Preparação académica, estatuto sociocultural, abordagens à aprendizagem e envolvimento académico : fatores de um modelo explicativo do rendimento académico no primeiro ano da universidade

Tese de doutoramento em Ciências da Educação (ramo de conhecimento em Psicologia da Educação)Os estudos que almejam identificar os fatores explicativos do (in)sucesso no ensino superior têm vindo a despertar um interesse crescente por parte de investigadores, docentes, estudantes, instituições de ensino superior, entidades governamentais e público em geral. Num contexto em mudança, com a criação de um Espaço Europeu do Ensino Superior e a implementação do Processo de Bolonha e com a crescente diversificação da população estudantil, torna-se importante compreender os fatores que influenciam os resultados académicos dos estudantes, no sentido de identificar caminhos que permitam promover a melhoria da qualidade das aprendizagens e maximizar o sucesso dos estudantes. Este estudo teve como principal objetivo analisar a viabilidade e estabilidade de um modelo explicativo do rendimento académico no primeiro ano do ensino superior, em dois momentos diferentes: no início e no final do primeiro semestre. Participaram nesta investigação duas amostras de estudantes do primeiro ano do ensino superior de uma universidade do grande Porto: 549 estudantes na Amostra 1 – início do semestre e 472 estudantes na Amostra 2 – final do semestre. Os dados foram analisados com recurso a modelos de equações estruturais, nos quais foram consideradas como variáveis latentes independentes ou de input a preparação académica dos estudantes (observada através da nota de candidatura e das competências linguísticas) e o seu estatuto sociocultural (observado através do capital cultural parental e do estatuto de estudante de primeira geração), como variáveis latentes mediadoras as abordagens à aprendizagem (observadas através das motivações e estratégias superficial e profunda) e o envolvimento académico (observado através do tempo de estudo e da assiduidade às aulas), e como variável dependente ou de output o rendimento académico no final do semestre. A análise de equações estruturais indicou que o modelo proposto obteve índices de ajustamento muito bons em ambos os momentos de recolha de dados, mostrando que constitui uma representação plausível da relação entre os construtos observados, apesar de se terem verificado diferenças nos coeficientes de regressão e na variância explicada do rendimento académico dos estudantes (61% no início e 44% no final do semestre). A preparação académica revelou-se importante na opção por uma abordagem profunda em detrimento da adoção de uma abordagem superficial, sobretudo no início do semestre. O estatuto sociocultural apresentou um papel irrelevante no início do semestre, no entanto, no final do semestre apresentou um impacto negativo na opção por uma abordagem superficial e positivo na opção por uma abordagem profunda. Verificou-se um impacto significativo das abordagens à aprendizagem no envolvimento académico e deste no rendimento académico, de acordo com dados disponíveis na literatura. Os resultados corroboram a ideia de que a primeira parte do primeiro semestre do primeiro ano constitui um período crítico para os estudantes e para a sua integração. São apresentadas e discutidas implicações para a prática educativa, assim como sugestões para investigações futuras.The studies that aim to identify the explicative factors of the (under)achievement in higher education have been arousing an increasing interest by researchers, teachers, students, higher education institutions, governmental personalities and the general public. In a changing context, with the creation of a European Higher Education Area and the implementation of the Bologna Process and with the increasing diversification of the student population, it’s important to understand the factors that influence the academic achievement of the students, in order to identify ways that may promote the improvement of the quality of learning and maximize student success. The purpose of this study was to analyse the viability and stability of an explicative model of the academic achievement in the first year of higher education at two different moments: at the beginning and at the end of the first semester. Two samples of first year students at a university in Porto participated in this research: 549 students in Sample 1 – beginning of the semester – and 472 students in Sample 2 – end of the semester. Data were analysed using structural equation modeling, having been considered as independent or input latent variables the academic preparation of the students (observed through the students’ entrance rank and their language skills) and their sociocultural status (observed through the parental cultural capital and the status of first-generation student), as mediator latent variables the approaches to learning (observed through the superficial and deep motivations and strategies) and the academic involvement (observed through the study time and class attendance), and as dependent or output variable the academic achievement at the end of the semester. Structural equation analysis revealed the very good fit of the proposed model at both moments of the data collection, showing that it constitutes a plausible representation of the relationships of the constructs observed, in spite of the differences found in the regression coefficients and the explained variance of the academic achievement of the students (61% at the beginning and 44% at the end of the semester). The academic preparation showed itself important in the option for a deep approach to the detriment of the adoption of a superficial approach, mainly at the beginning of the semester. The sociocultural status showed an irrelevant role at the beginning of the semester. However, at the end of the semester it showed a negative impact in the option for a superficial approach and a positive impact in the option for a deep approach. There was a significant impact of the approaches to learning in the academic involvement and of this one in the academic achievement, according to data available in literature. The results corroborate the idea that the first part of the first semester of the first year constitutes a critical period for the students and for their integration. Implications for the educational practice are discussed, as well as suggestions for future researches

Psicothema

Resumen tomado de la publicaciónA pesar de la importancia de la realización de los deberes escolares (tareas para casa, TPC) en el aprovechamiento académico, hoy en día existe una enorme preocupación por la baja implicación de muchos alumnos en la realización de las TPC y su efecto en el alto fracaso escolar. En este estudio, centrado en el área académica del inglés (lengua extranjera), y en base a una muestra de 591 alumnos de quinto y sexto de Educación Primaria, se analiza el rol de diferentes variables relativas a las TPC en la determinación del rendimiento académico de los estudiantes (proximal y distal), teniendo en cuenta el papel potencialmente mediador de dicha relación del uso de estrategias de autorregulación del aprendizaje y la eficacia percibida. Los resultados obtenidos muestran que el efecto de las TPC sobre el rendimiento es indirecto, a través de las variables cognitivo-motivacionales consideradas (uso de estrategias de autorregulación del aprendizaje y la autoeficacia). Estos resultados son discutidos en la línea de convertir la realización de las TPC como elemento clave para afrontar el elevado fracaso escolar.AsturiasColegio Oficial de Psicólogos de Asturias; Calle Ildefonso Sánchez del Río, 4-1 B; 33001 Oviedo; Tel. +34985285778; Fax +34985281374;Universidad de Oviedo. Facultad de Psicología; Plaza Feijoo, s. n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126;ES

NEOTROPICAL XENARTHRANS: a data set of occurrence of xenarthran species in the Neotropics

Xenarthrans—anteaters, sloths, and armadillos—have essential functions for ecosystem maintenance, such as insect control and nutrient cycling, playing key roles as ecosystem engineers. Because of habitat loss and fragmentation, hunting pressure, and conflicts with domestic dogs, these species have been threatened locally, regionally, or even across their full distribution ranges. The Neotropics harbor 21 species of armadillos, 10 anteaters, and 6 sloths. Our data set includes the families Chlamyphoridae (13), Dasypodidae (7), Myrmecophagidae (3), Bradypodidae (4), and Megalonychidae (2). We have no occurrence data on Dasypus pilosus (Dasypodidae). Regarding Cyclopedidae, until recently, only one species was recognized, but new genetic studies have revealed that the group is represented by seven species. In this data paper, we compiled a total of 42,528 records of 31 species, represented by occurrence and quantitative data, totaling 24,847 unique georeferenced records. The geographic range is from the southern United States, Mexico, and Caribbean countries at the northern portion of the Neotropics, to the austral distribution in Argentina, Paraguay, Chile, and Uruguay. Regarding anteaters, Myrmecophaga tridactyla has the most records (n = 5,941), and Cyclopes sp. have the fewest (n = 240). The armadillo species with the most data is Dasypus novemcinctus (n = 11,588), and the fewest data are recorded for Calyptophractus retusus (n = 33). With regard to sloth species, Bradypus variegatus has the most records (n = 962), and Bradypus pygmaeus has the fewest (n = 12). Our main objective with Neotropical Xenarthrans is to make occurrence and quantitative data available to facilitate more ecological research, particularly if we integrate the xenarthran data with other data sets of Neotropical Series that will become available very soon (i.e., Neotropical Carnivores, Neotropical Invasive Mammals, and Neotropical Hunters and Dogs). Therefore, studies on trophic cascades, hunting pressure, habitat loss, fragmentation effects, species invasion, and climate change effects will be possible with the Neotropical Xenarthrans data set. Please cite this data paper when using its data in publications. We also request that researchers and teachers inform us of how they are using these data

Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved