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This study presents the adaptation and validation to the Portuguese context of the Vocabulary Emotions Test (VET), an ability measure of Emotional Intelligence, particularly exploring their psychometrics properties and the criterion and convergent validity with a self-report measure, the Emotional Skills and Competence Questionnaire - Reviewed (ESCQ-R). Consisting of 35 items, the VET was constructed in Croatian settings by Takšic, Herambasic and Velemir (2003), and was developed to measure the ability to understand emotions. This study involved 682 10th graders, with ages between 14 and 21 years (M =15.5; SD = .77) from several courses. The VET revealed good psychometric properties, showed positive correlations with academic achievement and evidenced better predictive validity than the ESCQ-R, with which no association was found. [ABSTRACT FROM AUTHOR]

This article focuses on Public Higher Education Management. It provides an analysis of an initiative of the Federal University of Amazonas to increase the quality of graduate program offerings. The paper assesses the proposed Program to Support and Consolidation the Advancement of the Quality of Graduate Study at the Federal University of Amazonas -- PACPG/UFAM. The said Program, in general, establishes the goal of achieving the academic excellence of graduate study at UFAM. The article deals with the conception of Higher Education and of the administration of this federal sphere of public education as a catalyst for an institutional culture whose results are rich in academic effectiveness and efficiency. [ABSTRACT FROM AUTHOR]

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This paper investigated the statistics of access for students enrolled through the Program "Over 23" in the degrees in the 1st cycle of the School of Technology and Management of Lamego, from the Polytechnic Institute of Viseu, in the period comprising the academic years 2006/07to 2010/11 . The goal was, first, to analyze the educational path of these students, their segmentation targeting by degree and their levels of success and, second, to reflect on the challengesof the implementation of the Bologna Reform on this type of students. The theoretical framework was based on the analysis of the regulatory framework of the Access Program for New Audiences "Over 23", the implemented measures for adaptation to the Bologna Reform and concepts of Convergence and Diversification. The methodology included a literature review to analyse and reflect and data collection, subject to statistical analysis. The results indicate that: i) the program has a high level of aplications, ii) students enrolled registered a remarkable success rate, iii) students are subject to increased challenges and difficulties during the academic path, due to implemented measures under the adequacy process to Bologna. [ABSTRACT FROM AUTHOR]

Goal: to analyze and interpret empirical studies published on the sense of coherence and academic performance in higher education. Methods: A systematic literature review, research papers surveyed in database platforms and scientific journals. Results: The research revealed a limited number of studies, from those four were considered. In students with a higher sense of coherence there was a higher capacity to deal with problems associated with academic life. The influence of the sense of coherence in academic achievement was higher than the effect of some institutional experiences. Conclusions: The studies suggest that the sense of coherence should be considered on the influence in academic performance in higher education. In future research, the integration of the sense of coherence in the nursing formative processes should be explored as a strategy to improve students' ability to deal with situations and thereby improve their academic performance. [ABSTRACT FROM AUTHOR]

The academic involvement, understood as the students' participation in the educational tasks, is indispensable in their learning, development and persistence in the educational system. This study shows the construction and validity evidence of the Academic Involvement Scale applied to 1070 university students, aged 23 on average, 50% ofwhom were male students from different courses and class times. The Exploratory Factor Analysis applied to half of the sample indicated a two factor structure: involvement with obligatory activities and involvement with nonobligatory activities. The Confirmatory Factor Analysis with the rest of the sample pointed out the adequacy to the factor structure, since the factor loadings of the items and the indicators of internal consistency level of each factor were adequate. The scale contributes to increasing the knowledge about academic life and reaffirms the diversity of experiences in higher education. [ABSTRACT FROM AUTHOR]

Visual-motor integration is a skill that involves visual perception and eye-hand coordination. Deficit in perceptual ability and motor organization capacity may reflect in reading, writing and arithmetic learning difficulties. This study aimed to verify the relationship between visual-motor integration ability and academic performance, as well, whether visual perception ability was correlated with reading performance and whether motor coordination ability was correlated with writing performance. Participants were 77 students in the 2nd year of elementary education at a public school. To data collect were applied the Developmental Test of Visual-Motor Integration and the Academic Performance Test. The results showed a significant correlation between visual-motor integration ability and academic skills of reading (r = 0.230, p = 0.044), writing (r = 0.244, p = 0.033) and arithmetic (r = 0.277, p = 0.015). In addition, was also identified significant correlation between visual perception and reading performance (r = 0.407, p = 0) and between the motor coordination and cursive writing (p = 0.039). The results of this study are consistent with the literature, concerning the verification of visual-motor integration, visual perception and motor coordination abilities influence on the student's performance in school activities. [ABSTRACT FROM AUTHOR]