The aim of the study was to compare the sociodemographic characteristics, level of vocational indecision (EIV), perceived general \nself-efficacy (EAGP), personality (BFP) and maturity for professional choice (EMEP), of adolescents with and without giftedness. \nThe sample consisted of 31 adolescents with a mean age of 16.29 years (SD=1.21), 12 with giftedness and 19 without. The gifted \nstudents were recruited from a State Center for High Skills/Giftedness and the non-gifted students from a private school. The two \ngroups of adolescents answered the same instruments, including a sociodemographic data form, the EMEP, EIV, BFP and EAGP. \nThe non-gifted students presented lower levels of self-efficacy (EAGP) and higher levels of neuroticism (BFP) and responsibility \n(EMEP). The gifted adolescents presented higher levels of achievement (BFP), self-efficacy (EAGP), determination (EMEP), \nextraversion and openness (BFP), and self-knowledge (EMEP). The results can help professional and career counselors to design \nmore assertive actions for gifted adolescents

Identifying the strategies that help students to study using digital technologies is one of the great challenges for society today. This \nstudy sought evidence for the validity of the internal structure of the items of an instrument to measure the learning strategies \nemployed by students when they study using digital information and communication technologies (DICT). Accordingly, the \nLearning Strategies with the use of DICT Scale (EEA-TDIC) was developed for students in High School and Higher Education. \nStudy participants were 822 students. The three dimensions of the instrument, structured after exploratory factor analysis, were \nconfirmed in the results of the confirmatory analysis. The psychometric properties of the EEA-TDIC were found to be acceptable, \nestablishing the scale as a valid and reliable measure. The scale will be useful for psychoeducational assessment and diagnosis, in \norder to guide study actions in the educational context.

The paper presents an exploratory and descriptive quantitative study, involving 560 Portuguese parents with school children, aged between 6 and 17 years. Data collection was carried out through a questionnaire that was made available online and focused on the use of social networks, the Internet and the risk of online grooming. The results showed that about half of the participants did not know the term 'online grooming'. After defining the phenomenon, 97% of the participants considered it very seriously. To prevent risk, 52% of the participants reported talking with their children about online risks and taking precautions to reduce the children's vulnerability. Approximately 89% of the respondents said they knew where to report cybercrime. The study aimed to contribute to a greater awareness of the risks associated with the Internet, involving parents and caregivers in the prevention of situations of victimization of children and adolescents.

foi estabelecida pela identificao de diferenas no desempenho no QACM para a varivel ano escolar. O QACM apresentou 42% e 38% da varincia explicada para o Cloze 1 e 2, respectivamente, conferindo a evidncia de validade baseada na relao com outras variveis, tipo convergente. Implicaes psicopedaggicas so discutidas,

El estudio investig la asociacin entre estrategias de aprendizaje y autoeficacia acadmica en estudiantes de primaria, identificar perfiles de acuerdo con estas variables y compararlos en comparacin a los sntomas psicopatolgicos. La muestra cont con un total de 252 participantes (126 estudiantes de primaria y 126 padres/tutores). Los instrumentos utilizados fueron el cuestionario sociodemogrfico, la Gua para Evaluacin del Sentido de Autoeficacia (RASA), Escala de Evaluacin de Estrategias de Aprendizaje para la Escuela Primaria (EEVAP-EF) y Child Behavior Checklist. Las correlaciones mostraron que las subescalas de RASA se relacionan con las subescalas de EEVAP-EF. El anlisis de conglomerados identific dos perfiles: 1. altas puntuaciones en RASA y EEVAP-EF y 2. bajas puntuaciones en los mismos instrumentos, lo que demuestra una mayor ocurrencia de sntomas psicopatolgicos.

The present study evaluated the relationship between the perception of university burden and satisfaction with undergraduate courses \nwhen analyzed independently or mediated by the depressive symptoms, loneliness and resilience of students. Study participants \nwere 317 undergraduate students, who responded to the following instruments: Patients Health Questionnaire, Brazilian Loneliness \nScale and Brief Scale of Resilience. There was a relationship between burden and satisfaction with undergraduate courses when \nconsidered independently (rho=-0.13), however, when the mediation of the emotional factors (loneliness, depression or resilience) \nwas analyzed the burden was no longer significant. It was concluded that the influence of burden on student satisfaction can mask \nthe indirect effects of other emotional factors.

encontradas correlaes positivas e negativas entre os fatores, significativas e com magnitude variando de pequena a grande. Por fim, os estudantes mostraram-se mais motivados extrinsecamente por regulao identificada. Os resultados evidenciam importantes avanos no que concerne a medidas com bons indicadores psicomtricos para avaliao do construto motivacional, haja vista sua contribuio para a aprendizagem dos estudantes.

Learning disabilities (LD) represent a challenge for the educational, social and health fields. The aim was to evaluate the applicability \nof the Draw-a-Person with a Story (DAP-S) test considering the understanding of children with learning disabilities. Twenty \nchildren from the third grade of a Public Elementary School in São Paulo-SP, identified by the school coordination as suffering some \ntype of LD were individually evaluated. Their drawings were analyzed according to the emotional indicators (EI) and maturational \nindicators (MI) proposed by Koppitz and also through the free inspection method of the projective (graphic/narrative) material. \nThe mean for the MI was lower, and the mean for the EI was higher than the result expected for the age. The correlation between \nthe indicators was inverse and significant, although moderate. The DAP-S contributed to a singular understanding of children with \nLD and made it possible to raise hypotheses about the reasons for their difficulties, clarifying the data provided by the MI and EI.

This study evaluated the relationship between perceived work support, occupational stressors and burnout in a sample of 102 teachers, testing a model based on structural equations. The Labor Support Scale (ESUL), the Workplace Stress Vulnerability Scale (EVENT) and the Brazilian Burnout Scale (EBB) were applied. From the results, the EBB correlated positively and moderately with the EVENT and negatively and with a weak magnitude with the ESUL. The EVENT and ESUL presented a negative and weak correlation. Using the path analysis model, stressors at work mediated the relationship between work support and burnout. The social interaction dimension (ESUL) predicted the climate and organizational functioning (EVENT), which in turn directly impacted emotional exhaustion/professional frustration and depersonalization/detachment (EBB). The study demonstrates the importance of investigating these constructs in the school context, aiming to support the planning of interventions and the reduction of stressors and burnout indicators.

The literature has shown that preadolescents with ADHD might benefit from specific actions such as the presence of corrective feedback during a task. In order to examine these effects, a sample of preadolescents was selected and divided into two groups: a control group and a target group with ADHD. Participants had to perform a decision-making task, with a counterbalanced design, presented in blocks with and without corrective feedback. Two different analysis procedures were carried out: the traditional student's t-test and an ex-Gaussian fit. The reaction times were much lower for in the feedback block than in the control blocks, as well as in the control group than in the adolescents with ADHD. The difference in feedback reached or approached a statistically significant level, however, the difference between the control and ADHD group did not show statistical significance (except for accuracy under feedback condition). In terms of component distribution analysis, a specific parameter, named , was much lower for the feedback condition and for the control group.