Metacognitive Monitoringin Students Of Elementary School

A presente pesquisa teve como objetivo examinar o monitoramento metacognitivo de 159 estudantes do Ensino Fundamental e investigar suas relações com gênero, idade, nível de escolaridade, desempenho escolar e participação ou não no Programa de Recuperação Paralela. Os alunos eram do 3º e 4º anos e de 5ª e 8ª série com idade entre oito e quinze anos. Os dados foram coletados por um instrumento com exercícios de Monitoramento Metacognitivo em Língua Portuguesa e em Matemática e duas questões que avaliam a precisão do julgamento do participante. Os resultados revelaram que estudantes mais novos foram mais precisos no monitoramento e apresentaram melhor desempenho escolar, independentemente do gênero. A precisão do monitoramento diminuiu com o avançar da escolaridade e foi maior entre os alunos que não frequentavam o programa de recuperação paralela. Os dados são discutidos em termos das implicações do monitoramento metacognitivo para o contexto educacional.20345746

Secular trends and features of thalamic hemorrhages compared with other hypertensive intracerebral hemorrhages: an 18-year single-center retrospective assessment

IntroductionTrends regarding the locations of hypertensive cerebral hemorrhages are unclear. To clarify hypertensive hemorrhage trends, we investigated intracerebral hemorrhages (ICHs) over an 18-year period, focusing on thalamic hemorrhages compared with other sites of hemorrhages.MethodsWe reviewed the cases of patients hospitalized for hypertensive ICH in 2004–2021 at our hospital; 1,320 eligible patients were registered with a primary ICH/intraventricular hemorrhage. After exclusion criteria were applied, we retrospectively analyzed 1,026 hypertensive ICH cases.ResultsThe proportions of thalamic and subcortical hemorrhages increased over the 18-year period, whereas putaminal hemorrhage decreased. Multivariate logistic regression analyses revealed that for thalamic hemorrhage, ≥200 mmHg systolic blood pressure (p = 0.031), bleeding <15 mL (p = 0.001), and higher modified Rankin scale (mRS) score ≥ 4 at discharge (p = 0.006) were significant variables in the late period (2013–2021) versus the early period (2004–2012), whereas for putaminal hemorrhage, significant factors in the late period were triglyceride <150 mg/dL (p = 0.006) and mRS score ≥ 4 at discharge (p = 0.002). Among the features of the thalamic hemorrhages in the late period revealed by our group comparison with the putaminal and subcortical hemorrhages, the total and subcortical microbleeds were more notable in the thalamic hemorrhages than in the other two types of hemorrhage, whereas cerebellar microbleeds were more prominent when compared only with subcortical hemorrhages.DiscussionOur findings revealed an increasing trend for thalamic hypertensive hemorrhage and a decreasing trend for putaminal hemorrhage. The thalamic hemorrhage increase was observed in both young and older patients, regardless of gender. The main features of thalamic hemorrhage in the late period versus the early period were decrease in larger hemorrhage (≥15 mL) and an increase in cases with higher systolic blood pressure (at least partially involved a small number of untreated hypertensive patients who developed major bleeding). The total and subcortical microbleeds were more notable in the thalamic hemorrhages of the late period than in the putaminal and subcortical hemorrhages. These results may contribute to a better understanding of the recent trends of hypertensive ICHs and may help guide their appropriate treatments for this condition

Japanese nationwide questionnaire survey on delayed cerebral infarction due to vasospasm after subarachnoid hemorrhage

Background and purposeVarious prophylactic drugs for cerebral vasospasm and delayed cerebral infarction (DCI) after subarachnoid hemorrhage (SAH) have been used in Japan. To investigate the treatment trends for cerebral vasospasm and frequency of DCI after SAH throughout Japan in 2021.MethodsIn 2021 we conducted an anonymous questionnaire survey on management for preventing cerebral vasospasm after aneurysmal SAH, and the frequency of DCI. The questionnaire was emailed to 955 certified neurosurgeons at 553 hospitals in Japan. Of them, 162 hospitals (29% response rate) responded to the questionnaire. Of these, 158 were included in this study, while four hospitals that responded insufficiently were excluded. The efficacy of treatments for reducing DCI were examined through a logistic regression analysis.ResultsAmong 3,093 patients treated with aneurysmal SAH, 281 patients (9.1%) were diagnosed with DCI related to cerebral vasospasm. Coil embolization had significantly lower DCI frequency (6.9%), compared to microsurgical clipping (11.8%, odds ratio, 0.90; 95% confidential intervals, 0.84–0.96; P, 0.007). In addition, cilostazol administration was associated with significantly lower DCI frequency (0.48; 0.27–0.82; 0.026). The efficacy of cilostazol in reducing DCI remained unchanged after adjustment for covariates. The most effective combination of multiple prophylactic drugs in reducing DCI related to cerebral vasospasm was cilostazol, fasudil, and statin (0.38; 0.22–0.67; 0.005).ConclusionsThis study elucidated the trends in prophylactic drugs to prevent cerebral vasospasm and frequency of DCI after aneurysmal SAH in Japan. Coil embolization and cilostazol administration showed effectiveness in reducing DCI related to cerebral vasospasm in 2021

Identification of a novel uterine leiomyoma GWAS locus in a Japanese population

Uterine leiomyoma is one of the most common gynaecologic benign tumours, but its genetic basis remains largely unknown. Six previous GWAS identified 33 genetic factors in total. Here, we performed a two-staged GWAS using 13,746 cases and 70,316 controls from the Japanese population, followed by a replication analysis using 3,483 cases and 4,795 controls. The analysis identified 9 significant loci, including a novel locus on 12q23.2 (rs17033114, P = 6.12 × 10−25 with an OR of 1.177 (1.141-1.213), LINC00485). Subgroup analysis indicated that 5 loci (3q26.2, 5p15.33, 10q24.33, 11p15.5, 13q14.11) exhibited a statistically significant effect among multiple leiomyomas, and 2 loci (3q26.2, 10q24.33) exhibited a significant effect among submucous leiomyomas. Pleiotropic analysis indicated that all 9 loci were associated with at least one proliferative disease, suggesting the role of these loci in the common neoplastic pathway. Furthermore, the risk T allele of rs2251795 (3q26.2) was associated with longer telomere length in both normal and tumour tissues. Our findings elucidated the significance of genetic factors in the pathogenesis of leiomyoma

Identification of two novel breast cancer loci through large-scale genome-wide association study in the Japanese population

Genome-wide association studies (GWAS) have successfully identified about 70 genomic loci associated with breast cancer. Owing to the complexity of linkage disequilibrium and environmental exposures in different populations, it is essential to perform regional GWAS for better risk prediction. This study aimed to investigate the genetic architecture and to assess common genetic risk model of breast cancer with 6,669 breast cancer patients and 21,930 female controls in the Japanese population. This GWAS identified 11 genomic loci that surpass genome-wide significance threshold of P < 5.0 × 10−8 with nine previously reported loci and two novel loci that include rs9862599 on 3q13.11 (ALCAM) and rs75286142 on 21q22.12 (CLIC6-RUNX1). Validation study was carried out with 981 breast cancer cases and 1,394 controls from the Aichi Cancer Center. Pathway analyses of GWAS signals identified association of dopamine receptor medicated signaling and protein amino acid deacetylation with breast cancer. Weighted genetic risk score showed that individuals who were categorized in the highest risk group are approximately 3.7 times more likely to develop breast cancer compared to individuals in the lowest risk group. This well-powered GWAS is a representative study to identify SNPs that are associated with breast cancer in the Japanese population

Genetic susceptibility to hepatocellular carcinoma in chromosome 22q13.31, findings of a genome-wide association study.

Background and Aim: Chronic hepatitis C virus (HCV) infection, long-term alcohol use, cigarette smoking, and obesity are the major risk factors for hepatocellular carcinoma (HCC) in the United States, but the disease risk varies substantially among individuals with these factors, suggesting host susceptibility to and gene-environment interactions in HCC. To address genetic susceptibility to HCC, we conducted a genome-wide association study (GWAS). Methods: Two case-control studies on HCC were conducted in the United States. DNA samples were genotyped using the Illumian microarray chip with over 710 000 single nucleotide polymorphisms (SNPs). We compared these SNPs between 705 HCC cases and 1455 population controls for their associations with HCC and verified our findings in additional studies. Results: In this GWAS, we found that two SNPs were associated with HCC at Conclusions: SNPs i

Deciphering colorectal cancer genetics through multi-omic analysis of 100,204 cases and 154,587 controls of European and east Asian ancestries

In the version of this article initially published, the author affiliations incorrectly listed “Candiolo Cancer Institute FPO-IRCCS, Candiolo (TO), Italy” as “Candiolo Cancer Institute, Candiolo, Italy.” The change has been made to the HTML and PDF versions of the article

Fine-mapping analysis including over 254,000 East Asian and European descendants identifies 136 putative colorectal cancer susceptibility genes

Genome-wide association studies (GWAS) have identified more than 200 common genetic variants independently associated with colorectal cancer (CRC) risk, but the causal variants and target genes are mostly unknown. We sought to fine-map all known CRC risk loci using GWAS data from 100,204 cases and 154,587 controls of East Asian and European ancestry. Our stepwise conditional analyses revealed 238 independent association signals of CRC risk, each with a set of credible causal variants (CCVs), of which 28 signals had a single CCV. Our cis-eQTL/mQTL and colocalization analyses using colorectal tissue-specific transcriptome and methylome data separately from 1299 and 321 individuals, along with functional genomic investigation, uncovered 136 putative CRC susceptibility genes, including 56 genes not previously reported. Analyses of single-cell RNA-seq data from colorectal tissues revealed 17 putative CRC susceptibility genes with distinct expression patterns in specific cell types. Analyses of whole exome sequencing data provided additional support for several target genes identified in this study as CRC susceptibility genes. Enrichment analyses of the 136 genes uncover pathways not previously linked to CRC risk. Our study substantially expanded association signals for CRC and provided additional insight into the biological mechanisms underlying CRC development

A motivação para aprender e o desempenho acadêmico : um estudo sobre os alunos da pedagogia

O presente trabalho tem com objetivos: identificar o tipo de orientacao motivacional de estudantes do ensino superior e explorar relacoes entre orientacoes motivacionais dos estudantes e o seu desempenho academico na universidade. A amostra total foi composta de 89 estudantes, de ambos os sexos, do 2o ate o 10o semestre, de um curso de Formacao de Professores de uma Universidade Estadual. Os dados foram coletados por meio de uma: gEscala de Avaliacao da Motivacao para Aprenderh do tipo Likert, cuja pontuacao varia de 32 a 128. Foram tambem utilizadas 03 perguntas para avaliar o desempenho academico e se o estudante tem conhecimento do seu valor posicional no rendimento na turma. Para analisar os dados, utilizou-se procedimentos estatisticos descritivos e inferenciais. Os resultados demonstram que os estudantes analisados possuem uma orientacao motivacional mais intrinseca. Entretanto nao se pode descartar a coexistencia da motivacao extrinseca ja que, foi possivel verificar que houve uma correlacao significativa positiva e moderada entre esses dois tipos de motivacao (r=0,528; ¿Ï=0,01). Alem disso, constatou-se uma correlacao positiva e fraca entre o semestre e a idade (r= 0,223; ¿Ï=0,05), uma vez que conforme o individuo fica mais velho, ele avanca no semestre do curso. Foi interessante notar ainda, que houve uma correlacao positiva entre o conhecimento do valor posicional por parte do aluno e sua satisfacao em relacao a ele (r=0,445 ¿Ï=0,01). Na analise das medias obtidas permitiu constatar que as estudantes do sexo feminino parecer ser ligeiramente mais motivadas intrinsecamente do que os estudantes do sexo masculino, que apresentaram pontuacoes mais elevadas na motivacao extrinseca. Cabe mencionar que a maioria dos estudantes da amostra era do sexo feminino. A partir dos dados obtidos na pesquisa, pode-se constatar a importancia de serem estudadas as orientacoes motivacionais no ensino superior, para entende-las melho

Metacognitive monitoring : study of relationships with help seeking, self-concept and motivation to learn in students of elementary education

Orientador: Evely BoruchovitchDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: Estudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda, relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino FundamentalEstudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda,relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino FundamentalScholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students. Abstract: Self-regulated learning, metacognitive Skills, Educational Achievment, Elementary EducarionAbstract: Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education studentsMestradoPsicologia EducacionalMestra em Educaçã