The Bender Gradual Scoring System (B-GSS) is one of the main systems of visual-motor assessment used in Brazil. Studies, however, seldom address samples with atypical development. This study tested the psychometric properties of the B-GSS items in a sample of individuals with typical development (Group A; n = 198; aged between seven and 10 years old; group application) and in a sample with intellectual disabilities (Group B; n = 203; aged between 11 and 30 years old; individual application), in accordance with ethical recommendations. The results reveal figures with differential functioning. Figure 6 was biased toward group A, while figures 1 and 2 were biased toward group B. Test of the information curve indicates low precision for extreme scores. There is a need for further research to better understand how the B-GSS items work across different samples in order to verify whether such findings can be generalized to other samples.
Atenção e impulsividade podem influenciar na condução de um veículo automotor. Nesse sentido, o objetivo deste estudo foi buscar evidências de validade de critério para testes que avaliam tais construtos. Participaram 201 candidatos à obtenção e renovação da Carteira Nacional de Habilitação (CNH) em seis clínicas de avaliação psicológica pericial no trânsito do Piauí, com idades entre 18 a 68 anos (M=29,64; DP=11,31), sendo 115 (57,2%) do sexo masculino e escolaridade do Ensino Fundamental ao Ensino Superior. Os candidatos à CNH responderam ao TEACO-FF, TEADI e TEALT, uma prova de conhecimentos sobre o trânsito, e a EsAvI. Os candidatos à renovação responderam ao TEACO-FF, TEADI e TEALT, EsAvI e o Questionário de Comportamento do Motorista (QCM). Não foram encontradas diferenças entre candidatos à 1ª CNH e candidatos à Renovação. Evidenciou-se correlações positivas entre os fatores Falta de Concentração e Persistência e Audácia e Temeridade, da EsAvI, com Violações do QCM, enquanto que com o fator Controle Cognitivo a correlação foi negativa. A pontuação total da prova de conhecimentos apresentou correlação positiva e significativa com TEADI. Os resultados indicaram uma capacidade preditiva dos testes de atenção e impulsividade diante dos instrumentos utilizados como critérios, o que lhes confere a evidência
O objetivo do estudo foi investigar os efeitos da idade e escolaridade no desempenho em compreensão leitora e consciência morfológica, assim como o poder preditivo da consciência morfológica no desempenho em compreensão leitora. Participaram 403 estudantes do 2º ao 9º ano do Ensino Fundamental (Ciclos 1 e 2) de uma cidade do interior do Estado do Paraná (54,3% do sexo feminino). Como instrumentos, foram utilizados o Teste de Cloze (texto “Uma vingança infeliz”) e Tarefas de Avaliação da Consciência Morfológica. Os resultados mostraram que tanto a compreensão em leitura quanto a consciência morfológica sofrem influência desenvolvimental e que a consciência morfológica pode predizer entre 23% e 34% da compreensão leitora.
A quantidade de pessoas que iniciam e que concluem as pós-graduações é discrepante, mesmo considerando-se a duração deles. O objetivo foi adaptar a Escala de Motivos de Evasão do Ensino Superior (M-ES) para a Pós-Graduação. Foram realizados dois estudos, no primeiro os itens foram avaliados por juízes e novos foram criados em função do contexto. No segundo, participaram 639 pessoas, entre 21 e 62 anos, a maioria cursando a pós-graduação (75%). A versão de 7 fatores foi a que apresentou os melhores índices de ajuste e foi composta por motivos interpessoais, relacionados à carreira, falta de suporte, desempenho acadêmico, produção científica, reconhecimento acadêmico e institucionais. Os alfas dos fatores variaram de 0,61 a 0,97. A ciência é fundamental para o desenvolvimento de qualquer nação e é necessário garantir que as pessoas envolvidas em pesquisas tenham condições adequadas para concluírem seus cursos e contribuam com esse desenvolvimento.
We aimed to develop a version of the Dimensional Clinical Personality Inventory 2 (IDCP-2) according to the Hierarchical Taxonomy of Psychopathology (HiTOP) for the assessment of antisocial personality disorder traits (i.e., IDCP Antisocial Personality Disorder Scale; IDCP-ASPD), as well as verify its psychometric properties. We developed new factors to cover ASPD traits, and collect data with 206 adults from the community (Mage = 31.3; 77.8% women). Participants completed the IDCP-ASPD, factors from IDCP-2, and Personality Inventory for DSM-5 (PID-5). Exploratory structural equation modeling (E-SEM) suggested a 3 factors solution, grouping the 14 factors composing the IDCP-ASPD. Reliability indicators were good. Correlations between IDCP-ASPD and external measures corroborated expectations. The bootstrap two-sample t-test comparing non-clinical and psychiatric groups suggested good discrimination capacity of the IDCP-ASPD. Favorable evidence was found for the usability of the developed scale for ASPD traits measurement, although future studies must replicate the findings in samples composed by ASPD patients.
The motivation to learn is an element that drives student behavior and acts as a subjacent solving school demands, as well it influences the development and expression of socioemotional skills and school performance. This research constitutes a systematic review of the literature that investigated the relationship between motivation to learn, socioemotional skills and school performance in children enrolled in elementary school. A total of 9,631 abstracts from the ASSIA, EDUC, ERIC, PsycArticles, Science Direct, SCOPUS and Web of Science databases were examined, ending with 44 studies. The findings indicated a positive relationship between the three constructs, corroborating the literature that illustrates the benefits of various indicators of school and psychological well-being of children and adolescents to enhance learning and school performance. It is noteworthy that student-family and student-teacher interactions can favor student success or failure.
Background: the Bender test, developed by Lauretta Bender, is intended to evaluate children’s perceptual maturity. Because the instrument lacks a standardized correction system, other researchers have designed different systems for this purpose at distinct periods. Objective: for the present research, we reviewed articles that included the Bender test to identify the most widely used correction systems. Method: eligibility criteria included the instrument application in children up to 10 years of age, focusing on evaluating cognitive aspects. Searches were carried out through the CAPES periodicals portal, which covers both Brazilian and international databases. Results: at the end of the search, 72 published articles were selected and analyzed in their entirety. The four most widely used correction systems were the Koppitz System, Gradual Scoring System, Qualitative Classification System, and Global Classification System. Brazil, Peru and the United States were the countries with the highest number of studies. The predominant objectives were the evaluation of the psychometric properties of correction systems and the use of the Bender test to predict possible learning difficulties, especially in reading and writing. Conclusion: suggested prospects for future Bender test studies are reviews of studies developed with an emotional focus, and the addition of other research databases.
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