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This quantitative research focuses on the concepts of student engagement and disengagement in the online model, based on a conceptual structure called the "double model". The main purpose of the research is to understand the processes of online engagement and disengagement of undergraduate students. However, the contribution of the research is not restricted to this modality, as the already validated instrument can be applied and adapted to other scenarios. The survey, which was applied to 1373 undergraduate students, consists of 50 items and covers the following dimensions of engagement and disengagement: behavioral, cognitive, emotional, agentive and social. Validation of the instrument's content was carried out with seven expert judges, in addition to statistical analysis through confirmatory factor analysis and composite reliability. The engagement dimensions that stood out were the cognitive and behavioral, while among the disengagement scores, the most outstanding was the emotional. With regard to crossing some variables, it was observed that older adults were the most engaged and young adults the most disengaged. On the other hand, there was no difference in engagement levels according to gender. The study highlights the importance of greater investment in the development of agentive engagement, as this can contribute to leveraging greater student protagonism. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Docência do Ensino Superior is the property of Revista Docencia do Ensino Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective is to describe students' perceptions in initial training at a Brazilian public university regarding certain social teaching situations, in the light of socio-emotional skills, focus on relationship management, and regulation of emotions. The methodological design is quantitative, using a test entitled Test of Regulation and Understanding of Social Situations in Teaching (TRUST), formulated by Aldrup et al. (2020), translated and adapted to the Brazilian context. As a result, we observed that the vast majority of the strategies best evaluated by the undergraduates are the most effective in the test context. Through statistical tests carried out in the Jamovi software, we identified differences in the results, neither about age nor about the period in which the respondents are in the carries. The only difference identified was concerning gender, about emotion regulation. [ABSTRACT FROM AUTHOR]

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This research aims to present an analysis of the linguistic representations and ideologies (Arnoux and Del Valle, 2010) produced in the speeches of 25 young people from a Spanish-English bilingual private school, which also offers Portuguese classes. The context of the research is the border environment of the neighboring cities (Mazzei and Souza, 2013) of Rivera, Uruguay, and Santana do Livramento, Brazil. Data were collected through recorded audio interviews and also through questionnaires. The results show that representations towards bilingual education (elite bilingualism), associated with English, have an invaluable overvaluation compared to social bilingualism (Spanish-Portuguese) established in the region. With this, Portuguese occupies an "uncomfortable" role in the educational system investigated, in its dual position of native language in Uruguay (with different degrees of stigmatization) and language of the neighboring country (with its historical and economic nuances). [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Lingüística Aplicada is the property of Revista Brasileira de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)