Rel��gios biol��gicos, apetite e sono

Um ritmo circadiano normal, h��bitos alimentares saud��veis, pr��tica de exerc��cio f��sico regular e uma boa higiene de sono constituem fatores imprescind��veis para o bom funcionamento do organismo e para a preven����o de diversas doen��as. Os universit��rios constituem uma popula����o bastante vulner��vel a ritmos circadianos anormais, h��bitos alimentares pouco saud��veis, sedentarismo e problemas de sono, provenientes das altera����es no seu estilo de vida bem como altera����es a n��vel comportamental. O objetivo deste estudo �� identificar o cron��tipo (matutino, interm��dio ou vespertino), os h��bitos alimentares e de sono dos alunos universit��rios. Neste sentido utilizou-se uma amostra de 302 estudantes da Universidade Fernando Pessoa, no qual 238 s��o do sexo feminino e os restantes 64 s��o do sexo masculino. Com a finalidade da recolha de dados foi elaborado um question��rio atrav��s do Formul��rios do Google. Para avaliar o tipo de cron��tipo dos universit��rios aplicou-se o Morningness-Eveningness Questionnaire (MEQ) e os h��bitos de sono foram avaliados a partir do Pittsburgh Sleep Quality Index (PSQI) e da Epworth Sleepiness Scale (ESS). Para avaliar os h��bitos alimentares dos participantes formulou-se um conjunto de quest��es tendo em conta este objetivo. Estes dados foram recolhidos on-line, tendo sido enviado o question��rio a todos os alunos da Universidade Fernando Pessoa atrav��s do respetivo correio eletr��nico institucional. No final desta investiga����o, foi poss��vel concluir que a maioria dos alunos universit��rios apresenta um cron��tipo interm��dio (50 pontos �� 9,43), h��bitos alimentares saud��veis e equilibrados e apresenta ainda uma m�� qualidade de sono (8 pontos �� 2,86) e padr��es de sono irregulares, no entanto, n��o exibem sonol��ncia diurna excessiva (8 pontos �� 3,96).

"They're my kryptonite but they also empower me": The double-edged sword of familismo

The objective of this study is to examine the relations of familismo to academic functioning and mental health among non-citizen Latina/o college students. The study utilizes both quantitative self-report surveys to explore attitudinal family obligations, and qualitative interviews to explore behavioral family obligations. One hundred and eighty citizen students (M = 21.30, SD = 2.92) and 84 non-citizen students (M = 21.13, SD = 2.98) completed surveys. Correlational analyses found that family obligation attitudes were linked to academic emotional engagement for non-citizen students only (r = .305, p = .005, n = 84). Cluster analyses revealed risk, resilience, and protected clusters from stress and family obligation groupings. Twenty-one non-citizen students also completed interviews. Narrative analysis of the interviews revealed that family obligation behaviors may be linked to motivation and stress. Overall, this study illustrates the complex nature of family obligations and achievement in the lives of non-citizen Latina/o college students.

Multiraciality Enters the University: Mixed Race Identity and Knowledge Production in Higher Education

���Multiraciality Enters the University: Mixed Race Identity and Knowledge Production in Higher Education,��� explores how the category of ���mixed race��� has underpinned university politics in California, through student organizing, admissions debates, and the development of a new field of study. By treating the concept of privatization as central to both multiraciality and the neoliberal university, this project asks how and in what capacity has the discourses of multiracialism and the growing recognition of mixed race student populations shaped administrative, social, and academic debates at the state���s flagship universities���the University of California at Berkeley and Los Angeles. This project argues that the mixed race population symbolizing so-called ���post-racial societies��� is fundamentally attached to the concept of self-authorship, which can work to challenge the rights and resources for college students of color. Through a close reading of texts, including archival materials, policy and media debates, and interviews, I assert that the contemporary deployment of mixed race within the US academy represents a particularly post-civil rights development, undergirded by a genealogy of U.S. liberal individualism. This project ultimately reveals the pressing need to rethink ways to disrupt institutionalized racism in the new millennium.

Criatividade para qu��? conversas, processos e produ����es na forma����o de professores

Esta pesquisa, intitulada CRIATIVIDADE PARA QU��? CONVERSAS, PROCESSOS E PRODU����ES NA FORMA����O DE PROFESSORES, investiga a criatividade na forma����o de professores. Sua fundamenta����o te��rica baseia-se, principalmente, na atividade criadora de Fayga Ostrower e �� contextualizada nas rela����es existentes entre imagina����o e criatividade, propostas por Vigostky. A investiga����o intentou compreender as concep����es de criatividade de um grupo de estudantes de licenciatura da Universidade Federal do Rio Grande - FURG. Os objetivos espec��ficos consistiram em investigar as condi����es inibidoras e estimuladoras da criatividade no ensino; identificar as necessidades, desejos e possibilidades dos estudantes de licenciatura em rela����o ao ensino atual; e discutir as evid��ncias e as caracter��sticas do professor criativo. A produ����o de dados foi realizada a partir da execu����o de um projeto de extens��o, no qual os participantes realizaram atividades com tem��ticas relacionadas ao tema de pesquisa, tais como a conceitua����o de criatividade; inibidores e potencializadores da criatividade; a escola criativa e o professor criativo. Os dados foram produzidos por meio de question��rios, di��rios, ��udio e cria����o de objetos tridimensionais, confeccionados com tecido e outros materiais. O projeto de extens��o foi realizado em duas ocasi��es com p��blicos distintos. A primeira vers��o foi realizada em 2013, com nove alunos de diversos cursos de licenciatura. A segunda ocorreu em 2014, com acad��micos do curso de Artes Visuais - Licenciatura. A an��lise de dados foi inspirada na An��lise Textual Discursiva - ATD, de Moraes e Galiazzi, e os resultados foram apresentados a partir de hist��rias ficcionais, contadas por professores, personagens fict��cios. Os personagens foram compostos por aspectos relacionados �� criatividade, apresentados e discutidos pelos grupos durante o desenvolvimento do projeto, e as hist��rias identificam caracter��sticas que inibem ou potencializam a criatividade no processo de ensino-aprendizagem. Entre os aspectos apontados como inibidores do processo criativo est��o o excesso de atividades ao qual est��o submetidos os professores e alunos na universidade; o uso de vocabul��rio prolixo pelo professor; a repress��o do sistema educacional, representada pela imposi����o de regras e pelo excesso de atividades que impedem os alunos de utilizarem a livre express��o. Como elementos que estimulam a criatividade, foram identificados o desejo pelo novo ou desconhecido; a contextualiza����o dos conte��dos, relacionando-os ao cotidiano dos alunos; aulas realizadas em ambientes externos �� sala de aula, entre outros. Os aspectos indicados pelos sujeitos da pesquisa como sendo criativos n��o s��o surpreendentes ou inovadores. Poucos professores universit��rios foram lembrados pelos alunos como sendo criativos, e muitas foram as cr��ticas em rela����o �� universidade e aos m��todos de ensino utilizados pelos professores que, segundo os sujeitos, inibem o processo criativo. Embora a criatividade seja considerada vital ao homem, constata-se que, no ambiente universit��rio, h�� muitas barreiras, dificultando e inibindo o processo criativo dos futuros professores.

Live Entertainment at Cedar Point

Through the years, Cedar Point's live entertainment has always varied. In the 1960s, the park offered Broadway-style revues, strolling acts, Dixieland bands, and country acts, all performed by college students studying music or theater.

Individual and group antecedents of job satisfaction: a one-lab multilevel study

This study examines the simultaneous effect of individual (selfefficacy) and group variables (cohesion and gender diversity) on satisfaction. A laboratory study was conducted involving 373 college students randomly distributed across 79 small groups, who performed a laboratory task in about five hours. Two-level Hierarchical Linear Modeling (HLM) method was used. Results show the main effect from individual selfefficacy to satisfaction (both level 1), the cross-level effect from group cohesion (level 2) to individual satisfaction (level 1), and the interaction effect between self-efficacy and gender diversity to satisfaction. These results suggest that in a work group, satisfaction has a background in individual and group variables. Group cohesion and gender diversity have important effects on satisfaction. The article concludes with practical strategies and with limitations and suggestions for future research.

Relaci��n entre el ��ndice de consumo de pescado y carne y la adecuaci��n y calidad de la dieta en mujeres j��venes universitarias

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Efeito do tipo de treino discriminativo sobre a observa����o de est��mulos compostos e de seus elementos

Disserta����o (mestrado)���Universidade de Bras��lia, Instituto de Psicologia, Departamento de Processos Psicol��gicos B��sicos, Programa de P��s-Gradua����o em Ci��ncias do Comportamento, 2016.

���Am i really all the things that are outside of me?��� - Estudo correlacional sobre persist��ncia pessoal e vincula����o

Disserta����o de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obten����o de grau de Mestre na especialidade de Psicologia Cl��nica.

Blame Attributions Among Child Sexual Abuse Survivors and Disclosure of the Abuse

Child sexual abuse (CSA) disclosure is critical for survivor��s psychosocial adjustment later in life. The aim of the present study was to analyze the relationship between attributions of blame for child sexual abuse by the victim and the disclosure of the abuse to parents or caregivers while controlling for characteristics of the abuse. Female college students between 17 and 24 years of age (M = 19.44, SD = 1.64) from a southern Spanish University were surveyed. Of 1547 respondents, 153 (9.90%) reported having suffered some form of CSA before the age of 15. Information about the characteristics of abuse (age of onset, type of abuse suffered, continuity of abuse, and relationship with and age of the perpetrator) and the existence of abuse disclosure by the survivor was obtained from a self-reported questionnaire developed for the present study. The Attributions of Responsibility and Blame Scale (McMillen & Zuravin, 1997) was used to assess attributions made about CSA (self-blame, perpetrator blame and family blame). The results of a logistic regression model was statistically significant, ���� (9) = 43.856, p < .001. The model explained 41% (Nagelkerke R��) of the variance of abuse disclosure and correctly classified 85.6% of cases. Survivor disclosure was 5.50 times more likely to occur when the perpetrator was not a family member (Wald = 8.14, p < .01) and 3.95 times more likely to occur when there was not physical contact with the perpetrator (Wald = 4.30, p < .05). The occurrence of disclosure was also related to increased perpetrator age (Wald = 4.83, p < .05). With regard to the attributions of blame, the occurrence of disclosure was related to lower scores on self-blame (Wald = 6.78, p < .01) and higher scores on family blame (Wald = 9.67, p < .001). However, no relationship was found between perpetrator blame and disclosure of abuse. The results confirm the idea that not only self-blame attributions, but also family blame attributions are critical to the decision of a CSA victim to disclose abuse. The possibility that children who do not disclose abuse have a greater need to deny the occurrence of abuse, or have more confusion about being abused is discussed. Attributions of blame should be taken into serious consideration when evaluating children for possible sexual abuse.

A phenomenological study of Irish and Portuguese women���s experiences of receiving family support when studying STEM subjects at technical institutes

Comunica����o apresentada na 44th SEFI Conference, 12-��15 September 2016, Tampere, Finland

Relaci��n de la imagen corporal percibida con el ��ndice de masa corporal real en estudiantes de la Escuela de Tecnolog��a M��dica de la Universidad de Cuenca. Cuenca octubre 2015 ��� marzo 2016

OBJETIVO: Determinar la relaci��n de la imagen corporal percibida con el ��ndice de masa corporal real en estudiantes de la Escuela de Tecnolog��a M��dica de la Universidad de Cuenca. MATERIALES Y METODOS: Estudio transversal efectuado en estudiantes de la Escuela de Tecnolog��a M��dica, con una muestra probabil��stica aleatoria de 250 alumnos. Previo consentimiento informado, se encuest�� a los estudiantes a trav��s del ���Cuestionario de la forma corporal��� elaborado por: Cooper, Taylor y Fairburn; posteriormente se les present�� a los estudiantes el test de fotograf��as corporales de los autores Harris y Col., en el cual eligieron una de las figuras con las que se sent��an mejor identificados; consecutivamente se procedi�� a la toma de las medidas antropom��tricas para la obtenci��n del estado nutricional; finalmente se compar�� la imagen corporal percibida con el estado nutricional de cada estudiante. La informaci��n fue analizada en el programa SPSS V22 y Excel 2013. RESULTADOS: Del total de la muestra de 251 estudiantes, el 69.7% presentaron un estado nutricional normal; el 4.4% bajo peso; el 20.7% sobrepeso y el 5.2% present�� obesidad. El 67.3% de los estudiantes present�� una adeudada percepci��n de su imagen corporal, el 6.8% sobrestima su peso y el 25.9% de la muestra lo subestim��. CONCLUSIONES: La mayor parte de los estudiantes universitarios presentaron una correcta percepci��n de su imagen corporal, al compararla con el IMC real; se evidenci�� un m��nimo porcentaje de distorsi��n, donde se present�� una tendencia a la subestimaci��n, condici��n que aumenta el riesgo de padecer enfermedades relacionadas con la alimentaci��n.

Romantic relationships and adjustment in early adulthood: The role of cross-sex experience in the context of social norms and support

Attachment and interpersonal theory suggest a sequential pattern of relationships beginning in the earliest stage of development and progressing to social and eventually romantic relationships. Theoretically, cross-sex experiences have an important role in the progression of interpersonal relationships. Despite the prevalence of these theories about the nature of romantic relationship development, the linkage of cross-sex experience (CSE) to romantic relationships has not been established. Indeed, it is an intuitive assumption, especially within Western society and these theories do not consider socio-cultural factors that may influence CSE and relationship satisfaction. This study addresses the varying contextual factors that may contribute to relationship satisfaction and adjustment, aside from CSE, and is divided into two parts. Study 1, addresses CSE, relationship satisfaction, and adjustment in a unique population, ultra-Orthodox Jews. Among this population, social or romantic CSE is limited and sexes are effectively segregated. Study 2, expanded the study to a larger sample of U.S. college students, to assess the linkage of CSE to romantic relationship satisfaction in a more typical Western population. It included social norm and support variables to address the contextual nature of relationship development and satisfaction. Results demonstrated clear differences in the relation between CSE and relationship satisfaction in the two samples. In the first sample CSE was unrelated to relationship satisfaction; nevertheless, relationship satisfaction was associated with adjustment as it is for more typical populations with greater CSE. These results suggested the importance of specifying how social norms and social support relate to CSE, relationship satisfaction and adjustment. The results from the second sample were consistent with the theoretical framework upon which the social/romantic literature is based. CSE was directly connected to relationship satisfaction. As anticipated, CSE, relationship satisfaction, and adjustment also varied as a function of social norms and support. These findings further validate the influence of socio-cultural factors on relationship satisfaction and adjustment. This study contributes to the romantic relationship literature and broadens our understanding of the complex nature of interpersonal and romantic relationships.^

Autoavalia����o das compet��ncias de informa����o em estudantes universit��rios

Nas ��ltimas d��cadas foram feitos grandes esfor��os para definir, conhecer e avaliar quais s��o as compet��ncias informativas que os estudantes universit��rios necessitam para poder progredir na sua aprendizagem e na sua inser����o no mercado laboral. Apesar do argumento de que os avan��os tecnol��gicos facilitaram o acesso �� informa����o, existe uma preocupa����o constante, porque os estudantes universit��rios n��o possuem compet��ncias suficientes para gerir e usar a informa����o: gerem quantidades enormes de informa����o atrav��s da Internet, mas n��o sabem o que fazer com ela, como avali��-la, de que modo devem us��-la ou aproveit��-la de forma estrat��gica e ��tica. O question��rio IL-HUMASS sobre literacia da informa����o foi concebido e desenhado com o objetivo de avaliar compet��ncias de informa����o e para ser aplicado �� popula����o de estudantes, professores e profissionais da informa����o dos diversos n��veis na ��rea das Ci��ncias Sociais e Humanas nas universidades espanholas e portuguesas. Cont��m 26 itens agrupados em quatro categorias (pesquisa, avalia����o, processamento e comunica����o e difus��o da informa����o) e em tr��s dimens��es de autoavalia����o (import��ncia, autoavalia����o e fonte favorita de aprendizagem). A avalia����o das qualidades psicom��tricas do IL-HUMASS para Portugu��s foi feita numa amostra de 1.077 estudantes universit��rios portugueses. A an��lise fatorial explorat��ria do question��rio indicou um ajustamento aceit��vel, apoiando a estrutura original composta por quatro categorias para cada dimens��o. O IL-HUMASS apresentou caracter��sticas psicom��tricas aceit��veis de consist��ncia interna e validade de constructo. As caracter��sticas psicom��tricas do IL-HUMASS validam a sua utiliza����o no nosso pa��s em estudos que requeiram a avalia����o de m��ltiplos indicadores, apresentando-se como particularmente ��til para avaliar e diagnosticar compet��ncias em literacia da informa����o. Conclui-se com um diagn��stico do n��vel de compet��ncias de informa����o dos estudantes universit��rios, destacando algumas for��as e debilidades, assim como uma proposta de interven����o subjacente nas oportunidades de melhoria e de necessidades de aprendizagem.