Automated Author ProfileThaynara Barbosa
Thaynara Barbosa
Current S-Index
Sum of Dataset Indices for all datasets
Average Dataset Index per Dataset
Average Dataset Index per dataset
Total Datasets
Total datasets for this author
Average FAIR Score
Average FAIR Score per dataset
Total Citations
Total citations to the author's datasets
Total Mentions
Total mentions of the author's datasets
S-Index Interpretation
The S-Index (Sharing Index) is a comprehensive metric that represents the cumulative impact of all your datasets. It is calculated as the sum of Dataset Index scores across all your claimed datasets.
What it means:
- A higher S-index indicates greater overall impact of your datasets relative to typical datasets in their fields of research
- The S-Index grows as you add more datasets or as existing datasets gain more citations and mentions
- It provides a single number to track your research data impact over time
Current S-Index: 0.6 (sum of 2 datasets Dataset Index scores)
More information here.
S-Index Over Time
Cumulative Citations Over Time
Cumulative Mentions Over Time
Datasets
ABSTRACT Learning strategies are self-regulating processes of knowledge acquisition and use. They must be constantly stimulated so that students can be fully engaged in academic life. The aim of this study was to evaluate the effectiveness of a learning strategy program for university students. A quasi-experimental methodology was used with 20 Psychology students, distributed in experimental and control groups. There was a pretest, a first posttest, and a second posttest four months after the intervention. The program consisted of eight meetings, focusing on metacognition, internal and contextual resource management, and social self-regulation. The first posttest indicated a significant increase in the mean of the experimental group, which remained the same in the second posttest. The main increase was observed in the self-regulation of resources. The control group did not significantly change its total score over the posttests and still showed a significant decrease in social self-regulation. The results indicate the effectiveness of the intervention and reinforce the relevance of such programs.
Authors
- Andrade, Alana Augusta Concesso De ;
- Rodrigues, Marisa Cosenza ;
- Tette, Pedro Paulo Marci ;
- Silva, Beatriz Maia Soares ;
- Almeida, Bruna Costa De ;
- Pereira, Humberto Dos Reis ;
- Thaynara Barbosa ;
- Victória Marques Cândido
ABSTRACT Learning strategies are self-regulating processes of knowledge acquisition and use. They must be constantly stimulated so that students can be fully engaged in academic life. The aim of this study was to evaluate the effectiveness of a learning strategy program for university students. A quasi-experimental methodology was used with 20 Psychology students, distributed in experimental and control groups. There was a pretest, a first posttest, and a second posttest four months after the intervention. The program consisted of eight meetings, focusing on metacognition, internal and contextual resource management, and social self-regulation. The first posttest indicated a significant increase in the mean of the experimental group, which remained the same in the second posttest. The main increase was observed in the self-regulation of resources. The control group did not significantly change its total score over the posttests and still showed a significant decrease in social self-regulation. The results indicate the effectiveness of the intervention and reinforce the relevance of such programs.
Authors
- Andrade, Alana Augusta Concesso De ;
- Rodrigues, Marisa Cosenza ;
- Tette, Pedro Paulo Marci ;
- Silva, Beatriz Maia Soares ;
- Almeida, Bruna Costa De ;
- Pereira, Humberto Dos Reis ;
- Thaynara Barbosa ;
- Victória Marques Cândido