Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder

Detalhes bibliográficos
Autor(a) principal: León, Camila Barbosa Ricardi
Data de Publicação: 2019
Outros Autores: Paiano, Ronê, Fragoso, Analice Oliveira, Siqueira, Alisson Rogério Caetano de, Teixeira, Maria Cristina Triguero Veloz, Seabra, Alessandra Gotuzo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos Interdisciplinares em Psicologia
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/eip/article/view/31962
Resumo: Specific Learning Disorder (SLD) is characterized by persistent difficulties in developing reading, writing, and math. It’s essential that teachers know their characteristics. The study aimed to develop a questionnaire to assess knowledge on SLD and to verify its psychometric properties. It was conducted a pilot study involving incoming and graduating students of pedagogy courses. Participated 178 students aged between 18 and 54, from 3 private higher education institutions. The results revealed adequate indexes of internal consistency (Cronbach’s alpha = 0.738). Graduating students showed to have more knowledge than incoming students did, but with low results on some items. There was also a significant difference between institutions. There was no association of others factors, such as age, year, income, and work situation, with the students’ level of knowledge. Besides contributing to the questionnaire’s development, the results indicate the need to include courses on SLD in the curriculum of the pedagogy programs.
id UEL-9_75f2986d6bd9db3ca7a14820ca3e7e85
oai_identifier_str oai:ojs.pkp.sfu.ca:article/31962
network_acronym_str UEL-9
network_name_str Estudos Interdisciplinares em Psicologia
repository_id_str
spelling Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorderConstrucción y validación de instrumento para la evaluación de conocimientos de estudiantes de pedagogía sobre el trastorno específico del aprendizajeConstrução e validação de instrumento para avaliar conhecimentos de universitários sobre transtorno específico da aprendizagemPedagogyDyslexiaQuestionnaireEducationLearning disabilities.pedagogíadislexiacuestionarioeducacióntrastornos del aprendizaje.PedagogiaDislexiaQuestionárioEducaçãoDistúrbios da aprendizagem.Specific Learning Disorder (SLD) is characterized by persistent difficulties in developing reading, writing, and math. It’s essential that teachers know their characteristics. The study aimed to develop a questionnaire to assess knowledge on SLD and to verify its psychometric properties. It was conducted a pilot study involving incoming and graduating students of pedagogy courses. Participated 178 students aged between 18 and 54, from 3 private higher education institutions. The results revealed adequate indexes of internal consistency (Cronbach’s alpha = 0.738). Graduating students showed to have more knowledge than incoming students did, but with low results on some items. There was also a significant difference between institutions. There was no association of others factors, such as age, year, income, and work situation, with the students’ level of knowledge. Besides contributing to the questionnaire’s development, the results indicate the need to include courses on SLD in the curriculum of the pedagogy programs.El Trastorno Específico del Aprendizaje (TEAp) se caracteriza por dificultades persistentes para desarrollar lectura, escritura y matemática, siendo fundamental que profesores conozcan sus características. El estudio tuvo como objetivos elaborar un cuestionario que evalúa conocimientos sobre el TEAp y verificar sus propiedades psicométricas. Participaron del estudio piloto 178 estudiantes de pedagogía ingresantes y concluyentes, entre 18 y 54 años, de tres instituciones privadas de enseñanza universitaria. Los resultados revelaron índice adecuado de consistencia interna (Alfa de Cronbach = 0,738). Hubo mayor conocimiento sobre TEAp en los concluyentes en relación a los ingresantes, sin embargo, con resultados bajos en algunos ítems. También hubo diferencia significativa entre las instituciones. No hubo asociación de otros factores investigados con el nivel de conocimiento. Además de contribuir con la creación del cuestionario, los resultados señalizan la necesidad de que sea incluida asignaturas sobre el TEAp en los planes de estudios de licenciaturas en pedagogía.O Transtorno Específico da Aprendizagem (TEAp) caracteriza-se por dificuldades persistentes para desenvolver habilidades acadêmicas de leitura, escrita e/ou matemática, sendo fundamental que professores conheçam suas características. O estudo teve como objetivos construir um questionário que avalia conhecimentos sobre TEAp e verificar suas propriedades psicométricas, mediante estudo piloto com estudantes de pedagogia ingressantes e concluintes. Participaram 178 estudantes, entre 18 e 54 anos, de três instituições de ensino superior particulares. Resultados revelaram índice adequado de consistência interna (Alfa de Cronbach = 0,738). Houve maior conhecimento sobre TEAp dos estudantes concluintes em relação aos ingressantes, porém com resultados baixos em alguns itens. Também houve diferença significativa entre as instituições. Não houve associação dos fatores idade, ano, renda e situação de trabalho, com o nível de conhecimento. Além de contribuir com a criação do questionário, os resultados sinalizam a necessidade de incluir disciplinas sobre TEAp na grade curricular dos cursos de pedagogia.Universidade Estadual de Londrina2019-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/3196210.5433/2236-6407.2019v10n3p121Estudos Interdisciplinares em Psicologia; v. 10 n. 3 (2019); 121-1382236-6407reponame:Estudos Interdisciplinares em Psicologiainstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/31962/26615Copyright (c) 2019 Estudos Interdisciplinares em Psicologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLeón, Camila Barbosa RicardiPaiano, RonêFragoso, Analice OliveiraSiqueira, Alisson Rogério Caetano deTeixeira, Maria Cristina Triguero VelozSeabra, Alessandra Gotuzo2022-11-23T18:09:07Zoai:ojs.pkp.sfu.ca:article/31962Revistahttps://www.uel.br/revistas/uel/index.php/eipPUBhttps://www.uel.br/revistas/uel/index.php/eip/oai||revistaeip@uel.br2236-64072236-6407opendoar:2022-11-23T18:09:07Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
Construcción y validación de instrumento para la evaluación de conocimientos de estudiantes de pedagogía sobre el trastorno específico del aprendizaje
Construção e validação de instrumento para avaliar conhecimentos de universitários sobre transtorno específico da aprendizagem
title Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
spellingShingle Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
León, Camila Barbosa Ricardi
Pedagogy
Dyslexia
Questionnaire
Education
Learning disabilities.
pedagogía
dislexia
cuestionario
educación
trastornos del aprendizaje.
Pedagogia
Dislexia
Questionário
Educação
Distúrbios da aprendizagem.
title_short Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
title_full Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
title_fullStr Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
title_full_unstemmed Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
title_sort Construction and validation of a questionnaire to assess pedagogy students’ knowledge on specific learning disorder
author León, Camila Barbosa Ricardi
author_facet León, Camila Barbosa Ricardi
Paiano, Ronê
Fragoso, Analice Oliveira
Siqueira, Alisson Rogério Caetano de
Teixeira, Maria Cristina Triguero Veloz
Seabra, Alessandra Gotuzo
author_role author
author2 Paiano, Ronê
Fragoso, Analice Oliveira
Siqueira, Alisson Rogério Caetano de
Teixeira, Maria Cristina Triguero Veloz
Seabra, Alessandra Gotuzo
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv León, Camila Barbosa Ricardi
Paiano, Ronê
Fragoso, Analice Oliveira
Siqueira, Alisson Rogério Caetano de
Teixeira, Maria Cristina Triguero Veloz
Seabra, Alessandra Gotuzo
dc.subject.por.fl_str_mv Pedagogy
Dyslexia
Questionnaire
Education
Learning disabilities.
pedagogía
dislexia
cuestionario
educación
trastornos del aprendizaje.
Pedagogia
Dislexia
Questionário
Educação
Distúrbios da aprendizagem.
topic Pedagogy
Dyslexia
Questionnaire
Education
Learning disabilities.
pedagogía
dislexia
cuestionario
educación
trastornos del aprendizaje.
Pedagogia
Dislexia
Questionário
Educação
Distúrbios da aprendizagem.
description Specific Learning Disorder (SLD) is characterized by persistent difficulties in developing reading, writing, and math. It’s essential that teachers know their characteristics. The study aimed to develop a questionnaire to assess knowledge on SLD and to verify its psychometric properties. It was conducted a pilot study involving incoming and graduating students of pedagogy courses. Participated 178 students aged between 18 and 54, from 3 private higher education institutions. The results revealed adequate indexes of internal consistency (Cronbach’s alpha = 0.738). Graduating students showed to have more knowledge than incoming students did, but with low results on some items. There was also a significant difference between institutions. There was no association of others factors, such as age, year, income, and work situation, with the students’ level of knowledge. Besides contributing to the questionnaire’s development, the results indicate the need to include courses on SLD in the curriculum of the pedagogy programs.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/31962
10.5433/2236-6407.2019v10n3p121
url https://ojs.uel.br/revistas/uel/index.php/eip/article/view/31962
identifier_str_mv 10.5433/2236-6407.2019v10n3p121
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/31962/26615
dc.rights.driver.fl_str_mv Copyright (c) 2019 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Estudos Interdisciplinares em Psicologia; v. 10 n. 3 (2019); 121-138
2236-6407
reponame:Estudos Interdisciplinares em Psicologia
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Estudos Interdisciplinares em Psicologia
collection Estudos Interdisciplinares em Psicologia
repository.name.fl_str_mv Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||revistaeip@uel.br
_version_ 1799306108774383616

Registros relacionados