Validation of the weight concerns scale applied to brazilian university students

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Transtorno de ansiedade social e insatisfação com a imagem corporal em estudantes de medicina: prevalência e fatores associados

Pós-graduação em Saúde Coletiva - FMB

Nível de atividade física e imagem corporal de alunos ingressos de um curso de educação física da Cidade de Santo André - SP

The aim of this study was to evaluate the level of physical activity confronting to the real and ideal body image of 65 individuals of both gender (27 women and 38 men) aged between 18 and 37 years old, all students of a Physical Education College of Santo André´s City - SP. The instruments used were the International Physical Activity Questionnaire, Short version (IPAQ, 2005) and Test for assessment of Body Image proposed by Stunkard et al., (1983) and adapted by Marsh and Roche (1996). According to the results, male subjects are more actives compared with female, as well as for the real and ideal body image males showed no significant difference, however, the females showed differences between the real and the ideal body image, between the gender no significant differences existed on the real and ideal body image. We can conclude that the students of this Physical Education College mostly presents in moderate or high level of physical activity, showing that the male are pleased with the real and ideal body image, and for a willing female body silhouette thinner ideal than real, with no significant differences between genders, and thus leading us to believe that the physical education College lead the students to experience practical activities becoming them lifestyle most active in search of a better quality of life and wellness.

A avaliação da efetividade de um modelo de intervenção breve (método BASICS) para o uso de risco de álcool em estudantes do ensino médio

Pós-graduação em Saúde Coletiva - FMB

Condições de acessibilidade na universidade: o ponto de vista de estudantes com deficiência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Student Reactions to Professor Use of Facebook

Mazer, Murphy and Simonds (2007) recently demonstrated that high self-disclosure, compared to low self-disclosure, on a fictitious professor's Facebook profile was related to students' expectations of a positive classroom environment and high levels of motivation. These findings raise the question of whether all types of self-disclosure would have the same effect. This study examined college students' perceptions of specific ways that professors might use Facebook. We created six Facebook profiles for a fictitious male professor, each with a specific emphasis: Republican, Democrat, religious, family- oriented, socially oriented, or professional only. While viewing a printed version of one of the randomly distributed profiles, participants responded to questions that assessed their perceptions of the professors' teaching ability, classroom demeanor and appropriateness of self-disclosure, as well as their own Facebook use. Students responded most negatively, but sometimes with greatest interest, to professors' posting of social and political information. Appropriate use of Facebook, including professional and family information, increased students' respect for the professor and his classroom. These findings could be very helpful in guiding professor Facebook use.

“FAILING TO FIT: STUDENT DEVELOPMENT THEORIES AND STUDENTS OF COLOR”

Theories proposed by Chickering, Astin, Helms, Gilligan, and Perry serve as a framework for under¬standing and explaining the development of college students.

Coping Style and Depressive Symptomatology during Pregnancy in a Private Setting Sample

Aim: to evaluate the association of antenatal depressive symptomatology (AD) with life events and coping styles, the hypothesis was that certain coping strategies are associated to depressive symptomatology. Methods: we performed a cross sectional study of 312 women attending a private clinic in the city of Osasco, Sao Paulo from 27/05/1998 to 13/05/2002. The following instruments were used: Beck Depression Inventory (BDI), Holmes and Rahe Schedule of Recent Events (SSRS), Folkman and Lazarus Ways of Coping Questionnaire and questionnaire with social-demographic and obstetric data. Inclusion criteria: women with 110 past history of depression, psychiatric treatment, alcohol or drug abuse and no clinical-obstetrical complications. Odds ratios and 95% CI were used to examine the association between AD (according to BDI) and exposures variables. Hypothesis testing was done with chi(2) tests and a p value < .05. Results: AD occurred in 21.1% of pregnant women. By the univariate analyses, education, number of pregnancies, previous abortion, husband income, situation of marriage and score of SSRS were associated with AD. All coping styles were associated with AD, except seeking support and positive reappraisal. By the multivariate analyses, four coping styles were kept in the final model: confront (p = .039), accepting responsibility (p < .001), escape-avoidance (p = .002), problem-solving (p = .005). Conclusions: AD was highly prevalent and was associated with maladaptive coping styles.

Effects Of Perceived Financial Accessibility Of Colleges And Universities On Studentsâ¿ Assesment Of Institutional Desirability

This study focused on the effects of socioeconomic exclusivity indicators on college students¿ attitudes toward a hypothetical private liberal arts university. Students enrolled in two undergraduate courses in Education at an elite private liberal arts university in the northeast were randomly presented with one of three versions of an admissions brochure describing a fictitious university. The three versions of the brochure varied in their portrayals of the institution¿s financial exclusivity, ranging from high exclusivity to low exclusivity. Each student was asked to review the brochure and respond to a questionnaire, containing items pertaining to the overall desirability of the institution, as well as its student culture, academic program, campus traditions, and alumni network. Based on Thorstein Veblen¿s theory of the leisure class and Pierre Bourdieu¿s theory of social reproduction, it was hypothesized that students would judge the institution most favorably in all areas under the high exclusivity condition and least favorably under the low exclusivity condition. It was further hypothesized that differences in students¿ ratings of institutional desirability would be mediated by their own financial aid statuses. Results of a two-way multivariate analysis of variance (MANOVA) revealed significant (p < .05) interactive effects of institutional exclusivity and student aid status on the perceived desirability of the academic program and campus traditions of the institution. While recipients of need-based financial aid tended to rate more socioeconomically exclusive institutions more favorably on these two variables, those who were not receiving need-based financial aid tended to rate such institutions less favorably. Implications of the findings for student affairs practice are discussed and recommendations for further research are presented.

Teacher Self-efficacy and Accommodating for Students with Disabilities in the Regular Education Classroom

The purpose of the present study is to investigate how teachers feel about their abilities to educate students with special needs, how their degree of teacher self-efficacy compares to intended courses of action, if teachers develop learned helplessness over time, if there is a relationship between low teacher efficacy and high learned helplessness, and if teacher self-efficacy and learned helplessness differ by gender, educational level, years of teaching experiences, and grade level taught.

Engaged Learning: Enabling Self-Authorship and Effective Practice

There is now broad consensus that higher education must extend beyond content-based knowledge to encompass intellectual and practical skills, personal and social responsibility, and integrative learning. The college learning outcomes needed for success in 21st century life include critical thinking, a coherent sense of self, intercultural maturity, civic engagement, and the capacity for mutual relationships. Yet, research suggests that college students are struggling to achieve these outcomes in part because skills needed to succeed in college are not those needed to succeed upon graduation. One reason for this gap is that these college learning outcomes require complex developmental capacities or “self-authorship” that higher education is not currently designed to promote.

Toward the Equitable Distribution of Enriching Educational Experiences: Faculty Engagement with Racial Minority Students

Peña, Bensimon, and Colyar (2006) noted: “Not only do African Americans, Hispanics, and Native Americans have lower graduation rates than [do] Whites and Asian Americans, they also experience inequalities in just about every indicator of academic success – from earned grade point average to placement on the dean’s list to graduation rates in competitive majors” (p. 48). While these and other racialized outcomes disparities cannot be attributed to a narrow set of explanatory factors, one thing is known for sure: College students who are actively engaged inside and outside the classroom are considerably more likely than are their disengaged peers to persist through baccalaureate degree attainment. Furthermore, engaged students typically accrue the desired outcomes that are central to liberal education. This is especially true for engagement in what Kuh (2008) refers to as “high-impact” educational experiences – study abroad programs, learning communities, undergraduate research programs, service learning opportunities, and summer internships, to name a few. Unfortunately, racial minority undergraduates are considerably less likely than are their White peers to enjoy the educational benefits associated with these experiences.

Key Aspects Affecting Students’ Perception Regarding the Instructional Quality of Online and Web Based Courses

This study assessed the perceptions of college students regarding the instructional quality of online and web based courses via a content management system. [See PDF for complete abstract]

Community College Student Participation in Undergraduate Research: An Explanatory Case Study for Faculty and Research Mentors

This study adapted the current model of science undergraduate research experiences (URE's) and applied this novel modification to include community college students. Numerous researchers have examined the efficacy of URE's in improving undergraduate retention and graduation rates, as well as matriculation rates for graduate programs. However, none have detailed the experience for community college students, and few have employed qualitative methodologies to gather relevant descriptive data from URE participants. This study included perspectives elicited from both non-traditional student participants and the established laboratory community. The purpose of this study was to determine the effectiveness of the traditional model for a non-traditional student population. The research effort described here utilized a qualitative design and an explanatory case study methodology. Six non-traditional students from the Maine Community College System participated in this study. Student participants were placed in six academic research laboratories located throughout the state. Student participants were interviewed three times during their ten-week internship and asked to record their personal reflections in electronic format. Participants from the established research community were also interviewed. These included both faculty mentors and other student laboratory personnel. Ongoing comparative analysis of the textual data revealed that laboratory organizational structure and social climate significantly influence acculturation outcomes for non-traditional URE participants. Student participants experienced a range of acculturation outcomes from full integration to marginalization. URE acculturation outcomes influenced development of non-traditional students? professional and academic self-concepts. Positive changes in students? self-concepts resulted in greater commitment to individual professional goals and academic aspirations. The findings from this study suggest that traditional science URE models can be successfully adapted to meet the unique needs of a non-traditional student population – community college students. These interpretations may encourage post-secondary educators, administrators, and policy makers to consider expanded access and support for non-traditional students seeking science URE opportunities.

Reseña de Toner, J. (2012) Sesenta Millones de Romanos. La cultura del pueblo en la Antigua Roma. Barcelona: Crítica. Traducción de Luis Noriega, Título original, Popular Culture in Ancient Rome. Cambridge: Polity Press, 2009, pp. 363

En este trabajo comento el contenido y el enfoque del libro de Jerry Toner, director de estudios clásicos en el Hughes Hall College de la Universidad de Cambridge, quien en "Sesenta millones de romanos..." estudia y caracteriza la cultura popular como un conjunto de estrategias empleadas por el pueblo romano para enfrentar los desafíos de la vida cotidiana