Search

Este artigo analisa as inserções profissionais e associativas de um homem negro, durante o Império e primeiros anos da República, no Brasil, percebendo as posições ocupadas por ele em redes sociais e políticas que lhe possibilitaram ascensão e prestígio. Percebemos que Aurélio Viríssimo de Bittencourt constituiu uma autorrepresentação étnico-racial de pardo, percebendo-se como equidistante do mundo dos brancos e do cativeiro, mundos esses nos quais convivia e circulava. O seu pertencimento racial e social pode ter lhe colocado alguns obstáculos, mas também deu-lhe um posicionamento ambivalente de mediador entre diferentes grupos étnicos e sociais

The study aimed to test the psychometric properties of a Portuguese adaptation of the "Adolescent Students' Basic Psychological Needs at School Scale" (ASBPNSS). For this, we used data from a sample of eighth graders (N = 1648; M[[subscript age] = 14.1 years; 46.9% girls) from Portugal. Cronbach alpha and omega coefficients showed the ASBPNSS subscales--autonomy, relatedness, and competence--were reliable. Confirmatory factor analysis (CFA) showed the hypothesized three-factor model fit the data well. Multi-group CFAs showed the ASBPNSS had scalar invariance across gender and students from different socioeconomic backgrounds. Finally, need satisfaction in school was positively correlated with positive affect and life satisfaction and negatively correlated with negative affect. These findings support the theoretical assumptions of Basic Psychological Needs Theory (BPNT), and particularly the assumption that basic needs are universally applicable. We conclude the ASBPNSS is a reliable and valid measure of basic need satisfaction at school in Portuguese adolescents.

This article looks into the place of Machado de Assis in literature and his peculiar treatment of intertextual sources through a careful analysis of three short stories from the collection "Histórias sem data." "The Devil's Church," "An Alexandrian Tale," and "The Academies of Siam" are clearly set apart from the rest of the stories in that collection, and these stories help us reconsider the thematic and stylistic scope and depth of Machado de Assis's fiction.

Certain behaviors, especially when adopted by a majority, can help limit the magnitude of climate change. In this cross-sectional study, the stages of change from the Transtheoretical Model (TTM) are applied to environmentally-significant behavior. We develop and test a new scale -- the Climate Change Stages of Change Questionnaire (CCSOCQ) -- for measuring five discrete stages involved in changing behavior to address climate change (precontemplation, contemplation, preparation, action, and maintenance). In total, 3,469 middle-school students (M[subscript age] = 13.4) and 347 schoolteachers completed the CCSOCQ and a measure of engagement with sustainable development. Analyses indicated the CCSOCQ captured the five stages outlined by the TTM and had adequate psychometric properties. Further supporting predictions of the TTM, engagement with sustainable development was lowest in the precontemplation stage and highest in the action stage. We conclude the TTM has potential for describing how and why people alter their behavior to address climate change. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2021.1998382 .

Gypsy students are vulnerable to poor school attendance, low achievement, and school dropout (indicative of low engagement with school). Engagement with school is a multidimensional construct with cognitive, affective, and behavioural components, and research has yet to fully characterise engagement among Gypsy students considering these distinct dimensions. Towards this aim, Gypsy (n = 42) and non-Gypsy students (n = 76) completed the Student Engagement Instrument, which measures cognitive indicators of engagement and perceptions of support for learning from peers, parents, and teachers. Gypsy students had significantly less cognitive engagement with school, and perceived lower family support for learning, than non-Gypsy students. Gypsy and non-Gypsy students were highly similar in perceived support from teachers and peers. This more detailed characterisation of Gypsy student engagement has implications for intervention practice and policy aimed at promoting educational equity for minority groups.

Reactance is a critical concept for understanding adolescents' noncompliance and resistance to behavioral change. Traditionally, reactance has been conceptualized as a state comprising negative emotions and cognitions. However, research indicates that one's proneness to reactance can be considered a personality trait. The present study aimed to develop a current understanding of individual differences in trait reactance from a biopsychosocial perspective. Adolescents (n = 1837) completed Cloninger's Junior Temperament and Character Inventory and two validated measures of trait reactance. A person-centered analytical approach was used to assess how clusters of adolescents with distinct temperament profiles, character profiles (Latent Profile Analysis), and integrated temperament-character personality networks (Latent Class Analysis) differed in reactance. High reactance was characteristic of adolescents with temperament profiles involving high novelty seeking and low harm avoidance. High behavioral reactance was characteristic of adolescents with immature character profiles. Finally, high reactance was characteristic of adolescents with integrated personality networks reflecting emotional instability, immature intentionality, and low self-awareness.. This study expands current knowledge by showing how individual differences in trait reactance correspond to structural differences in personality. Specifically, our findings indicate that high trait reactance in adolescents is an expression of maladaptive organizations of biopsychosocial processes. This more nuanced understanding of trait reactance can aid the development of contexts (e.g. clinical, educational, society, communication) for promoting positive outcomes in adolescents will all types of personality., Author(s): Paulo A. S. Moreira [sup.1] [sup.2] , Richard A. Inman [sup.2] , C. Robert Cloninger [sup.3] Author Affiliations: (1) grid.10210.32, 0000 0000 9215 0321, Instituto de Psicologia e de [...]

Background: Engagement with school is a key predictor of students' academic outcomes, yet little is known about its association with personality. No research has considered this association using Cloninger's biopsychosocial model of personality. This model may be particularly informative because it posits the structure of human personality corresponds to three systems of human learning and memory that regulate associative conditioning, intentionality, and self-awareness, all of which are relevant for understanding engagement. Aims: To test for defined personality phenotypes and describe how they relate to student engagement. Sample: 469 adolescents (54.2% female) attending the eighth (M[subscript age] = 13.2, SD = 0.57) or 11th (M[subscript age] = 16.5, SD = 0.84) grades. Methods: Students completed self-report measures of personality and engagement. We used mixture models to identify latent classes defined by common (1) temperament profiles, (2) character profiles, and (3) joint temperament-character networks, and then tested how these classes differed in engagement. Results: Latent class analysis revealed three distinct joint temperament-character networks: "Emotional-Unreliable" (emotionally reactive, low self-control, and low creativity), "Organized-Reliable" (self-control but not creative), and "Creative-Reliable" (highly creative and prosocial). These networks differed significantly in engagement, with the emotional-unreliable network linked to lower engagement. However, the magnitudes of these differences across engagement dimensions did not appear to be uniform. Conclusions: Different integrated configurations of the biopsychosocial systems for associative conditioning, intentionality, and self-awareness (differences in personality) underlie student engagement. Our results offer a fine-grained understanding of engagement dimensions in terms of their underlying personality networks, with implications for educational policies and practices.

Personality results from the complex interactions among multiple learning and memory systems. There is a need to examine the personality-learning association using a personality model that captures this complexity: Cloninger's psychobiological model. The study addresses this need using a person-centered approach. In total, 686 adolescents completed the Junior Temperament and Character Inventory (JTCI) and a measure of approaches to learning. Students with a "steady" temperament showed a preference for the deep approach. Students with high character coherence also had this preference. A temperament profile-by-character profile interaction was crucial for understanding students' preferred approach to learning. These findings imply that adaptive learning approaches result from an integration of major systems of learning and memory, as measured by the Temperament and Character Inventory.

American tegumentary leishmaniasis (ATL) is highly endemic in the Amazon basin and occurs in all South American countries, except Chile and Uruguay. Most Brazilian ATL cases are due to Leishmania (Viannia) braziliensis, however other neglected Amazonian species are being increasingly reported. They belong to the subgenus L. (Viannia) and information on suitable models to understand immunopathology are scarce. Here, we explored the use of the golden hamster Mesocricetus auratus and its macrophages as a model for L. (Viannia) species. We also studied the interaction of parasite glycoconjugates (LPGs and GIPLs) in murine macrophages. The following strains were used: L. (V.) braziliensis (MHOM/BR/2001/BA788), L. (V.) guyanensis (MHOM/BR/85/M9945), L. (V.) shawi (MHOM/BR/96/M15789), L. (V.) lindenbergi (MHOM/BR/98/M15733) and L. (V.) naiffi (MDAS/BR/79/M5533). In vivo infections were initiated by injecting parasites into the footpad and were followed up at 20- and 40-days PI. Parasites were mixed with salivary gland extract (SGE) from wild-captured Nyssomyia neivai prior to in vivo infections. Animals were euthanized for histopathological evaluation of the footpads, spleen, and liver. The parasite burden was evaluated in the skin and draining lymph nodes. In vitro infections used resident peritoneal macrophages and THP-1 monocytes infected with all species using a MOI (1:10). For biochemical studies, glycoconjugates (LPGs and GIPLs) were extracted, purified, and biochemically characterized using fluorophore-assisted carbohydrate electrophoresis (FACE). They were functionally evaluated after incubation with macrophages from C57BL/6 mice and knockouts (TLR2-/- and TLR4-/-) for nitric oxide (NO) and cytokine/chemokine production. All species, except L. (V.) guyanensis, failed to generate evident macroscopic lesions 40 days PI. The L. (V.) guyanensis lesions were swollen but did not ulcerate and microscopically were characterized by an intense inflammatory exudate. Despite the fact the other species did not produce visible skin lesions there was no or mild pro-inflammatory infiltration at the inoculation site and parasites survived in the hamster skin/lymph nodes and even visceralized. Although none of the species caused severe disease in the hamster, they differentially infected peritoneal macrophages in vitro. LPGs and GIPLs were able to differentially trigger NO and cytokine production via TLR2/TLR4 and TLR4, respectively. The presence of a sidechain in L. (V.) lainsoni LPG (type II) may be responsible for its higher proinflammatory activity. After Principal Component analyses using all phenotypic features, the clustering of L. (V.) lainsoni was separated from all the other L. (Viannia) species. We conclude that M. auratus was a suitable in vivo model for at least four dermotropic L. (Viannia) species. However, in vitro studies using peritoneal cells are a suitable alternative for understanding interactions of the six L. (Viannia) species used here. LRV1 presence was found in L. (V.) guyanensis and L. (V.) shawi with no apparent correlation with virulence in vitro and in vivo. Finally, parasite glycoconjugates were able to functionally trigger various innate immune responses in murine macrophages via TLRs consistent with their inflammatory profile in vivo. Author summary: American Tegumentary Leishmaniasis (ATL) is one of the major neglected diseases occurring in Brazil and the Amazon contributes with a wide range of species that are not completely known. These little-known species are transmitted to rural workers entering the forest during lumbering, mining, and latex extraction activities and rarely in peri domestic situation. Infection occurs by the bite of infected sand flies in different environments and biomes. One of the major constraints in studying L. (Viannia) species is the difficulty of finding suitable animal and cellular models to investigate their biology. The mouse model is not a suitable model for most L. (Viannia) species. However, hamsters were considered a good model for L. (V.) braziliensis. In the search for a better model for some neglected dermotropic Amazonian Leishmania, we evaluated interactions in vivo in the hamster and in vitro in its macrophages. All species infected cells in vitro, but hamsters could only be considered as a suitable in vivo model for L. (V.) guyanensis. Importantly the glycoconjugates of the six L. (Viannia) species were very proinflammatory, showing various levels of macrophage activation. This paper opens possibilities of determining more accurately the taxonomic position of L. (V.) lainsoni within the subgenus L. (Viannia). [ABSTRACT FROM AUTHOR]

Student engagement is typically regarded as being a multidimensional construct, but there remains no clear consensus about its precise conceptualization. Several current measures of student engagement are limited by their omission of relevant dimensions and/or poor correspondence between dimension labels and item content. To address these limitations, we integrated dimensions from two validated student engagement instruments, each with different approaches to the dimensionality of student engagement, into a single measure and assessed its psychometric properties. We concluded from factor analyses that this scale captures seven distinct-yet-related engagement dimensions, including students' perceptions of contextual influences, which load on a global higher-order student engagement construct. Structural equation modeling (SEM) indicated that poor academic performance was linked to lower student engagement and that lower student engagement was associated with worse emotional well-being, confirming the concurrent validity of the scale. The results validate the integrated measure of engagement as a comprehensive assessment of student engagement in Portuguese adolescents.

The Transtheoretical Model (TTM) conceptualizes change as a process with five identifiable stages. Each stage has psychological characteristics that are manifestations of an underlying continuum of change. Surprisingly few studies have applied the TTM to understand the process involved with academic development. The objective of this study was to assess a new instrument designed to measure the stages of change in the development of academic performance: the Academic Performance Stages of Change Inventory (APSCI). High-school students (N = 564) were sampled from the 10th, 11th, and 12th grades of a secondary school in Portugal. Results showed that a correlated five-factor structure, corresponding to the five stages of change, had good empirical fit. The latent factors of this model (stages) were shown to have the same meaning across school grade and gender. We concluded that the five APSCI subscales had reasonable internal consistency considering the small number of items per factor. Students in the later stages of change tended to have better academic performances and to be more engaged in school than those in the earlier stages, particularly the pre-contemplation stage. This study provides good preliminary evidence that the APSCI is a suitable tool for assessing stages of change of academic performance.