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Relying on the historical-critical method, I propose an analysis of the nature of the Gospel of Luke and its possible dependency on Greek rhetorical conventions. Taking into account the highly literate nature of this Gospel, this paper puts forward the case that its author has been educated in the Greek rhetorical exercise of encomion, as documented in Hermogenes’ progymnasmata. Empowered by his knowledge of encomion, Luke probably used Mark as a template to compose a eulogy of Jesus of Nazareth. In light of this, I suggest a list with the correspondence between Hermogenes’ encomiastic topics and the pericopae used by Luke in his Gospel. Considering the hypothesis that the Gospel of Luke is best understood as an encomion, I propose an assessment of its implications to the reconstruction of the historical Jesus.

Understanding the factors contributing to increased perseverance and passion toward long-term goals is an ongoing research challenge. The present study explores the inner drive of individuals to achieve meaningful goals over time, despite setbacks and challenges. The scenario chosen to uncover grit processes was the Way of St. James, a long pilgrimage demanding participants’ perseverance and passion for achieving their goals, despite hardship. Semi-structured interviews were conducted with thirty-one individuals completing the Way of St. James. Thematic analysis indicated three key themes contributing to improve the participants’ perseverance along the walk: behavioural tools (e.g., setting behavioural and time management goals), emotional tools (i.e., enjoyment and learning, belongingness), and cognitive tools (i.e., taking perspective, use of metacognitive knowledge). These findings are consistent with prior research and lifelong learning policies while suggesting that challenges and adversities are unavoidable; however, the more autonomous and open people are to continue learning over their lifespan, the more prepared they will be to cope with changes in the environment and to pursue their meaningful goals.

Literature has reported a decrease in students’ engagement throughout schooling, but more worrying, is that elementary students already show signs of disengagement. This data sets the case to develop interventions at this school level. The narrative-based intervention “Yellow Trials and Tribulations” aimed to promote self-regulation has been proven to positively impact elementary students’ school engagement. Acknowledging that classroom engagement is expected to be more closely related to learning and achievement than school engagement, the current study aims to extend the research of the mentioned intervention on elementary students’ classroom engagement (i.e., behavioral, emotional, cognitive, and agentic dimensions), as well as on basic psychological needs (i.e., perceived autonomy, competence, and relatedness)—an antecedent of students’ engagement. The current intervention was implemented by 4th-grade class teachers trained for that purpose and was assessed following a quasi-experimental design with pretest and posttest data collection. Participants were 90 students in the experimental group, and 91 in the comparison group. A multivariate analysis of variance with repeated measures was run for each construct. At the end of the intervention, children in the experimental group reported higher perceived competence and classroom engagement (all dimensions) than their counterparts in the comparison group (small and medium effect sizes were found). No follow-up was conducted to examine whether the intervention effects were long-lasting. Results are expected to support researchers’ and educators’ efforts to effectively implement the intervention, and maximize its benefits to students. For example, extra efforts could be made to help implementers better respond to students’ psychological needs (in this case, perceived autonomy and relatedness), and consequently increase classroom engagement (especially behavioral and emotional engagement, which revealed lower effect sizes).

The purpose of this study was to examine the perceived impact of a Service-Learning (SL) experience titled “Educating for Sustainable Development Goals (SDGs),” at the Porto campus of Universidade Católica Portuguesa (UCP), in which 15 university students from different programs were challenged to train other students about the SDGs. The main aim of the SL project was to raise awareness about the SDGs among the recipients (200 high school students, 20 students from a University in Angola and 40 from a University in Brazil). Besides the development of soft skills in UCP students, the learning objectives also focused on training socially responsible citizens who can take the SDGs into their future professions and help create a better and more sustainable world. UCP students were asked to reflect on their SL experience in the middle and at the end of the semester, based on structured reflection prompts. Based on these reflections, the present study aimed to understand the perceived impact of the SL experience on UCP students, particularly on their understanding of sustainable development (e.g., knowledge of SDGs), and the recipients (e.g., knowledge of strategies to achieve SDGs). Qualitative analysis was performed through NVIVO software. The results showed an impact not only on the academic learning and the UCP students’ personal and professional domains, but also on their literacy about the SDGs. According to the UCP students’ perceptions, the SL experience was particularly helpful in promoting SDGs awareness in the recipients and predisposing them to change attitudes and behaviors. Therefore, we conclude that the SL project accomplished its purpose of promoting awareness of the SDGs among the recipients. The implications of these findings are discussed in the context of the role of higher education institutions and SL experiences in sustainable development.

ABSTRACT Objective: The occurrence of partial remission (honeymoon phase) in type 1 diabetes (T1D) has been associated with a reduced risk of chronic microvascular complications of diabetes. We have published case reports showing that a combination therapy with the DPP-4 inhibitor sitagliptin plus vitamin D3 (VIDPP-4i) can prolong the honeymoon phase in patients with new-onset T1D. In the present case-control study, we investigated the frequency of occurrence of clinical remission (CR) in patients with new-onset T1D after VIDPP-4i treatment. Subjects and methods: In this case-control study, we collected data spanning 10 years from medical records of 46 patients (23 females) recently diagnosed with T1D. Overall, 27 participants with CR (insulin dose-adjusted glycated hemoglobin [IDAA1c] ≤ 9) at 12 or 24 months composed the case group, and 19 participants without CR served as the control group. Chi-square with Yates correction was used to analyze the association between VIDPP-4i use and CR, and odds ratio (OR) was used to determine the chance of CR due to VIDPP-4i treatment exposure. Results: In all, 37 patients (80.4%) experienced CR at some time over 24 months. The mean CR duration was 13.15 ± 9.91 months. Treatment with VIDPP-4i was significantly associated with CR. At 24 months, the OR of CR after VIDPP-4i exposure was 9.0 (95% confidence interval [CI] 2.21-30.18, p = 0.0036). Additionally, 9 (33.6%) and 4 (14.8%) patients in the VIDPP-4i group experienced insulin-free CR at 12 and 24 months, respectively. Conclusion: Therapy with VIDPP-4i was associated with a higher frequency and duration of the honeymoon phase. Randomized controlled trials are needed to confirm these findings.

Introduction: Bedtime procrastination is the deliberate delay of the time an individual goes to bed in the absence of external reasons. The COVID-19 pandemic has pushed families to establish new routines and ways of managing newfound roles and responsibilities. This scenario is likely to exacerbate bedtime procrastination due to, for example, a challenge in balancing professional and personal life. Objective: The aim is to present preliminary findings regarding bedtime procrastination and its relation to sociodemographic characteristics, sleep routines, perceived daily fatigue, dinnertime, and activities performed near bedtime, during the second lockdown in Portugal. Material and Methods: A cross-sectional online survey was conducted with a sample of 560 adults. Results: During home confinement, most people (79.46%) delayed their bedtime. However, this delay does not seem to be affecting the number of hours of sleep, as 88.60% were sleeping the recommended or appropriate number of hours. Nevertheless, most of the participants reported feeling tired throughout the day (53.04%), and individuals who reported to have procrastinated their sleep are those who reported more tiredness (r pb=.33, p

Self-regulated learning contributes to students’ academic success and their future as citizens. However, self-regulation skills are seldom or poorly promoted during instruction. To address this gap, the current article reports data on the implementation of an evidence-based intervention (i.e., a narrative-based intervention called “Yellow Trials and Tribulations”) in a disadvantaged school neighborhood. Prior studies showed positive results of this intervention in promoting elementary students’ self-regulation skills. Still, the data are mainly quantitative and limited to students’ reports or classroom observations made by researchers. Hence, the current study aimed to explore the implementers’ and observers’ perceptions of the impact of the intervention. Four elementary teachers implemented the intervention in their fourth-grade classes (N = 96 students). For each session, the implementers and observers completed a session sheet collaboratively, as well as individual final reports at the end of the intervention. The records were analyzed through a direct content analysis. The data indicated a perceived increase in knowledge and the use of self-regulation skills in the educational context and in daily life routines. Moreover, the data allowed for the identification of other positive gains of the intervention. The findings extended prior research while helping researchers to further understand the impact of the narrative-based intervention. The implications for research and educational practice are provided.

The current study analyzed university students’ purpose in life in the context of service-learning (SL) courses developed in a university in Portugal. Briefly, 112 graduation and master students, from different areas, involved in 15 SL courses (82 female; 73.2%; age ranging from 18 to 51; M = 23; SD = 6.51) participated in this study. Questionnaires included an open-ended question about students’ purpose in life. Four closed-ended questions were included to understand student’s perceptions of change in their purpose in life arising from the SL courses and other perceptions about their SL course. Qualitative data were analyzed via content analysis with NVivo. Results indicated that students’ purpose in life ranged from social-related goals, such as helping or caring for others, to personal-related goals, including personal growth and well-being. Most of the students (71.4%) reported that their purpose in life changed moderately or a lot after participating in a SL course. Findings are discussed in light of the literature, identifying implications for the development of SL courses in higher education, considering the contribution of this pedagogic methodology to the definition and reconfiguration of young people’s purpose in life.

IntroductionSchool educators are likely to explain the poor educational trajectories of students with Roma backgrounds related to the lack of parental support and interest in children’s education. Aiming to understand further the patterns of Roma group’s parental involvement in children’s school life and their engagement experiences in school-related activities, the current research set an intervention supported by a culturally sensitive story-tool.MethodGrounded in the intervention-based research framework, 12 participants (i.e., mothers) from different Portuguese Roma groups participated in this study. Data was collected through interviews conducted pre-and postintervention. Eight weekly sessions were delivered in the school context, using a story-tool and hands- on activities to generate culturally significant meanings regarding attitudes, beliefs, and values toward children’s educational trajectories.ResultsThrough the lens of acculturation theory, data analysis provided important findings under two overarching topics: patterns of parental involvement in children’s school life and participants’ engagement in the intervention program.DiscussionData show the distinct ways Roma parents participate in children’s education and the relevance of mainstream contexts providing an atmosphere likely to build collaborative relationships with parents to overcome barriers to parental involvement.

The Way of St. James is a very well-known and ancient pilgrimage, with various routes leading pilgrims to the Cathedral of Santiago de Compostela in Spain, where the remains of Saint James are buried. Over the last few years, the experience of the pilgrimage and the growing number of pilgrims walking the Saint James Way have been attracting researchers’ attention. However, studies attempting to understand the pilgrims’ experience using a self-regulation lens are limited. Self-regulation may be defined as efforts made to manage individuals’ thoughts, emotions, and behaviours in the pursuit of long-term goals. Therefore, rooted in the self-regulation framework, this research aims to further understand the Saint James Way with a focus on the pilgrims’ experience, while stressing the three components of the model: planning, execution, and evaluation. The interviews of 32 Portuguese pilgrims aged between 16 and 52 were analysed using thematic analysis through Zimmerman’s model. Pilgrims made important considerations on the three phases of the self-regulation framework. Importantly, participants’ discourses stressed relevant elements of the process of doing a pilgrimage, placing a particular emphasis on the interest and value of the pilgrimage, strategic planning, strategy usage, metacognitive monitoring, self-assessment and, finally, self-satisfaction. Interestingly, some participants revealed superficial planning and a lack of self-monitoring strategies on the journey. The study provides new avenues for research and practical implications likely to enhance the quality of the pilgrimage by helping pilgrims and pilgrim organisers.

Few studies have explored how individuals can develop perseverance and passion towards longterm goals. This study addresses this research topic. Predictors of grit were tested while participants progressed on the Way of St. James, a long walk completed by foot or bicycle, taking several days or weeks, to Santiago de Compostela (Spain). 575 pilgrims of various nationalities self-reported measures of grit, harmonious passion, autonomous functioning, and lifelong learning attitudes. To study the association between these variables, path analysis modelling was conducted. The results show that autonomous pilgrims demonstrate more perseverance and passion towards their long-term goals than less autonomous pilgrims. Moreover, pilgrims who reported positive lifelong learning attitudes showed more grit behaviours than their counterparts with fewer lifelong learning attitudes. Finally, results indicate a strong association between autonomy and lifelong learning attitudes. The main conclusions suggest that perseverance with passion towards a long-term goal increases when individuals are congruent with their own interests and values, are not very susceptible to external or internal pressures, and are open to continuing to improve their knowledge and skills, regardless of age. Some implications for future research and practice are also addressed in this paper.

An experimental study was designed to analyze the effect of school-based training in self-regulation learning strategies on academic performance (Mathematics, Sciences, Language, and English). Class-level variables (i.e., gender, the teacher’s teaching experience, class size) were considered and the effects of the intervention were measured at the end of the intervention and 3 months later. A sample of 761 students from 3rd and 4th grades (356 in the control condition and 405 in the experimental condition), from 14 schools, participated in the study. Data were analyzed using three-level analysis with within-student measurements at level 1, between-students within-classes at level 2, and between-classes at level 3. Data showed a positive effect of the intervention on student performance, both at post-test (d = 0.25) and at follow-up (d = 0.33) considering the four school subjects together. However, the effect was significant just at follow-up when subjects were considered separately. Student performance was significantly related to the students’ variables (i.e., gender, level of reading comprehension) and the context (teacher gender and class size). Finally, students’ gender and level of reading comprehension, as well as the teacher’s gender, were found to moderate the effect of the intervention on students’ academic performance. Two conclusions were highlighted: first, data emphasize the importance of considering time while conducting intervention studies. Second, more teaching experience does not necessarily translate into improvements in the quality of students’ instruction.

Abstract Background Despite the enormous investment governments allocate to fight obesity, its worldwide prevalence is still on the rise. Moreover, the majority of the programs implemented are still targeting adults struggling with overweightness and focusing on transmitting knowledge about food. However, research shows that obesity prevention is more efficacious and cheaper, and beliefs about healthy eating have a stronger influence on eating behavior than declarative knowledge about food. In fact, knowledge about healthy eating only influences weight status when combined with self-regulation competences. Thus, the main goal of the current project is to develop and evaluate the efficacy of an online preventive intervention program, the HEP-S. This program is designed to promote and develop a set of transversal skills and strategies, related to self-regulation, on the healthy eating domain among school-aged children. Methods A three-armed randomized controlled trial will be conducted in several schools in Portugal. It will include a standard control group, with no intervention; an online intervention group, with the program for 20 weeks; and an enhanced online intervention group, with the program for 20 weeks embedded with gamification strategies throughout the program. Per research group, 40 groups of about 15 children each will be recruited and measured at five different time points. The three research groups will complete the same assessment protocol at the same timings (baseline, post-intervention, and 3, 6, and 9 months’ follow-ups). The assessment protocol will include anthropometric and psychological measures. The primary outcome measures will be the development of self-regulation skills for healthy eating over time, the development of self-efficacy attitudes, knowledge about healthy eating over time, and others. The secondary outcome measures will include the effect of gamification strategies, engagement, and satisfaction with the program, among others. The program will comprise the following: (i) a weekly group synchronous videoconference session with a trained educational psychologist serving as a mediator and (ii) a weekly parental involvement activity. Narratives, or story-tools, embedded with self-regulation strategies are at the core of the intervention. Discussion The program may play an important role in preventing risky and unhealthy eating behaviors by focusing on the development of self-regulation skills and strategies among elementary school children. Trial registration ClinicalTrials.gov NCT04099498 . Registered on 23 September 2019.

The recovery of precious and base metals of a metal concentrate from ground waste printed circuit boards (PCBs) is described in detail. Samples were treated with NaOHaq. to remove the soldering mask. Experiments were performed in acidic medium (HF, H2SO4, CH3COOH or H3PO4) using H2O2 as oxidant. Base metals were leached in high yields (>99 wt.%) at ~40 ºC after ~1 h (HF), ~2 h (H2SO4), ~4 h (H3PO4) and ~5 h (CH3COOH). Lead precipitated in the presence of H2SO4 and HF. Precious metals were not oxidized. Ceramic/fiberglass components were dissolved in the presence of HF. Silver, palladium and gold were recovered from the insoluble solid, in this order, by a sequential oxidative treatment in aqueous medium. Recovery of leached elements was possible by a combination of solvent extraction and precipitation. The choice of the extractant and the precipitant were essential to recover them with high yields. The leachates from H3PO4 + H2O2 experiments could not be processed above pH 2.5. Leaching of waste PCBs in the presence of a weak organic acid is possible but a multistage separation scheme for elements recovery is unavoidable as PCBs is a complex material in terms of composition.

This study aims to improve current understanding of how the relationship between perceived math ability and math achievement may be mediated or moderated by levels of anxiety about math, considering intellectual abilities, gender, and school year. In this study, participants were 2,245 Spanish students (7th to 10th grade). All completed the FennemaSherman Mathematics Attitudes Scales and the Sternberg Triarchic Abilities Test. The main results showed that (i) perceivedcompetence is a potent predictor of achievement (the higher the perceived competence, the better the performance in mathematics), (ii) anxiety about mathematics significantly mediates the relationship between perceived competence and math achievement (although the effect is small), and (iii) levels of anxiety condition the intensity of the effect of perceived competence on math achievement (at high levels of anxiety the effect size of the relationship between perceived competence and achievement is large, whereas at low levels of anxiety the effect is small).

The development of reading skills foresees fluency in reading. Prior research has shown that during periods of absence from school, students are prone to showing setbacks in their learning. However, the literature presents mixed findings, possibly explained by the families’ socioeconomic statuses. The present study aims to analyze fluctuations in learning acquisition, specifically in reading fluency, during the pandemic, when all students were absent from school for several months. Data were collected in two waves. The present study combines quantitative and qualitative data with an explanatory sequential approach. Participants were 52 3rd-graders and their teachers. The latter were enrolled in two-member check sessions. Statistically significant differences in speed (lower than expected) and prosody (higher than expected) were found between the two sessions. Considering ASE support (financial support for low-income families from the Portuguese government), data indicate that students benefiting from this support showed performances in accuracy and speed below the expected. Prosody scores were above the expected at both sessions. Findings may provide relevant insights to further understand fluctuations in students’ reading fluency during long periods of absence from school; for example, data could help prevent learning setbacks due to summer vacations.

Abstract Objective Gamification broadly refers to the use of game design elements in non-game contexts with the goal of promoting users’ engagement. Gamification strategies appear as an advantageous tool to increase the motivation and involvement of users. The purpose of this systematic review is to identify studies using gamification strategies in distinct intervention contexts and to describe their impact in each type of intervention. Thus, the focus is on the construct (gamification) rather than on a particular area or population. Results To achieve this goal, Scopus, IEEE, Web of Science, MEDLINE, ERIC, and PsycINFO databases will be used to gather data for the systematic review. Both the research and report of results will be based on Cochrane’s recommendations and PRISMA guidelines. Data, including the assessment on the quality of the articles, will be conducted by two members of the team independently. Findings will be reported narratively. The ethical approval is not required as the research does not involve data collection. Findings will be submitted to a peer-review journal and the results will be presented on international congresses. Future reviews could consider investigating particular areas of intervention in which gamification strategies are being employed. Trial registration Systematic Review Registration: PROSPERO CRD42017070508

Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning. Moreover, online remote learning was the main alternative response to classroom learning, which increased the inequalities between students with and without access to technological resources or for those with low digital literacy. All considered, to level the playing field for students without digital resources, there is an urgent need to promote self-regulatory competences through offline intervention solutions. The current paper describes a project with this purpose, using radio broadcasting and letters to reach elementary students without digital resources. Moreover, potential reach and participants' perspectives of the project implementation are presented and discussed. The project draws on a prior evidence-based story-tool intervention grounded on a self-regulated learning framework. The original intervention was set previous to the COVID-19 pandemic and was implemented in the classroom context (N = 1,103 students). Once the schools had been closed down, the mode of intervention was adapted with the collaboration of the community. Alternative solutions were developed as follows: (i) story chapters were read on the radio and students received to their homes a printed script, prompting reflection, and suggesting related activities; (ii) students were provided with the story-tool to read autonomously and received letters from the main characters of the story which included, for example, suggestions for activities and reflection. These two alternative modes of intervention delivery potentially reached 394 elementary students, including students with digital resources. Interviews conducted with a group of students were provided information about the positive aspects of these two modes of intervention delivery, perceived learning (e.g., planning), constraints, and suggestions to improve the project. The current work is likely to merit attention from researchers and educational practitioners, given the need to use offline alternatives to provide support for students without digital resources to engage in autonomous learning during the pandemic period. This project may also be used as an alternative or a complementary solution to online modality.

Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students’ gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12–16 years old) participated in the study. Students provided information about their intellectual skills, perceived competence in mathematics, perceived utility of mathematics, intrinsic interest in learning, mathematics anxiety, and their causal attributions (for failure and for success), and of their achievement in mathematics. Data showed differences according to gender and the school grade level. The motivational and affective variables did not seem to play an important role in this relationship as predicted in the current study. The results of this study are discussed in light of previous research.

Resumo O objetivo deste trabalho foi avaliar a eficácia de parte de um programa para promover a autorregulação da aprendizagem na educação superior. Participaram 26 ingressantes com idade média de 20,65 (DP = 3,35) provenientes de diferentes cursos de graduação de uma universidade pública, os quais participaram de uma atividade não obrigatória, organizada em seis encontros de 90 minutos cada um. Medidas de autorrelato foram aplicadas no pré e pós-teste a fim de comparar as variáveis dependentes: conhecimento das estratégias de aprendizagem, processos de autorregulação da aprendizagem, instrumentalidade percebida, autoeficácia para autorregular-se e para a formação superior. De acordo com a comparação entre o pré e pós-teste, os resultados são favoráveis no pós-teste para as variáveis conhecimento das estratégias de aprendizagem, autorregulação da aprendizagem e autoeficácia para autorregular-se. Esses resultados sugerem que a autorregulação da aprendizagem de ingressantes pode ser potencializada por meio do programa educacional “Cartas do Gervásio ao seu Umbigo”.

Aborda-se a temática da autorregulação da aprendizagem, no contexto da promoção do autocuidado em saúde. Trata-se de um estudo qualitativo. A pesquisa teve por objetivos: (a) realizar um programa de formação, com profissionais da Atenção Básica participantes do Programa Saúde na Escola e com professores de escolas de Educação Básica no Sul do Brasil, sobre a temática autocuidado em saúde; (b) acompanhar a intervenção em autorregulação em saúde, conduzida pelos professores e profissionais de saúde participantes da formação, junto a alunos do 5º ano, adotando-se como referencial a autorregulação da aprendizagem. Participaram do estudo 35 profissionais: dentistas, enfermeiros, técnicos de enfermagem, agentes comunitários de saúde, professores, supervisora, orientadoras educacionais e uma vice-diretora. O estudo desenvolveu-se em duas fases: (1) formação de professores e profissionais de saúde com vistas à promoção da autorregulação da saúde nos domínios de alimentação saudável e saúde bucal em escolares; (2) intervenção para a promoção da autorregulação em saúde, junto a alunos do 5º ano da Educação Básica, conduzida pelos professores e profissionais que realizaram a formação. Ambas as etapas estão descritas neste estudo. Os profissionais de ensino e de saúde envolvidos na formação e no desenvolvimento da intervenção engajaram-se no propósito de se tornarem autorreguladores e modeladores de práticas cotidianas na escola. Isso os subsidiou para o uso de metodologias que proporcionaram o aprender a aprender e o uso de estratégias autorregulatórias em sala de aula. As crianças participantes desse estudo mostraram-se capazes de planejar, executar e avaliar em outras situações do cotidiano, organizando objetivos coerentes com as atividades e desenvolvendo a competência de transpor para outros domínios as aprendizagens sobre os processos de autorregulação. O estudo mostra-se promissor para pensar a autorregulação no domínio da saúde e na formação de educadores, em especial na infância.

A seção temática “A autorregulação da aprendizagem: formação de docentes e discentes no contexto educacional” tem por objetivo disseminar e tematizar o aporte teórico e as pesquisas que abordam o assunto, relevante tanto para a comunidade científica como para os profissionais que atuam diretamente na escola.

This study describes the functionality, cognitive, and neuropsychological performance of a child with Hemiplegic Cerebral Palsy, and the role of the “educational diet” in his performance. Executive dysfunction is expected in Hemiplegic children, and even those with normal cognitive functioning are predisposed to show specific learning difficulties. This particular case displays a profile disparate from what is expected. Results confirmed the high functionality of the child, FA, in all domains. Moreover, a parent interview verified that the educational diet followed may be an important aspect that is contributing to the child’s divergent results.

El objetivo de este artículo de investigación fue analizar la relación entre enfoque de trabajo, implicación en los deberes escolares y rendimiento académico en matemáticas. Participaron 897 estudiantes de 5o y 6o curso de Educación Primaria (50,2% chicos y 49,8% chicas). Los resultados indican que a mayor rendimiento académico mayor enfoque profundo en la realización de los deberes escolares, mayor cantidad de deberes realizados y mejor aprovechamiento del tiempo. No obstante, el tiempo que los estudiantes dedican a realizar los deberes es mayor cuando el rendimiento es bajo o medio. Se discuten implicaciones educativas.

The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.

Classroom questioning can be considered a key factor in the promotion of student engagement. This case study explored classroom questioning practices and perceptions of a group of 47 first-year law students and their teacher. Eight lessons of 90 min were observed and audio-recorded and afterward the students and the teacher answered a questionnaire. The teacher was also interviewed. Researchers examined the number and type of questions asked by the teacher and by the students in the classroom and analyzed the students’ and the teacher’s perceptions about the importance of classroom questioning. Results indicated that the teacher and most students consider questioning important or very important for student learning. The number of questions posed by students as opposed to by their teacher was not balanced, as the teacher was responsible for 93% of the questions. The analysis of the type of questions posed by the teacher and by the students showed a predominance of low-order questions. Therefore, classroom questioning in this case study did not seem to promote students’ autonomous thinking. The current study suggests the importance of examining the teacher and students’ patterns of questioning together, analyzing its similarities and discrepancies.

Existing literature has analyzed homework characteristics associated with academic results. Researchers and educators defend the need to provide quality homework, but there is still much to be learned about the characteristics of quality homework (e.g., purposes, type). Acknowledging that teachers play an important role in designing and assigning homework, this study explored teachers’ perspectives regarding: (i) the characteristics of quality homework and (ii) the characteristics of the homework tasks assigned. In the current study, mathematics teachers from elementary and middle schools (N = 78) participated in focus group discussions. To enhance the trustworthiness of the findings, homework tasks assigned by 25% of the participants were analyzed for triangulation of data purposes. Data were analyzed using thematic analysis for elementary and middle school separately. Teachers discussed the various characteristics of quality homework (e.g., short assignments, adjusted to the availability of students) and shared the characteristics of the homework tasks typically assigned, highlighting a few differences (e.g., degree of individualization of homework, purposes) between these two topics. Globally, data on the homework tasks assigned were consistent with teachers’ reports about the characteristics of the homework tasks they usually assigned. Findings provide valuable insights for research and practice aimed to promote the quality of homework and consequently students’ learning and progress.

Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.

Students' writing constitutes a topic of major concern due to its importance in school and in daily life. To mitigate students' writing problems, school-based interventions have been implemented in the past, but there is still a need to examine the effectiveness of different types of writing interventions that use robust design methodologies. Hence, the present study followed a longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 370 fourth-grade students (nested in 20 classes). The classes were randomly assigned to four conditions: one comparison group and three writing types of writing interventions (i.e., week-journals, Self-Regulation Strategy Development (SRSD) instruction and SRSD plus Self-Regulated Learning (SRL) program using a story-tool), with five classes participating in each condition. Data supports our hypothesis by showing differences between the treatment groups in students' writing quality over time. Globally, the improvement of students' writing quality throughout time is related to the level of specialization of the writing interventions implemented. This is an important finding with strong implications for educational practice. Week-journals and writing activities can be easily implemented in classrooms and provides an opportunity to promote students' writing quality. Still, students who participated in the instructional programs (i.e., SRSD and SRSD plus story-tool) exhibited higher writing quality than the students who wrote week-journals. Current data did not find statistical significant differences between results from the two instructional writing tools.

The purpose of the present systematic review was to examine extant research regarding the role of games used seriously in interventions with individuals with cerebral palsy. Therefore, PubMed, PsyINFO, Web of Science, Scopus, and IEEE databases were used. Search terms included: “serious games” OR “online games” OR “video games” OR “videogame” OR “game based” OR “game” AND “intervention” AND “cerebral palsy.” After the full reading and quality assessment of the papers, 16 studies met the inclusion criteria. The majority of the studies reported high levels of compliance, motivation, and engagement with game-based interventions both at home and at the clinical setting intervention. Regarding the effectiveness of the use of games, the results of the studies show both positive and negative results regarding their effectiveness. The efficacy was reported to motor function (i.e., improvements in the arm function, hand coordination, functional mobility, balance and gait function, postural control, upper-limbs function) and physical activity. Findings of this review suggest that games are used as a complement to conventional therapies and not as a substitute. Practitioners often struggle to get their patients to complete the assigned homework tasks, as patients display low motivation to engage in prescribed exercises. Data of this review indicates the use of games as tools suited to promote patients’ engagement in the therapy and potentiate therapeutic gains.

This study evaluates the effectiveness of an 18-month-long course in Family Health. The course was offered in two modalities, distance education and face-to-face learning. Dependent variables were as follows: self-regulation of learning, procrastination, the perception of self-efficacy, and academic performance. The course was attended by 27 health professionals (i.e., physicians, nurses, and dentists) working in the Brazilian Unified Health System. The investigation followed a quasi-experimental design. Participants in the two modalities achieved similar academic performance; and globally no statistically significant differences were found regarding the study variables. Findings, notwithstanding their importance for professional training in health, are preliminary and further research is needed on the effectiveness of training modalities distance education and face-to-face learning (e.g., focus groups, interviews, online monitoring). The educational implications of this study are discussed and analyzed considering specificities and differences of each modality.

The Health and Education Ministries of Brazil launched the Health in School Program (Programa Saúde na Escola - PSE) in 2007. The purpose of the PSE is two-fold: articulate the actions of the education and health systems to identify risk factors and prevent them; and promote health education in the public elementary school system. In the health field, the self-regulation (SR) construct can contribute to the understanding of life habits which can affect the improvement of individuals' health. This research aims to present a program that promotes SR in health (SRH). This program (PSRH) includes topics on healthy eating and oral health from the PSE; it is grounded on the social cognitive framework and uses story tools to train 5th grade Brazilian students in SRH. The study consists of two phases. In Phase 1, teachers and health professionals participated in a training program on SRH, and in Phase 2, they will be expected to conduct an intervention in class to promote SRH. The participants were randomly assigned into three groups: the Condition I group followed the PSE program, the Condition II group followed the PSRH (i.e., PSE plus the SRH program), and the control group (CG) did not enroll in either of the health promotion programs. For the baseline of the study, the following measures and instruments were applied: Body Mass Index (BMI), Simplified Oral Hygiene Index (OHI-S), Previous Day Food Questionnaire (PFDQ), and Declarative Knowledge for Health Instrument. Data indicated that the majority are eutrophic children, but preliminary outcomes showed high percentages of children that are overweight, obese and severely obese. Moreover, participants in all groups reported high consumption of ultraprocessed foods (e.g., soft drinks, artificial juices, and candies). Oral health data from the CI and CII groups showed a prevalence of regular oral hygiene, while the CG presented good oral hygiene. The implementation of both PSE and PSRH are expected to help reduce health problems in school, as well as the public expenditures with children's health (e.g., Obesity and oral diseases).

Hospitalization, despite its duration, is likely to result in emotional, social, and academic costs to school-age children and adolescents. Developing adequate psychoeducational activities and assuring inpatients' own class teachers' collaboration, allows for the enhancement of their personal and emotional competences and the maintenance of a connection with school and academic life. These educational programs have been mainly designed for patients with long stays and/or chronic conditions, in the format of Hospital Schools, and typically in pediatric Hospitals. However, the negative effects of hospitalization can be felt in internments of any duration, and children hospitalized in smaller regional hospitals should have access to actions to maintain the connection with their daily life. Thus, this investigation aims to present a psychoeducational intervention program theoretically grounded within the self-regulated learning (SRL) framework, implemented along 1 year in a pediatric ward of a regional hospital to all its school-aged inpatients, regardless of the duration of their stay. The program counts with two facets: the psychoeducational accompaniment and the linkage to school. All the 798 school-aged inpatients (Mage = 11.7; SDage = 3.71; Mhospital stay = 4 days) participated in pedagogical, leisure nature, and SRL activities designed to train transversal skills (e.g., goal-setting). Moreover, inpatients completed assigned study tasks resulting from the linkage between the students' own class teachers and the hospital teacher. The experiences reported by parents/caregivers and class teachers of the inpatients enrolling in the intervention allowed the researchers to reflect on the potential advantages of implementing a psychoeducational intervention to hospitalized children and adolescents that is: individually tailored, focused on leisure playful theoretically grounded activities that allow learning to naturally occur, and designed to facilitate school re-entry after hospital discharge. Parents/caregivers highlighted that the program helped in the preparation for surgery and facilitated the hospitalization process, aided in the distraction from the health condition, promoted SRL competences, and facilitated the communication and linkage with school life. Class teachers emphasized the relevance of the program, particularly in the liaison between hospital and school, in the academic and psycho-emotional and leisure-educational support provided, and in smoothing the school re-entry.

Aims: The aim of the present study was to examine how executive functions are assessed in children and adolescents with Cerebral Palsy.Method: A systematic literature review was conducted using four bibliographic databases (WebScience, Scopus, PubMed, and Psycinfo), and only studies that evaluated at least one executive function were selected. Both the research and reporting of results were based on Cochrane's recommendations and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) guidelines.Results: The instrument most frequently used was the D-KEFS. All studies point to the existence of impairments in the executive functions among children and adolescents with Cerebral Palsy with an impact on several cognitive and life domains.Interpretation: There is a need to further systematize the research protocols to study the executive functions and their assessment in the intervention context. Findings of this review presented a diversity of tests (e.g., D-KEFS) or tasks (e.g., The inhibitory ability task) used with children with Cerebral Palsy. However, no information was given about adaptations performed to the test/task to meet Cerebral Palsy's specificities. Future research could consider including this information, which is key both to researchers and practitioners. The results of this study have important implications and suggestions for future avenues and guidelines for research and practice.

This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.

O artigo analisa as percepções de universitários sobre o impacto de uma disciplina eletiva de intervenção em autorregulação da aprendizagem. A disciplina foi oferecida na modalidade híbrida em 15 encontros semanais sobre os temas: estudo, objetivos, estratégias de aprendizagem, gerenciamento do tempo e autorregulação. A cada encontro, após uma dinâmica inicial, uma das cartas do programa Cartas do Gervásio ao seu Umbigo era lida, seguida por discussão em grupo, síntese e proposição de atividade de aplicação. A análise das respostas de 124 estudantes ao questionário de avaliação da disciplina identificou relato de mudanças em todas as dimensões e fases da autorregulação. Foram citados como fatores propiciadores de mudança: relacionamento entre pares, conhecimento de estratégias, instrumentalidade, fortalecimento da autoeficácia, exercício da autorreflexão e percepção de agência. Argumenta-se sobre a viabilidade e relevância da promoção da autorregulação de aprendizagem na universidade. Palavras-chave: Aprendizagem. Autorregulação. Ensino superior. Estudantes universitários. Intervenção.

This article discusses the relationship between bullying and moral disengagements. In a research study conducted with 2,600 adolescents, between 14 and 16 years old, an attempt to verify their involvement in bullying, their self-efficacy beliefs regarding their academic performance and their possible moral disengagements was undertaken. A correlation between being bullying by others and the "dehumanization of the victim" was found. The participation in the bullying situation as authors, victims and spectators was also associated with "victim-blaming", showing the fragile profile of bullying victims and their diminished value. The results of this study allows for the understanding of the psychological mechanisms present in bullying, so that the school may re-think interventions and preventative measures that can be taken such that life is valued.

This study investigated how students’ prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students’ prior academic performance was significantly associated with both of the students’ homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Low-achieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students’ achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.

Se considera el problema de seleccionar el mejor modelo multinivel entre varios modelos candidatos, teniendo en cuenta las variables siguientes: correlación intraclase, número de grupos (m), tamaño del grupo (n), valor de los parámetros y covarianza intercepto-pendiente. Primero se analiza la cuestión reseñada mediante simulación Monte-Carlo, después se utiliza un conjunto de datos previamente publicados para ilustrar el comportamiento de los criterios y explorar su posible generalización. Los resultados mostraron que ningún criterio de selección se comportó correctamente en todas las condiciones, ni fue consistentemente mejor que otro. También se observó que la correlación intraclase afectaba al rendimiento de los criterios, pero su influencia era más pequeña que la ejercida por el tamaño de muestra, valor de los parámetros y correlación entre los efectos aleatorios. Con respecto al impacto del tamaño de muestra, destacar la importancia de contar con más grupos que participantes dentro del grupo (se sugiere m ≥ 50 y n ≥ 20). Finalmente, se recomienda usar el Criterio de Información de Akaike (AIC) o el AIC condicional cuando se asumen efectos aleatorios independientes y el Criterio de Información Bayesiano de Schwarz o el AIC consistente cuando se asumen dependientes.

Compreender os mecanismos psicológicos atuantes em ações de violência específica, como o bullying, constitui-se um importante passo para as intervenções educacionais que promovam a formação moral objetivada pelas instituições de cunho educativo. Nesse sentido, a investigação atual teve como objetivos relacionar o bullying às representações de si e às formas pelas quais os sujeitos se autorregulam para escolher justificativas para seus engajamentos ou desengajamentos morais em situações em que o bullying esteja presente. Os resultados indicam que sujeitos cujas representações de si são individualistas também se apresentam mais desengajados moralmente e mais propensos a serem autores em situações de bullying, denotando o quanto suas identidades pouco incorporam valores morais. Constata-se assim que mais do que um problema social, as questões de convivência devem ser tratadas sob o ponto de vista moral.

El objetivo de este trabajo fue comprobar si hay diferencias en la implicación en los deberes escolares (en términos de cantidad de deberes escolares realizados, tiempo dedicado a los deberes y aprovechamiento del tiempo) en función de los distintos niveles de rendimiento académico de los estudiantes. Debido al posible efecto que pueden tener en esta asociación el género y curso, se controló sus efectos incorporándolas como covariables en el diseño. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que los niveles de rendimiento académico de los estudiantes son más altos, hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento del tiempo dedicado a los deberes. Por otra parte, aunque no parece haber diferencias estadísticamente significativas en el tiempo dedicado a los deberes en función de los distintos niveles de rendimiento, la tendencia que se observa es que cuando el rendimiento es bajo, el tiempo dedicado a los deberes es mayor, mientras que cuando el rendimiento es alto, el tiempo que dedican los estudiantes a los deberes es menor. Además, otro resultado destacado es que según van avanzando los estudiantes de 4º a 6º curso de Primaria se produce un aumento progresivo del tiempo que dedican a hacer los deberes escolares y, sin embargo, el aprovechamiento que hacen de ese tiempo va siendo cada vez menor.

Las Tareas para Casa (TPC), en el ámbito anglosajón “homework” y en el español denominadas “deberes escolares”, constituyen una de las actividades más rutinarias del ámbito escolar y es por ello que forman parte de la realidad cotidiana de alumnos y profesores. Pese a su actual presencia en el contexto académico, la necesidad de prescribir TPC a los estudiantes ha sido ampliamente cuestionada a lo largo de los años. Aunque han existido opiniones contrarias a las TPC, como ocurrió cuando la popular revista Time, en 1999, con las TPC como portada, advirtió de que éstas podían suponer una sobrecarga para los alumnos y sus familias (Corno, 1996), parece que ha terminado por imponerse la opinión favorable a ellas, la cual han defendido numerosos autores y en la que se reconocen estas tareas como un indicador de escuelas y alumnos exitosos (Epstein Van Voorhis, 2001). En concreto, se entiende que la realización de TPC mejora las habilidades de estudio de los alumnos, sus actitudes hacia el trabajo y les enseña que el aprendizaje no sólo se produce dentro de las paredes del colegio (Trautwein, Lüdtke, Schnyder, Niggli, 2006).

El presente trabajo tiene como objetivo comprobar si hay diferencias en la motivación e implicación en los deberes escolares en función del curso y del nivel de rendimiento académico de los estudiantes. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que el rendimiento académico es más alto, también aumenta progresivamente la motivación intrínseca hacia los deberes, la percepción de utilidad de esos deberes, la cantidad de deberes realizados y el aprovechamiento del tiempo dedicado a los deberes. Sin embargo, tanto el interés, como la actitud y el tiempo dedicado a los deberes no varían significativamente en función de los distintos niveles de rendimiento académico. Por otro lado, según van avanzando los estudiantes de curso, disminuye progresivamente su motivación intrínseca, su interés y su actitud hacia los deberes, así como la percepción de utilidad de estos deberes. Aunque se incrementa el tiempo que dedican a los deberes, el aprovechamiento de ese tiempo disminuye. En cambio, no hay diferencias significativas en función del curso en la cantidad de deberes realizados.

We aim to analyze the reliability of the Portuguese version of the Classification System for Personal Constructs - CSPC (Feixas, Geldschläger & Neimeyer, 2002). That is a system of 53 content categories divided into six basic areas (moral, emotional, relational, personal, intellectual/operational, and values/interests) and two supplemental areas (existential and concrete descriptors). In this study, we adapt to Portuguese language the CSPC, using a sample of 448 constructs extracted from 32 repertory grids, and we analyze the reliability of this classification system. The degree of agreement achieved was excellent. Our findings are similar to those found by the versions of the CSPC in other languages, which demonstrates the reliability of the Portuguese version of the CSPC.

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy has received little direct attention from researchers.These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with Cerebral Palsy. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children’s autonomous behaviors reported by parents, nor parental style, seem to be related with the children’s level of school engagement. Findings indicate parental style impacts on children’s SE. Therefore, rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement.

There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).

Actualmente disponemos de gran cantidad de trabajos que muestran la implicación de las metas de estudio en la motivación por estudiar y aprender. Este trabajo analiza la motivación académica y, especialmente, la variable "metas de estudio". El principal propósito de esta investigación es conocer las características psicométricas de la adaptación de la Escala de Metas de Estudio a la población universitaria chilena. Los participantes son 542 estudiantes chilenos, de distintas facultades universitarias. Los resultados del análisis factorial y de consistencia interna son aceptables en las tres subescalas. Estos resultados fundamentan el uso de la Escala de Metas de Estudio para evaluar la motivación al estudio de alumnas y alumnos universitarios en Chile (CL).

O significado atribuído ao fenómeno "aprender " é influenciado pela inte-relação entre indivíduos, contextos e culturas. A idade do aluno, as concepções familiares e culturais e o contexto de ensino constituem-se como alguns dos aspectos que influenciam as concepções de aprendizagem dos alunos. O estudo apresentado, realizado no marco teórico fenomenográfico, está focalizado na descrição das concepções das pessoas sobre as várias facetas do fenómeno aprender. O principal objectivo centra-se no mapeamento das concepções de aprendizagem de alunos do 5.º ano de escolaridade e dos seus pais (encarregados de educação). Os dados foram obtidos através de entrevistas semi-estruturadas e tratados qualitativa e quantitativamente. Os resultados sugerem que os pais conceptualizam o aprender maioritariamente como algo processual e experiencial, enquanto os filhos o conceptualizam sobretudo desde uma perspectiva processual e instrumental. São discutidas implicações destes dados para o processo de aprendizagem.El significado atribuido al fenómeno "aprender " es influenciado por la interrelación entre individuos, contextos y culturas. La edad del alumno, las concepciones familiares y culturales y el contexto de enseñanza se constituyen como algunos de los aspectos que influencian las concepciones de aprendizaje de los alumnos. El estudio presentado, realizado en el marco teórico fenómeno gráfico, está focalizado en la descripción de las concepciones de las personas sobre las varias facetas del fenómeno aprender. El principal objetivo se centra en el "mapeamiento " de las concepciones de aprendizaje de alumnos del 5.º año de escolaridad y de sus padres (encargados de educación). Los datos fueron obtenidos a través de entrevistas semiestructuradas y tratados cualitativa y cuantitativamente. Los resultados sugieren que los padres conceptualizan el aprender mayoritariamente como algo procesual y experiencial, mientras los hijos lo conceptualizan sobretodo desde una perspectiva procesual e instrumental. Se discuten implicaciones de estos datos para el proceso de aprendizaje.People’s concept on ‘learning’ is influenced by the interrelation among individuals, contexts and cultures. The student’s age, his family and cultural conceptions and the learning context are some of the main aspects that can influence the conceptions regarding the student’s learning process. Under the framework of phenomenographic theory, this paper focus on people’s description of the learning conceptions which are present in daily life phenomena. Mapping fifth grade students and their parents’ conceptions concerning the learning process is the main goal of this study. Semi-structured interviews were used; data were treated by following qualitative and quantitative approaches. The outcomes suggest that parents use to conceptualize ‘learning' as something ‘processual and experimental' , whereas their children, the students, understand ‘learning' under a processual, but also instrumental perspective. The implications of such findings, in relation to the learning process, are also discussed in the paper.

Urge entender o Trabalho de Casa (TPC) como processo complexo para o qual conflui um vasto leque de factores impactantes. Neste relato analisam-se as relações entre os perfis de atitudes e comportamentos diante do TPC de Inglês e o nível instrutivo dos pais, a auto-eficácia percebida nessa disciplina bem como a correlação entre tais perfis de TPC e os perfis auto-regulatórios, em face do estudo. A amostra tomada é composta de 3929 alunos. O nível instrutivo dos pais associa-se positiva e significativamente aos perfis de atitudes e comportamentos de TPC. As atitudes e comportamentos de TPC correlacionam-se, positiva e significativamente, com os perfis auto-regulatórios, diante do estudo. Alunos que se percepcionam como mais auto-eficazes registam melhores perfis de atitudes e comportamentos de TPC. Os resultados sugerem a necessidade de os diferentes parceiros do sistema educativo analisarem e promoverem activamente os processos auto-regulatórios envolvidos no ensino-aprendizagem em geral e no TPC em particular.There is a need to view homework (HW) as a process for which a vast number of obstructive factors converges. In this report the interrelations between students of English as a Foreign Language, homework attitudes and behaviors, and their parents' education and students' perceived self-efficacy in EFL are analyzed. The correlation between students' EFL homework attitudes and behaviors and students' self-regulated learning profiles are also discussed. The study involved 3929 students, from 5th to 9th grades compulsory education. The collected data evidenced the positive and significant associations between EFL students' attitudes and behaviors towards homework and the parents' education and students' perceived self-efficacy in EFL. The correlation between EFL students' attitudes and behaviors towards homework and students' self-regulated learning profiles proves to be positive and significant. Calling the attention of teachers and educators to the main role of motivational and self-regulatory aspects involved in the learning process and, particularly, in the homework process, is the ultimate feature of the present article.