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Search Results: 1 - 10 of 66949 matches for " José Aloyseo; "
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A psicologia educacional e a forma??o de professores: tendências contemporaneas
Bzuneck, José Aloyseo;
Psicologia Escolar e Educacional , 1999, DOI: 10.1590/S1413-85571999000100005
Abstract: educational psychology is one of the disciplines in the academic formation of teachers, but it is also one research area with implication to learning and teaching. it presents a way to understant the complex education task in classroom and in the socio-cultural contexts. the teacher must to have one use fui psychological perspective in order to do the best in their work.
Conceito e fun es dos esquemas cognitivos para a aprendizagem implica es para o ensino
José Aloyseo Bzuneck
Semina : Ciências Sociais e Humanas , 1991, DOI: 10.5433/
Abstract: Recent literature on learning very often refers to schema concept. This paper describes the nature and functions of cognitive schemata, a special framework students can use when exposed to new information. Some implications for teaching are derived from this perspective. O presente artigo descreve e desenvolve o conceito de esquema, tal como vem sendo usualmente adotado pelos psicólogos cognitivistas, sobretudo no contexto das teorias de processamento da informa o. S o mostrados alguns casos de aplica o do conceito na aprendizagem verbal-cognitiva e na solu o de problemas. Também s o extraídas algumas implica es para o ensino.
Ansiedade e desempenho numa prova de matemática: um estudo com adolescentes
José Aloyseo Bzuneck
Semina : Ciências Sociais e Humanas , 1991, DOI: 10.5433/
Abstract: The first purpose of this study was to investigate how much anxious adolescent boys and girls (N: 406) were in a Math test at Elementary School. A test on anxiety was assessed through Morris et alii's Questionnaire which discriminates worry and emotionality components. Results showed that between 7% and 10% of the subjects were highly anxious during all the Math test, and that female subjects were outnumbered when the emotionality component was considered. In addition, lower scores on that Math test were significantly associated to higher scores in worry component. This result supports the cognitive intentional view of performance deficits, currently defended by several researchers. O presente estudo naturalístico teve por objetivo inicial identificar·a incidência de alta ansiedade em uma prova parcial de matemática. Foram sujeitos 406 estudantes de ambos os sexos, das sétimas e oitavas séries de duas escolas urbanas, sendo uma particular e outra pública estadual. O instrumento de avalia o da ansiedade de prova identificava seus dois componentes básicos já assinalados na literatura, ou seja, preocupa o e emocionalidade. Com base nessa distin o, buscou-se descobrir qual a influência da variável sexo sobre a ansiedade naquela prova, bem como a rela o entre ansiedade e desempenho. Os resultados mostraram que entre 7% e 10% dos alunos de cada escola apresentavam a/ta ansiedade. Além disso, o sexo feminino foi mais representado entre os alto ansiosos, porém somente quanto à categoria emocionalidade. Por outro lado, alta ansiedade, quando comparada com baixa, mas s6 em termos de preocupa o, esteve associada com rendimento significativamente mais baixo naquela prova, em uma das duas sub-amostras. Esses resultados foram discutidos, com sugest es para novas pesquisas.
O problema da ansiedade nas provas: perspectivas contemporaneas
José Aloyseo Bzuneck,Rosangela Silva
Semina : Ciências Sociais e Humanas , 1989, DOI: 10.5433/
Abstract: The present paper reviews recent studies concerning test anxiety psychological construct. It has been consistently found that worry, as a test anxiety 's cognitive component, interferes with attention and consequently undermines task performance. Other researchers focused on the relation between test anxiety and study habits and their influences On learning, here explained after the information processing model Finally, studies on test 's reduction through parious intervention methods are discussed, and some directions are given for teaching and student evaluation. O presente artigo apresenta os resultados mais salientes de pesquisas em torno do problema da alta ansiedade que alunos acusam em situa es de avalia o, e que se denomina ansiedade de prova ou ansiedade de teste. A ansiedade alta afeta o desempenho nas provas em jun o de seu componente cognitivo que é a preocupa o, que interfere na aten o que deve ser dispensada por inteiro à tarefa. S o também descritos estudos com propostas de solu o a esse problema e é discutida a eficácia dos diferentes métodos de interven o. Dai emergem igualmente sugest es para o ensino.
Atribui??es interpessoais pelo professor e sua rela??o com emo??es e motiva??o do aluno
Bzuneck, José Aloyseo;Sales, Karla Fernanda Suenson;
Psico-USF , 2011, DOI: 10.1590/S1413-82712011000300007
Abstract: this paper describes the state of the art of studies inspired in weiner’s interpersonal attribution theory. teachers develop causal perceptions about students’ success or failure, and exhibit related emotions. these perceptions and emotions are based on controllability of the cause and are communicated and students may disclose different perceptions and they even try to manipulate their teachers’ perceptions. communication engenders emotional consequences, expectations and motivation. teachers’ maladaptive causal beliefs can be modified through intervention. findings were discussed and suggestions for new studies and methodological advances were proposed.
Motiva??o no ensino superior: metas de realiza??o e estratégias de aprendizagem
Cardoso, Luzia Rodrigues;Bzuneck, José Aloyseo;
Psicologia Escolar e Educacional , 2004, DOI: 10.1590/S1413-85572004000200003
Abstract: the aim of this study was to investigate higher education students` achievement goal orientations, learning strategies and learning environment perceptions. likert questionnaires were applied in a 106 students sample regarding a specific course. results showed no sigificant differences among groups in learning, ego-approach and ego- avoidance goals, but means in learning and work avoidance goals were higher. regarding some learning strategies groups were significantly different. moreover, other significant relationships appeared, namely between classroom perception on learning goal and perception of effort demand, and between learning goal, ego-approach goal and learning strategies as well. finally, educational implications were drawned and suggestions for further research were proposed.
Compara o de notas de rendimento escolar em dois sistemas de avalia o na disciplina de fisiologia humana
Alice Katsuko Oguido,José Aloyseo Bzuneck
Semina : Ciências Sociais e Humanas , 1983, DOI: 10.5433/
Abstract: The objective of the present institutional study was to compare the effect or system to obtain scores upon observable final scores in Human Physiology course of three different groups of students .Medicine, Veterinary Medicine and a mixture group constituted of Psychology, Nursing and Biological Sciences Medicine's and Veterinary's Medicine mean scores had diminished in the new system of evaluation. Medicine's group was superior to Veterinary's and mixture group in the old system of evaluation, but in the new system the three groups were ecstatically identical. A presente pesquisa institucional, de caráter exploratório, teve por objetivo comparar e levantar escores ou notas, sobre os escores finais observáveis na Disciplina de Fisiologia Humana, nos cursos de Medicina, Medicina Veterinária e num grupo misto constituído pelos cursos de Psicologia, Enfermagem e Ciências Biológicas. Obteve-se, como resultado: os grupos de Medicina e Medicina Veterinária tiveram suas médias de aproveitamento rebaixadas significativamente no novo sistema de avalia o. Na compara o entre os três grupos, o de Medicina apresentou-se superior dentro do sistema antigo, caindo a uma igualdade estatística com os outros dois, no novo sistema de avalia o.
Estudo de valida??o de uma medida de avalia??o da motiva??o para alunos do ensino fundamental
Rufini, Sueli Edi;Bzuneck, José Aloyseo;Oliveira, Katya Luciane de;
Psico-USF , 2011, DOI: 10.1590/S1413-82712011000100002
Abstract: the aim of this study was to develop and validate an instrument for assessing the motivational quality of elementary school students, with reference to the self-determination theory. initially, the purposes of obtaining data for the preparation of items, 20 children were interviewed about the alleged reasons for going to school. based on this informations and items available in the literature, it reached a preliminary version of the scale included 30 items and applied to a group of 30 children. after the adjustments, they answered the final version of the 1.381 students in of compulsive work. the results showed that from the sociodemographic variables, only compulsive work. the results showed that from the sociodemographic variables, only elemetary school in the state of parana. factor analysis resulted in the exclusion of four items of the instrument, leaving a total of 25. it was acceptable the indices of internal consistency for the dimensions tested (α = 0.85 amotivation, extrinsic motivation by external regulation of α = 0.67 for α = 0.76 introjected regulation, identified regulation by α = 0.88 and intrinsic motivation α = 0.81). further investigations are underway.
Cren?as de eficácia de professores: valida??o da escala de Woolfolk e Hoy
Bzuneck, José Aloyseo;Guimar?es, Sueli édi Rufini;
Psico-USF , 2003, DOI: 10.1590/S1413-82712003000200005
Abstract: teachers’ efficacy beliefs relate to the judgement of their capabilities to bring about desired outcomes in classroom. research evidence has consistently shown that teachers’ efficacy relate to students’ achievement, motivation, and efficacy beliefs. moreover, it influences teachers’ level of aspiration, effort in teaching, and behavior in classroom regarding tasks planning and organization. among several instruments created to measure teachers’ efficacy beliefs woolfolk & hoy’s scale contained 20 lykerttype items that assess two distinct variables: personal efficacy and teaching efficacy. present study aimed to assess psychometric proprieties of that scale’s translation into portuguese and applied in a large brazilian sample. exploratory two-factor analysis, betweenscales correlation and internal consistency indexes indicate instrument’s validity and reliability. nevertheless, meaning of these results and implications for future research were discussed, and new paths for advanced studies on efficacy assessment were proposed.
Cren?as de eficácia de professores e motiva??o de adolescentes para aprender física
Goya, Alcides;Bzuneck, José Aloyseo;Guimar?es, Sueli édi Rufini;
Psicologia Escolar e Educacional , 2008, DOI: 10.1590/S1413-85572008000100005
Abstract: the aim of the present research was to assess physics teachers' self-efficacy beliefs in relation to adolescents' motivation and learning strategies used in middle school. a likert questionnaire was applied to 20 teachers, which was designated to asses their personal efficacy and teaching efficacy beliefs. two hundred students from three middle schools answered another likert questionnaire about their motivation and personal strategies in the study of physics. teachers and their students belonged to ten different schools in three different geographical areas. among teachers, the scores in personal efficacy measures were higher than in teaching efficacy. in addition, only personal efficacy was positively related to students' motivation. regarding the students, all measures varied significantly among different classes in the same grade, but no differences were found among grades or among schools. significant relationships were found between motivation and study strategies in the whole sample and in every grade as well. suggestions for motivation and teaching in middle school were drawn and for new studies in the area as well.
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