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Copyright of Revista FSA is the property of Revista FSA (Faculdade Santo Agostinho) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Psicologia. Organizacoes e Trabalho is the property of Sociedade Brasileira de Psicologia Organizacional e do Trabalho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Colloquium Exactarum is the property of Asociacao Prudentina de Educacao e Cultura (APEC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Colloquium Humanarum is the property of Asociacao Prudentina de Educacao e Cultura (APEC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research is to present and discuss how self-regulated learning has been investigated in the educational context through the examination of scientific publications produced up to June 2016 and available on online databases. The analysis of the 20 publications obtained for this investigation allowed to identify that self-regulated academic learning has been predominantly studied through the Cognitive Social Theory theoretical approach. The empirical studies, of qualitative approach, at higher education level, with evaluative objective, and in article format were prevalent. Moreover, the reported studies converged to the understanding that self-regulated learners demonstrate to have more than cognitive strategies, they indicate to bear motivational skills. Considering the results obtained, it is suggested that selfregulated academic learning be a topic of continuous study, supported by educational institutions and by teachers, aiming to develop and strengthen the three self-regulatory dimensions in students: metacognitive, motivational and behavioral. [ABSTRACT FROM AUTHOR]

This study aimed to understand the perception of teachers' self-efficacy in their pedagogical practices. Nine teachers of both sexes, aged between 28 and 63, participated in a private university in the state of São Paulo. Focal group meetings were held to collect data. The first category of analysis showed that teachers identify the interference of the three sources of belief formation advocated in the literature. They mention that both vicarious learning and personal experiences in the classroom, as well as the feedback they receive from superiors, peers, and the students themselves, act as sources of training for their self-efficacy beliefs. The second category, however, revealed that teachers associate their pedagogical practices with their beliefs of self-efficacy. New studies are recommended so that the understanding about the impacts of self-efficacy on teaching action is better sized and, with this, successful pedagogical practices in higher education can be made possible. [ABSTRACT FROM AUTHOR]

This study aimed to verify the relationships between parental styles, professional interests and indecision of adolescents. A total of 472 high school students from public schools in the country of the state of São Paulo, Brazil, participated in this study, 66% female and with a mean age of 16.55 years. The Self-Directed Search (SDS), the Responsibility and Requirement Scale (ERE) and the Professional Decision Difficulties Survey Inventory (IDDP) were applied. The results indicated that the lower the difficulty of decision due to professional prestige and financial success, the greater the entrepreneurial interests; and the greater this type of difficulty, the greater the perception of mothers as demanding and fathers as responsive and demanding. It was found that adolescents with greater realistic and entrepreneurial interests tend to perceive the father figure with greater responsiveness. We suggest further research that broadens the understanding of the findings and new discussions on the subject in the field of Professional and Career Guidance. [ABSTRACT FROM AUTHOR]

The objective of this research was to know what the learner thinks about the education in the jail, as well as to verify the importance attributed by him to the school. For that, eight male participants, aged between twenty and forty years, were interviewed in a prison in the state of Paraná. The results revealed that there was no indication of negative aspects regarding the education offered in the prison. In the opposite direction of what was expected, the students refer to the school as a formative, welcoming space that favors freedom of expression, respect and the formation of significant ties with teachers. They believe in education, mention goals and dreams, and show optimism about their future. It is hoped that the study will contribute to the reflection on educational strategies that may favor the sensitization and preparation of students deprived of their liberty regarding the importance of education in life and in the return to society. [ABSTRACT FROM AUTHOR]

The use of feedback as a pedagogical tool in the acquisition of a foreign language has been studied with growing interest in recent years. Much has been written about the use of feedback in educational environments, as well as the reasons why feedback is an effective tool in promoting student's autonomy and linguistic development. This article seeks to contribute to clarify how the proper use of the teacher's feedback and the student's self-efficacy beliefs are crucial to the development of a foreign language acquisition. However, there is still a major necessity to establish the relation between receiving proper and consistent feedback and student's selfefficacy beliefs. This is a significant gap, since both the teacher's point of view and the student's self-efficacy beliefs will decisively influence the effective use of this pedagogical tool. [ABSTRACT FROM AUTHOR]

Copyright of Colloquium Humanarum is the property of Asociacao Prudentina de Educacao e Cultura (APEC) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study was proposed due to the perception of the scarcity of studies on the correlation between burnout, coping and social support. Thus, the present study aimed to verify the prevalence of academic burnout and its correlations with coping strategies and social support in students of health courses. The sample consisted of 173 participants, ages between 18 and 30 years (M = 23.71; SD = 7.04). For data collection we used: Sociodemographic questionnaire, Maslach Burnout Inventory for students (MBI-SS), Brief COPE (coping inventory) and Social Support Satisfaction Scale for higher education students (SSSS). The results revealed correlations between the dimensions of emotional exhaustion and cynicism, with family support satisfaction [F (3. 201752) = 9184.986, p < .001; r2 = .12] and F (3.168) = 8.473, p < .001; r2 = .131]. Referring to the correlations between coping strategies with the other study variables, the sample most frequently used emotion-focused coping in the strategies of Self-blaming (r = .290, p<.001); Substance Use (r = .241, p<.01); Instrumental Support (r = .206, p<.01) and Positive Reinterpretation (r =.197, p<.01). [ABSTRACT FROM AUTHOR]