Antecedents and consequents of student satisfaction in higher technical-vocational education: evidence from Brazil

International Journal for Educational and Vocational Guidance - This article proposes a model of antecedents and consequences of student satisfaction in Higher Technical-Vocational Education (HTVE)...     

Childhood trauma and suicide risk in a sample of young individuals aged 14–35 years in southern Brazil

Suicide is among the main causes of death of people aged between 15 and 44 years old. Childhood trauma is an important risk factor for suicide. Hence, the objective of this study was to verify the relationship between childhood trauma and current suicide risk (suicidal behavior and ideation) in individuals aged 14–35 years, in the city of Pelotas, Brazil. This is a cross-sectional, population-based study. Sample selection was performed by clusters. Suicide risk was evaluated using the Mini International Neuropsychiatric Interview (MINI) and Childhood trauma was assessed with the Childhood Trauma Questionnaire (CTQ). Moreover, the participants responded to a questionnaire concerning socioeconomic status, work, and substance use. The sample was composed of 1,380 individuals. The prevalence of suicide risk was 11.5%. The prevalence figures of childhood trauma were 15.2% (emotional neglect), 13.5% (physical neglect), 7.6% (sexual abuse), 10.1% (physical abuse), and 13.8% (emotional abuse). Suicide risk was associated (p < .001) with gender, work, alcohol abuse, tobacco use, and all types of childhood trauma. The odds of suicide risk were higher in women (OR = 1.8), people who were not currently working (OR = 2.3), individuals who presented alcohol abuse (OR = 2.6), and among tobacco smokers (OR = 3.4). Moreover, suicide risk was increased in all types of trauma: emotional neglect (OR = 3.7), physical neglect (OR = 2.8), sexual abuse (OR = 3.4), physical abuse (OR = 3.1), and emotional abuse (OR = 6.6). Thus, preventing early trauma may reduce suicide risk in young individuals.     

Student satisfaction in higher education: a meta-analytic study

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education.     

Experiences Situating Mathematical Problem Solving at the Core of Early Childhood Classrooms

Our goal in this article is to discuss the importance of problems in early childhood education for the child’s development and engagement with the mathematics existing in childhood culture. Our assumption is that an important task for young children’s education is to create a democratic and critical environment, in which multiplicity of perspectives is celebrated, along with diversity of concepts and practices, with movement between imaginary and real worlds. In light of this, the goal of this article is to defend a perspective for curriculum and for the role of the mathematics educator, promoting the learning of mathematics through problem solving in early childhood years. In order to discuss and illustrate this perspective we describe the pedagogical practices of two teachers who teach 4- and 5-years-olds, who create for their students an environment rich in problem solving and investigations. In both classrooms, all children individually succeeded in sharing their unique solutions and new knowledge constructed as a result of their inquiries. The experience provides evidence that problem solving affords children the opportunity to raise conjectures, to discuss possibilities and to draw conclusions, even if partial ones, that are then vetted by the group as the authors share their solutions. In this way, the work with problem solving nurtures cooperative learning and promotes the exploration of a diversity of ideas.     

Using context variety and students' discussions in recognizing statistical situations

We present a proposal for helping students to cope with statistical word problems related to the classification of different cases of confidence intervals. The proposal promotes an environment where students can explicitly discuss the reasons underlying their classification of cases.     

Learning through chemistry simulations: an analysis of cognitive skill levels

Education and Information Technologies - This paper presents an analysis of cognitive skill levels expressed in high school students’ performance using laboratory simulations. We address...     

Differences in strength and speed demands between 4v4 and 8v8 small-sided football games

ABSTRACT

The aims of this study were (i) to characterise the acceleration demands of two different formats of small-sided game (SSG), i.e., 4v4 + goalkeepers (4v4 + GK) and 8v8 + goalkeepers (8v8 + GK); (ii) to analyse the correlation between performance in power-based tests and acceleration-based physical loading during the two different SSG formats and (iii) to analyse the neuromuscular-induced fatigue. Eighteen adult male footballers participated in the study (20.7 ± 1.0 years, 178 ± 5 cm and 71.4 ± 2.1 kg). Baseline measurements were obtained from countermovement jumps, 15 s repeated jumps and 5 and 15 m sprints. A total of 36 min was analysed for each SSG (4v4 + GK: two sets of 3 × 6 min, and 8v8 + GK: 2 × 18 min). Heart rate, blood lactate, perceived exertion and movement pattern (GPS) were analysed. Distances covered by very-high-intensity activities and very-high-speed running were lower in 4v4 + GK than in 8v8 + GK (effect sizes (ES) = ?0.69 ± 0.67 and ?1.04 ± 0.67, respectively; very likely), while accelerations and decelerations were higher in 4v4 + GK than in 8v8 + GK (ES = 1.13–1.52; almost certainly). Blood lactate concentrations were higher (ES = 1.40 ± 0.58; almost certainly) and players perceived themselves to be more tired (ES = 0.80–2.31; almost certainly) after 4v4 + GK than after 8v8 + GK. Sprint ability in 5 and 15 m tests decreased (ES = 0.87 ± 0.58 and 0.89 ± 0.58, respectively; almost certainly) only after 4v4 + GK. This SSG format appeared more demanding in relation to repetitions and fatigue development of muscle power-based actions than 8v8 + GK. It may therefore be logical to use the former type of SSG to target development of power-related football actions.