Navegando por Autor "RAMOS, Maély Ferreira Holanda"

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Adolescent perceptions of stress and future expectations
(Universidade Federal do Pará, 2017-04) FLORÊNCIO, Cybelle Bezerra Sousa; RAMOS, Maély Ferreira Holanda; SILVA, Simone Souza da Costa
Adolescence has been described as a developmental phase marked by challenges, tensions, and uncertainties that can generate stress and lower adolescents' future expectations. This study aims to describe adolescent perceptions of stress and future expectations.It is a mixed-methods study of 17 high school students, selected from a sample of 295 adolescents, aged 14 to 18 years, who are pupils in a private school system in the metropolitan region of Belém do Pará. The Stress Scale for Adolescents was used, in addition to focus groups. The results indicated higher stress levels in female adolescents. The participants who had no stress had good family relationships and well-defined future expectations. However, the adolescents who had stress associated their family context with stressors and had no expectations for the future.
Acesso aberto (Open Access)
Caracterização das pesquisas sobre eficácia coletiva docente na perspectiva da teoria social cognitiva
(Universidade Federal do Pará, 2016-03) RAMOS, Maély Ferreira Holanda; FERNANDES, Ana Patrícia de Oliveira; PONTES, Fernando Augusto Ramos; SILVA, Simone Souza da Costa
Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.
Acesso aberto (Open Access)
Estresse e características resilientes em alunos com deficiência e TFE na UFPA
(Conselhos Federal e Regionais de Psicologia, 2019) PEREIRA, Rosamaria Reo; SILVA, Simone Souza da Costa; FACIOLA, Rosana Assef; PONTES, Fernando Augusto Ramos; RAMOS, Maély Ferreira Holanda; RAMOS, Edson Marcos Leal Soares
There are few studies dealing with the presence of stress and resilience on undergraduate students with disabilities and with specific functional disorders in higher education, which indicates the need for these two themes to be more studied and better understood in the university environment. The present study aimed to describe the sociodemographic and academic characteristics of 50 university students who participated in the study and correlate them with levels of stress and resilience. The instruments used were a semi-structured questionnaire and two scales: Perceived Stress Scale and Resilience Scale. The results were analyzed through descriptive statistics and the exploratory statistical technique. The results showed that students with high levels of stress have moderate and low levels of resilience. From this result, it was concluded the need to develop programs that aim at the maintenance of effective coping strategies in adverse situations within the academic context. It is expected that this study may contribute to the construction of institutional policies that favor the inclusion in fact of students with disabilities and with specific functional disorders at the Federal University of Pará and other higher education institutions.
Acesso aberto (Open Access)
Modelo social cognitivo de satisfação no trabalho e eficácia coletiva: percepções sobre a docência
(Universidade Federal do Pará, 2015-05-12) RAMOS, Maély Ferreira Holanda; PONTES, Fernando Augusto Ramos; http://lattes.cnpq.br/1225408485576678; https://orcid.org/0000-0001-9569-943X
This research aims to study job satisfaction from the Social Cognitive Model of Job Satisfaction (MSCST) and its relations with the collective efficacy. The satisfaction and their main elements which influence have obvious importance in the school context because it may affect the motivational states and the level of the teacher’s performance. Job satisfaction refers to the degree of emotional relations that an employee has, associated to function that performs, showing a pleasant or positive emotional state, resulting from an assessment of their experiences. The Social Cognitive Model of Job Satisfaction is a recent proposal, which is based on Social Cognitive Theory that proposes an integrative approach to investigate the satisfaction in teaching. This theory reveals that satisfaction can be predicted and explained by five variables classes, namely: (a) support targets; (B) working conditions; (C) Progress goals; (D) positive affect; (E) teaching self-efficacy. The teacher collective efficacy, although not belonging to the model, also has recognized influence on levels of satisfaction. So it has the general objective of testing the Social Cognitive Model of Teacher Job Satisfaction (MSCST) in sample of teachers of basic education, investigating its relations with the collective efficacy and analyzing their implications in the school environment. For that, we developed six articles arranged in two subdivisions, which are: (a) Systematic Reviews; (b) Empirical Studies. The first section consists of four articles, which include a methodological study on the use of technical analysis and visualization of data with graphs and three systematic reviews on: MSCST, job satisfaction and collective efficacy (respectively). All the revisions used graphs and their geometric representations. The second subdivision, consisting of two articles, referring to empirical studies, applied to a sample of 495 teachers of basic education from a private school network. The first study of this section was quantitative and the second used mixed techniques (quantitative and qualitative). The results indicated that MSCST did not explain sufficiently the satisfaction in teaching, contradicting the findings found from the systematic review of the Model. It was also found that there was no relations between efficacy beliefs (self-efficacy and collective efficacy) with the levels of satisfaction, although research identified in systematic reviews, which have not implemented the model, pointed out these two variables as more often associated with satisfaction teaching.
Acesso aberto (Open Access)
Satisfação no trabalho docente: uma análise a partir do modelo social cognitivo de satisfação no trabalho e da eficácia coletiva docente
(Universidade Federal do Rio Grande do Norte, 2016-06) RAMOS, Maély Ferreira Holanda; FERNANDEZ, Ana Patrícia de Oliveira; FURTADO, Karla Cristina Nina; RAMOS, Edson Marcos Leal Soares; SILVA, Simone Souza da Costa; PONTES, Fernando Augusto Ramos
The teacher job satisfaction: An analysis from the social cognitive model of job satisfaction and collective efficacy from teachers. Whereas job satisfaction is an aspect that has an effect on the motivational states of teachers, it is necessary to investigate its implications for teaching. Thus, this study aims to: identify factors related to job satisfaction based on the assessment of the dimensions of the Social Cognitive Model of Job Satisfaction (MSCST) and collective efficacy. For this, research was conducted on a sample of 495 teachers of private schools using mixed approach (quantitative and qualitative). Technical data analysis statistics were applied to the information collected concerning the total sample (495). The content analysis (qualitative approach) was applied at the open of 40 teachers from the sample answers. The results indicated that the efficacy beliefs (self-efficacy and collective efficacy) has no effect on satisfaction in teaching and other factors such as economic, may be more related to satisfaction.