O presente estudo busca investigar através de uma análise nas dissertações e teses presentes no site do Portal da Capes, o que se aborda no contexto do futsal, bem como destacar os objetivos desses trabalhos, as metodologias, traçar semelhanças, diferenças e possíveis apontamentos para futuras produções. Para a coleta utilizamos o campo de busca Assunto com o termo "Futsal". Foram selecionadas 53 estudos e verificamos predominância das dissertações (83%) com relação às teses (17%). As pesquisas na sua maioria são de caráter quantitativo (59.3%) em relação às qualitativas (34.6%) e de quantitativa/qualitativa (4%). São referenciadas como estudo de caso, pesquisa de campo, pesquisa etnográfica, descritivo e quase experimental. Quanto aos procedimentos metodológicos foram usados questionários, entrevistas, observações, filmagens, aplicações de protocolos e testes específicos. Com relação aos assuntos abordados nos trabalhos selecionados, identificamos a maioria deles utilizarem o futsal para tratarem
O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment
The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.
A detecção, seleção e promoção de talentos esportivos se constitui como um processo de relevância tanto no âmbito bio-psico-social, quanto no âmbito econômico, visto o impacto que a identificação de atletas de alto nível traz a sociedade. Sendo assim, o presente trabalho teve como objetivo fazer um levantamento acerca da temática, utilizando como método a análise de conteúdo (BARDIN, 1977). O processo é visto por um duplo viés: a lógica mercadológica e humano-holística. Há indícios de prevalência da lógica mercadológica, em que a valorização se dá, essencialmente, pelos capitais futebolísticos, que, por sua vez, apresentam uma difícil reconversão em outros capitais.
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