Transformación del sistema y experiencia docente en pandemia: análisis desde la teoría de la acti... more Transformación del sistema y experiencia docente en pandemia: análisis desde la teoría de la actividad System transformation and teaching experience in pandemics: an analysis from activity theory Transformação do sistema e experiência de ensino em pandemias: análise a partir da teoria da atividade
In recent years, due to the COVID-19 pandemic, the entrance and development of university life ha... more In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out. The study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable. Results: Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations. Discussion: Generally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.
Metacognitive ability has been described as an important predictor of several processes involved ... more Metacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one's own skills and act accordingly, in order to maximise one's own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.
Five cases of air embolism in ventilated very low birthweight infants are reported. In all cases ... more Five cases of air embolism in ventilated very low birthweight infants are reported. In all cases the outcome was fatal with the babies dying at about 15 hours of age.
Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los... more Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los ninos participan en actividades de colaboracion en la escuela y su discurso sobre la practica de la colaboracion con sus companeros. Esta investigacion se conecta con el desafio de desarrollar contextos, interacciones y habilidades, sociales y emocionales, para la participacion ciudadana y los nuevos desafios del siglo XXI (vease Delors, 1994; M. Fullan, 2012; UNESCO, 2014) y, al mismo tiempo, busca contribuir al entendimiento de formas de facilitar procesos de aprendizaje profundo (vease Vygotsky, 1978; Rogoff, 1995; Corsaro, 2010). El foco de accion es doble, en primer lugar, se pretende analizar como los diferentes grupos de ninos participan en una actividad de colaboracion con sus companeros y en segundo lugar, se busca caracterizar dicha actividad en terminos de su organizacion social, las interacciones y la comprension y significacion que hacen de esta de los ninos. Un diseno de ...
Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los... more Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los ninos participan en actividades de colaboracion en la escuela y su discurso sobre la practica de la colaboracion con sus companeros. Esta investigacion se conecta con el desafio de desarrollar contextos, interacciones y habilidades, sociales y emocionales, para la participacion ciudadana y los nuevos desafios del siglo XXI (vease Delors, 1994; M. Fullan, 2012; UNESCO, 2014) y, al mismo tiempo, busca contribuir al entendimiento de formas de facilitar procesos de aprendizaje profundo (vease Vygotsky, 1978; Rogoff, 1995; Corsaro, 2010). El foco de accion es doble, en primer lugar, se pretende analizar como los diferentes grupos de ninos participan en una actividad de colaboracion con sus companeros y en segundo lugar, se busca caracterizar dicha actividad en terminos de su organizacion social, las interacciones y la comprension y significacion que hacen de esta de los ninos. Un diseno de ...
Transformación del sistema y experiencia docente en pandemia: análisis desde la teoría de la acti... more Transformación del sistema y experiencia docente en pandemia: análisis desde la teoría de la actividad System transformation and teaching experience in pandemics: an analysis from activity theory Transformação do sistema e experiência de ensino em pandemias: análise a partir da teoria da atividade
In recent years, due to the COVID-19 pandemic, the entrance and development of university life ha... more In recent years, due to the COVID-19 pandemic, the entrance and development of university life has become a complex process, making it relevant to investigate which variables could facilitate the adaptation of young people to university. This study aimed to analyze academic emotions and their prediction of university adaptation and intention to drop out. The study was quantitative, explanatory, and cross-sectional. A total of 295 university students participated. Academic emotions were assessed with the short version of The Achievement Emotions Questionnaire, adaptation to university life with the reduced version of the Student Adjustment to College Questionnaire, and intention to drop out with three items designed to measure this variable. Results: Differences were identified in the emotions experienced during classes and study by students according to the year of entry. We found that males report experiencing emotions such as enjoyment and hope more during evaluations. Discussion: Generally, students report positive emotions in their academic experience. Positive emotions predict adaptation to university life and the intention to study.
Metacognitive ability has been described as an important predictor of several processes involved ... more Metacognitive ability has been described as an important predictor of several processes involved in learning, including problem-solving. Although this relationship is fairly documented, little is known about the mechanisms that could modulate it. Given its relationship with both constructs, we decided to evaluate the impact of self-knowledge on PS. In addition, we inspected whether emotional (self-reported anxiety) and interpersonal (attitudes towards social interdependence) variables could affect the relationship between metacognition and problem-solving. We tested a sample of 32 undergraduate students and used behavioural tasks and self-report questionnaires. Contrary to the literature, we found no significant relationship between metacognition and problem-solving performance, nor a significant moderating effect when including emotional and interpersonal variables in the model. In contrast, we observed a significant moderating model combining metacognition, self-reported anxiety and attitudes towards social interdependence. It was found that participants with high metacognition reported attitudes unfavourable towards interdependence when they felt high anxiety. These results suggest that already anxious individuals with high metacognition would prefer to work alone rather than with others, as a coping mechanism against further anxiety derived from cooperation. We hypothesise that in anxiogenic contexts, metacognition is used as a tool to compare possible threats with one's own skills and act accordingly, in order to maximise one's own performance. Further studies are needed to understand how metacognition works in contexts adverse to learning.
Five cases of air embolism in ventilated very low birthweight infants are reported. In all cases ... more Five cases of air embolism in ventilated very low birthweight infants are reported. In all cases the outcome was fatal with the babies dying at about 15 hours of age.
Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los... more Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los ninos participan en actividades de colaboracion en la escuela y su discurso sobre la practica de la colaboracion con sus companeros. Esta investigacion se conecta con el desafio de desarrollar contextos, interacciones y habilidades, sociales y emocionales, para la participacion ciudadana y los nuevos desafios del siglo XXI (vease Delors, 1994; M. Fullan, 2012; UNESCO, 2014) y, al mismo tiempo, busca contribuir al entendimiento de formas de facilitar procesos de aprendizaje profundo (vease Vygotsky, 1978; Rogoff, 1995; Corsaro, 2010). El foco de accion es doble, en primer lugar, se pretende analizar como los diferentes grupos de ninos participan en una actividad de colaboracion con sus companeros y en segundo lugar, se busca caracterizar dicha actividad en terminos de su organizacion social, las interacciones y la comprension y significacion que hacen de esta de los ninos. Un diseno de ...
Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los... more Se espera compratir el marco teorico y reflexivo de una investigacion que busca estudiar como los ninos participan en actividades de colaboracion en la escuela y su discurso sobre la practica de la colaboracion con sus companeros. Esta investigacion se conecta con el desafio de desarrollar contextos, interacciones y habilidades, sociales y emocionales, para la participacion ciudadana y los nuevos desafios del siglo XXI (vease Delors, 1994; M. Fullan, 2012; UNESCO, 2014) y, al mismo tiempo, busca contribuir al entendimiento de formas de facilitar procesos de aprendizaje profundo (vease Vygotsky, 1978; Rogoff, 1995; Corsaro, 2010). El foco de accion es doble, en primer lugar, se pretende analizar como los diferentes grupos de ninos participan en una actividad de colaboracion con sus companeros y en segundo lugar, se busca caracterizar dicha actividad en terminos de su organizacion social, las interacciones y la comprension y significacion que hacen de esta de los ninos. Un diseno de ...
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