Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no statistically significant difference between genders with regard to learning styles. Conclusion: The pragmatist style is the prevailing style among pharmacy students at the Federal University of Paraná. Although students may have a learning preference that preference is not the only manner in which students can learn, neither their preference is the only manner in which students can be taught. Awareness of students’ learning styles can be used to adapt the methodology used by teachers to render the teaching-learning process effective and long lasting. The content taught to students should be presented in different manners because varying teaching methods can develop learning skills in students.

Self-Presentation Styles, Status, and Influence

This research examined effects of individual self-presentation styles on influence in groups. Perceived competence and social acceptance both play a role in determining how much influence group members enjoy. Aggrandizing and deprecating self-presentation styles may affect perceived competence, social acceptance, and ultimately influence. I predicted that aggrandizing self-presentation would lead to perceptions of competence and that self-deprecation would lead to social acceptance. The anticipated strength of those trends, however, was unclear, and I proposed that they would vary depending on status. I conducted two studies designed to assess whether aggrandizing or deprecating self-presentation styles lead to differences in influence outcomes for high and low-status individuals. In Study 1, participants gave feedback and a promotion recommendation for a fictitious (male or female) job candidate based on employee evaluation information presenting the candidate as either deprecating or aggrandizing. The main findings from Study 1 were that aggrandizers were rated as less likable than deprecators. No other predictions were supported. Study 2 was an online experiment in which participants made hiring recommendations in reference to résumés from fictitious applicants that varied by race, gender, and presentation style (aggrandizing, deprecating, or neutral). Results provided some evidence that low-status candidates were punished for using aggrandizing self-presentation strategies. The results of the studies suggest no one- best technique for self-presentation and that there may be costs for aggrandizing or deprecating depending on race and gender.

Moderating effects of gender in the relationships between daily stress, coping styles and hopelessness depression in adolescents

The hopelessness depression (HD) theory assumes a number of contributing factors to the development of hopelessness expectations and HD symptoms. Studies carried out to test HD theory have generally supported the prediction that a negative attributional style contributes to the development of hopelessness expectations and HD symptoms, although the evidence is less consistent for adolescents. Due to these inconsistent results, as well as the assumption advanced by HD theory that other factors aside from attributional style may contribute to the development of HD, in this study we examined the potential role of adolescents’ daily stress and coping styles as contributing factors to HD at these ages, and the effects of gender on these relationships. Seiffge-Krenke (1995) showed that stress in daily life plays a particularly relevant role during adolescence and described three coping styles used by adolescents to face daily stress: active and internal approach-oriented styles, which are considered functional and complementary, and avoidant style, considered dysfunctional. In this study, secondary students (N = 480; aged 13–17) completed the Hopelessness Scale (Beck, Weissman, Lester, & Trexler, 1974), the Hopelessness Depression Symptoms Questionnaire (Metalsky & Joiner, 1997), the Problem Questionnaire ((Seiffge-Krenke, 1995) and the Coping Across Situations Questionnaire (Seiffge-Krenke, 1995). To test the role of daily stress and coping styles in the prediction of hopelessness expectations and HD symptoms, two four-step hierarchical multiple regression analyses were conducted. In these analyses, gender was introduced first, daily stress was introduced second, the three coping styles were entered in a third step, and the moderating effects of gender on the associations of the predictor variables (daily stress and each coping style) with the criterion variables (hopelessness expectations or HD symptoms) were introduced in a fourth step. Results showed a moderating effect of gender on the relationship between daily stress and hopelessness expectations, which revealed a significant effect for boys despite the fact that girls experienced more daily stress than boys, thus suggesting an inoculation effect in girls. It was also found a gender-dependent role of coping styles in the prediction of HD symptoms, revealing a protective effect for the active style in girls and for the internal style in boys. This suggests that girls would benefit from being more action-prone and boys more reflection-prone in order to prevent HD. These findings indicate that programmes aimed to promote coping skills in adolescents would benefit from being gender-adapted.

The Associations Between the Maladaptive Personality Dimensions of Neediness and Self-Criticism, Defense Styles, Selfobject Needs, and Attachment Styles in an Iranian Sample

The present study extends previous findings by examining whether defense styles, selfobject needs, attachment styles relate to Neediness and Self-Criticism, as maladaptive personality dimensions focused, respectively, on relatedness and self-definition in an Iranian sample. Three hundred and fifty two participants completed a socio-demographic questionnaire as well as the Persian forms of the Depressive Experiences Questionnaire, Experience of Close Relationships-Revised, Defense Style Questionnaire, Beck Depression Inventory–II and Selfobject Needs Inventory. Two Multiple Linear Regression Analyses, entering Self-criticism and Neediness as criterion variables, were computed. According to the results high Attachment anxiety, high Immature defenses, high depressive symptoms, and high need for idealization were related to self-criticism, and explained 47% of its variance. In addition, high attachment anxiety, low mature defenses, high neurotic defenses, high avoidance of mirroring, and low avoidance of idealization/twinship were related to neediness, and explained 40% of its variance. A Principal Component Analysis was performed, entering all the studied variables. Three factors emerged; one describing a maladaptive form of psychological functioning and two describing more mature modes of psychological functioning. The results are discussed in their implications for the understanding of neediness and self-criticism as maladaptive personality dimensions focused, respectively, on relatedness and self-definition.

Estilos motivacionais de professores: propriedades psicométricas de um instrumento de avaliação

The purpose of this study was to conduct an exploratory factorial analysis of Problems in School, a teachers' motivational styles evaluation instrument, constructed by Deci et al. The original instrument is in a Likert-scale format with the underlying assumption of the existence of a continuum of four different styles contributing to promote students' autonomy. Translated into portuguese, the instrument was applied to 582 elementary and junior high school teachers from several regions of Brazil. Factorial analyses revealed a solution with four orthogonal distinct factors, the authors' initial supposition (existence of a continuum) was not confirmed. In fact, only two opposite styles (both high promotion of autonomy and of control) corresponded to the Deci et al. original ideas. Problems regarding the validity of the other remaining styles emerged. Data was discussed and a revised version of the scale was developed. Directions for further research were also suggested.

Determinação da velolcidade critica como referencia do limiar anaerobio para o nado costas

Universidade Estadual de Campinas . Faculdade de Educação Física

O corpo feminino no encontro com a antiginastica

Universidade Estadual de Campinas . Faculdade de Educação Física

Calibração de câmeras para análises subaquáticas de movimentos = : Cameras calibration for underwater motion analysis

Universidade Estadual de Campinas . Faculdade de Educação Física

Esporte e qualidade de vida : reflexão sociologica

Universidade Estadual de Campinas . Faculdade de Educação Física

Da busca pela natureza aos ambientes artificiais : reflexões sobre a escalada esportiva

Universidade Estadual de Campinas . Faculdade de Educação Física

Ginastica ritmica : construindo uma metodologia

Universidade Estadual de Campinas . Faculdade de Educação Física

Revisão taxonômica de Croton sect. Lamprocroton (Müll. Arg.) Pax (Euphorbiaceae s.s.)

Croton is the second bigger and more diverse genus in the family Euphorbiaceae, with about 1,200 species distributed in 40 sections, occurring in all tropical areas, most of them in Americas. In South America, Brazil is the country in which a larger number of taxa are found, ca. 356. According to recent classification, the genus belongs to the tribe Crotoneae, and despite the wide and morphological diversity, it would be a monophyletic taxon. However, a phylogenetic analysis using markers of ITS region from nuclear ribosomal DNA, and of trnL-F from plastidial DNA, showed that Croton, like traditionally circumscribed, is not a monophyletic taxon. A taxonomic revision of Croton section Lamprocroton (Müll. Arg.) Pax is presented here. It is a Neotropical group with most of its species occurring from Southeast and South Brazil to southern South America (Uruguay and Argentina). Morphologically, the members of Lamprocroton are characterized as monoecious or dioecious shrubs or subshrubs, with a lepidote indumentum at least in part of foliage, entire leaves with no glands. The staminate flowers have 9 to 16 stamens and the pistillate flowers may have equal or unequal sepals, reduced to absent petals, and styles once or twice bifid. Overall, are recognized 26 species in the group, three of them new to the science. Identification key, morphological descriptions, illustrations, phenological period, as well as data on geographic distribution and general comments of each species are presented. Four taxa were excluded from C. sect. Lamprocroton because they do not show the morphological features that are diagnostics of the section. Four species that are poorly known were not included in the taxonomic treatment.

Conteúdos de biologia em vestibulares seriados

A adoção de novos processos seletivos para o acesso de alunos às universidades só foi possível com a promulgação da Lei de Diretrizes e Bases da Educação Nacional n. 9.394/96. O vestibular seriado é uma dessas propostas alternativas, que prevê uma avaliação sistemática dos alunos ao término de cada ano do ensino médio. O propósito deste estudo foi caracterizar o vestibular seriado, hoje presente em 22 instituições públicas, quanto ao seu objetivo, estilos de avaliação e conteúdos da disciplina de Biologia distribuídos nos módulos referentes às três séries do ensino médio. Averiguamos que os diferentes programas analisados não apresentam uniformidade em diversos aspectos, tais como número de vagas, estrutura de avaliação e conteúdo programático. Verificamos, ainda, a ausência de consenso sobre a sequência a ser adotada para o ensino de Biologia e a resultante restrição para que o aluno possa preparar-se para as provas seriadas em mais de uma instituição.

Reuniões de pais na educação infantil: modos de gestão

O artigo discute a relação entre escolas e famílias no contexto da educação infantil por meio da análise de reuniões de pais. Fundamenta-se em um estudo de caso qualitativo sobre 11 reuniões, realizadas em duas escolas municipais de educação infantil paulistanas. Foram analisados os diferentes modos de gestão pelo professor, segundo três aspectos: forma (pauta), conteúdo (temas), dinâmica (relações entre professor e pais). Os resultados indicaram modos de gestão que dificultam a participação dos pais e descaracterizam os objetivos das reuniões: forma desorganizada e rígida; conteúdo burocrático e comportamental; dinâmica fragmentada e centralizada. Ao mesmo tempo, identificaram-se indicadores que favorecem a construção de uma relação mais cooperativa durante as reuniões, correspondentes aos modos de gestão: forma compartilhada, conteúdo educacional e dinâmica coletiva. Os autores destacam a necessidade de registro e de avaliação coletiva das reuniões de pais, visando à articulação com o projeto pedagógico, o currículo e a dimensão didática

Relação entre depressão pós-parto e disponibilidade emocional materna

A depressão pós-parto é um transtorno de alta prevalência que pode comprometer a qualidade da relação mãe-criança. Este estudo pretende determinar a prevalência do referido transtorno, comparar a interação mãe-bebê nos grupos com e sem depressão e verificar a relação entre depressão, apoio social e estilos de relacionamento e disponibilidade emocional maternos. As participantes eram gestantes que pretendiam dar à luz no Hospital Universitário da Universidade de São Paulo entre dezembro de 2006 e dezembro de 2008. A prevalência de depressão pós-parto em nossa amostra foi 28%. Não houve diferença significativa na relação mãe-criança no grupo com e sem depressão. Encontrou-se correlação positiva entre sensibilidade materna e escolaridade e entre sensibilidade e certas dimensões de apoio social e estilo de relacionamento. Conclui-se que a prevalência de depressão pós-parto em nossa amostra é mais alta que a média mundial, mas a sintomatologia depressiva não interfere significativamente na qualidade da interação mãe-bebê. A sensibilidade materna é influenciada por fatores sócio-cognitivos e afetivos.