Navegando por Assunto "Item response theory"

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Acesso aberto (Open Access)
Bem-estar no trabalho: proposta de uma escala para operários da construção
(Universidade Federal do Pará, 2019-10-08) MOREIRA, Felipe de Sá; DUARTE, André Augusto Azevedo Montenegro; http://lattes.cnpq.br/1135221873341973
Well-being concepts, which are widespread in the social sciences, are gaining more space and are being worked on in several other areas. Two theories of approach are typically used: subjective well-being through hedonic theory and psychological well-being supported by eudaimonic theory. Based on these theories the field of study called well-being at work (WBW) was developed, which seeks to understand the factors that provide happiness or well-being in organizations. Despite the intensive use of labor, the construction industry does not seem to apply such knowledge, but develops many aspects of worker quality of life. Thus, the objective of this research is to propose a scale of WBW aimed at the workers in the construction industry. For this, the Item Response Theory (IRT) was used to design the instrument used in the scale. Through a Systematic Literature Review (RSL) conducted in 10 research bases, 92 studies were mapped that pointed out 89 aspects related to the welfare of this group of workers. Based on these aspects, several instruments already validated in other researches were sought to constitute the initial instrument of this study, which consists of 53 items related to the following themes: WBW, stress, work-family relationship, safety, alcohol and tobacco consumption, physical health and musculoskeletal disorders. The instrument was applied to 376 construction workers. The results were tabulated and IRT was applied using the Samejima model for gradual items. The final instrument is composed of 32 items, since 2 items had reduced factor loading (less than 0.30) and 19 items had low discriminatory power (below 0.65). The scale consists of 5 levels (-2, -1, 0, +1 and +2), classifying the individual according to their perception of the following aspects: WBW, stress, work-family relationship and physical health. This research is expected to contribute to the theoretical framework of WBW, as well as to the promotion of such perspectives in civil construction.
Acesso aberto (Open Access)
Capital global das escolas e desigualdade de desempenho em matemática em avaliações de larga escala no Brasil
(Universidade Federal do Pará, 2020-04-28) PALHETA, Franciney Carvalho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
This research presents a study on the inequality of performance in Mathematics, of students of the 5th year of Elementary School, in large-scale educational evaluation, in this case, Prova Brasil. The objective is to show the relation of the inequality of performance in Mathematics of the students of 5th grade of elementary school, in Prova Brasil, with the distribution of economic, cultural and social capital by schools. It is a quanti-qualitative research, with a sample of 2,592 schools, which used data from SAEB and the SCHOOL CENSUS, both from 2015. It is theoretically based on the concepts of Bourdieu's Theory, namely: economic capital, cultural capital, social capital, fields and habitus, to build context indicators, based on Item Response Theory. Thus, nine components related to these capitals were arrived at, for the schools in the sample, categorized on a four-level scale (LOW, MEDIUM, INTERMEDIATE and SUPERIOR). In order to analyze the relationship between capital and inequality of performance in Mathematics, a Panel of Capital Indicators was created, used to obtain the distribution of capital among schools. There was also a crossing of the Indicators Panel with five ranges of performance inequality in Mathematics. The research showed that although there are educational networks that manage to reach or exceed IDEB goals, these networks still present great inequality of performance in Mathematics. The transfer of cultural capital by schools is more significant through the capital associated with teachers (cultural and social). As greater capital decapitalization occurs in schools, the greater is the inequality of performance of students in Mathematics, that is, there is an inverse relationship between global capital available in schools and inequality of performance in Mathematics.