No Brasil, as pesquisas em finanças tiveram início há cerca de 60 anos, entretanto, são poucos os estudos que analisaram essa produção e que, ao fazê-lo, se apropriaram devidamente das leis e princípios bibliométricos. Buscando satisfazer a essa lacuna, a presente pesquisa investiga o nível de produtividade dos pesquisadores na literatura de brasileira de Finanças aplicando, para tanto, a Lei de Lotka, calculada pelo modelo do Poder Inverso Generalizado e utilizando duas formas de contagem: direta e completa. O corpus foi composto por 873 artigos digitais, publicados em 24 conceituados periódicos nacionais, classificados nos estratos Qualis/CAPES A2, B1 e B2 da Área de Administração, Ciências Contábeis e Turismo, entre 2005 e 2014. Verificou-se, inicialmente, que o número de colaborações cresceu continuamente nos últimos anos e que a configuração de três autores vem se tornando a mais frequente. A produtividade dos pesquisadores, quando feita pela contagem completa (n=-2,23), foi superior à contagem direta (n=-2,89), mostrando um efeito favorável da produção em regime de colaboração, entretanto, o elevado número de pesquisadores com apenas uma publicação demonstra ser uma barreira a ser superada.
This research validates the University Learning Strategy Scale (EEA) used by Martins and Zerbini (2014), among Business and Management students of semi-presential courses. The sample had 350 observations obtained from students of a Higher Education Institution based in the State of São Paulo. Preliminary results showed that although the Learning Strategies Scale (LES) was developed and validated in a hybrid context application, in this research it was applied to the semi-present context and its results were satisfactory, presenting high internal consistency indices, with alphas of Cronbach's of (α = 0.94) for the general scale. Regarding the four dimensions, the result was also very close to the LES with 1) (α = 0.92) for the Cognitive Strategies construct, 2) (α = 0.77) for Emotion Control, 3) (α = 0.85) for Self-Regulatory Strategies and 4) (α = 0, 83) for Interpersonal Help. This scale shows evidence of instrument validity.
ResumoEstudos sobre estilos de aprendizagem tornaram-se populares nas décadas de 70 e 80 e até hoje muitos professores defendem que a utilização de uma abordagem de ensino alinhada com os estilos de aprendizagem dos estudantes contribua para o desempenho acadêmico, entretanto, pouco vem sendo tratado sobre como apoiar professores na aplicação dos instrumentos e na análise dos estilos. Neste estudo propomos a utilização da escala reduzida Inventário de Estilos de Aprendizagem (ILS) de Felder-Soloman, traduzida por Lopes (2002), que considera quatro dimensões (Percepção, Entrada, Processamento e Organização), subdivididas em ativo/reflexivo, sensorial/intuitivo, visual/verbal e sequencial/global, respectivamente, e apresentamos uma proposta de demonstração dos resultados apoiada em gráficos de radar. A amostra foi obtida entre estudantes de duas turmas do Bacharelado em Administração de um curso a distância da Universidade Aberta de Portugal. Para ambas as amostras, observou-se que os alunos são mais sensoriais, preferindo informações mais concretas e práticas. Por outro lado, observou-se que para dimensão "Entrada", uma turma contém mais estudantes visuais enquanto, na outra, existe um equilíbrio entre visuais e verbais. AbstractResearch on learning styles became popular in the 1970s and 1980s, and to this day many teachers argue that using a teaching approach aligned with student learning styles contributes to academic achievement, but little has been addressed about how to support teachers in applying instruments and analyzing styles. In this study we propose the use of Felder-Soloman's reduced scale Learning Styles Inventory (ILS), translated by Lopes (2002), which considers four dimensions (Perception, Input, Processing and Organization), subdivided into active / reflective, sensory / intuitive, visual / verbal and sequential / global, respectively, and we present a proposal for demonstration of results supported by radar graphs. The sample was obtained from students from two classes of the Bachelor of Business Administration in a distance learning course at the Open University of Portugal. For both samples, it was observed that students are more sensory, preferring more concrete and practical information. On the other hand, it was observed that for the "Entry" dimension, one class contains more visual students while in the other there is a balance between visual and verbal.
Entrepreneurship has long been the subject of study, however, only after the 20th century, with the support of researchers in the behavioral sciences, personal characteristics that precede the intention to undertake begin to be investigated. Currently, entrepreneurship is seen by governments as an important instrument for job retention, the development of innovations and economic growth, and resultg in studies that relate education to entrepreneurship with the entrepreneurial intention. However, the results of these studies are inconclusive, especially in different cultural contexts. This chapter aims to understand the effects of entrepreneurial education on the entrepreneurial intentions of these students. This research uses a methodology developed in a distance course in Brazil with some adaptations in the scale. This study was applied in a management course supplied by an e-learning Portuguese University. The results suggest that the construct information was the main influence on the entrepreneurial intention in the future.
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