mexico. It was designed as quasi-experimental research with three independent groups for comparison. The Learning Styles Inventory and Motivational Orientation (Edaom) questionnaire developed by Castañeda and Ortega (2004) was applied as a pre and post-test instrument subsequent to intervention with the model during a period of one semester.The results reasonably show intervention by the tutor helped to improve the students’ performance compared to the other two groups and that learning through the use of instructional materials requires training on the part of the tutor.DOI: 10.5294/edu.2011.14.1.5Se exponen los resultados del estudio de un modelo diseñado para atender los problemas relacionados con la comprensión de la lectura y el aprendizaje de materiales instruccionales en estudiantes universitarios, con el apoyo del tutor.En el estudio participaron 59 tutores y 200 estudiantes de la Universidad Autónoma del Estado de Hidalgo, México. El diseño de la investigación fue cuasiexperimental, con tres grupos independientes de comparación. Se aplicó el Inventario de Estilos de Aprendizaje y Orientación Motivacional (Edaom) de Castañeda y Ortega (2004), en un pretest-postest después de la intervención con el modelo durante un semestre. Los resultados indican, de manera moderada, que la intervención del tutor contribuyó a mejorar el desempeño de los estudiantes, en comparación con los otros dos grupos, y también que para el aprendizaje de materiales instruccionales se requiere entrenamiento por parte del tutor. DOI: 10.5294/edu.2011.14.1.5Apresenta os resultados do estudo de um modelo concebido para resolver problemas relacionados com a compreensão de leitura e o aprendizado de materiais de instrução em estudantes universitários com o apoio de tutores.O estudo envolveu 59 professores e 200 estudantes da Universidad Autónoma do Estado de Hidalgo no México. O desenho da pesquisa foi quase-experimental, com três grupos independentes para comparação. Nós aplicamos o Inventário de Estilos de Aprendizagem e Orientação Motivacional (Edaom) de Castañeda e Ortega (2004) em um pré-teste-pós-teste após a intervenção com o modelo por um semestre.Os resultados indicam moderadamente que a intervenção do tutor ajudou para melhorar o desempenho dos alunos em comparação com os outros dois grupos, bem como que a aprendizagem de material didático necessita treinamento pelo tutor