Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (M_age = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

ObjectiveTo correlate the traditional method and a computerized system of dermatoglyphic analysis.MethodsSample of 15 individuals, with two investigators using two methods for each sample. The protocol by Cummins and Midlo was used with the following methods: computerized (M1) and traditional (M2). Pearson's correlation was used to observe the correlation between a computerized system and the traditional system. Student's paired t-test was used to evaluate the reproducibility of both methods, with the aim to compare the internal variations based on two measurements obtained by two investigators for the same observation.ResultsM1 had a greater quantitative capacity for identifying the number of lines. M1 was more efficient, with a higher level of positivity. There was no significant difference between the intra- (M1 and M2) and inter-investigator (investigator 1 versus investigator 2) observations, demonstrating the reproducibility and reliability capacity of M1. There were significant differences between the mean values of the squares of the inter-investigator differences (the amplitude of M2 was 4 times greater).ConclusionThese results significantly correlate the computerized and traditional methods, which qualifies M1 as the instrument for the capture, structuration of the design and analysis of the digital fingerprints through a dermatoglyphic method using the digital fingerprint marker, which is the essential condition to acceptance and scientific recognition of new instruments

Validating the computerised scanning of fingerprints as a health diagnosis instrument. A sample of n=15 individuals, two investigators X and two sample methods X. Cummins and Midlo's protocol was used as follows: computerized (M1) and traditional (M2). M1 had greater quantitative capacity for identifying the number of lines. M1 was more efficient, having a higher level of positivity. There was no significant difference between intra- (M1 and M2) and inter-investigator (investigator 1 x investigator 2) observations, thereby showing M1 reproducibility and reliability. There were significant differences between the mean values of the squares of inter-investigator differences (M2's amplitude was 4 times greater). The results showed the efficiency of M1 in processing genetic marker images-fingerprints, thus validating the computerized prototype as a diagnostic instrument health instrument.

Teacher autonomy support is related to improved student learning. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class content with student autonomy, and, in turn, on motivation to learn. The participants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the usefulness of class content, basic psychological need for autonomy, and motivation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the student autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn. En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.

Background: Obesity is a health condition that causes a great impact on public health. The aim of this study was to determine the association between dermatoglyphic characteristics and excessive weight in children and adolescents aged 10 to 19 years in the center-west region of Santa Catarina, Brazil. Methods: The sample comprised of 2,172 children and adolescents aged 10 to 19 years old of both sexes and from public and private teaching networks. Results: The results suggested a predictive marker of obesity, with a greater number of lines in left hand finger two (Mesql2) and a higher frequency of the whorl pattern in participants of a healthy weight, while the overweight group had a higher frequency of the radial loop pattern and the obese group had a higher frequency of the ulnar loop pattern. Conclusion: It was concluded that there may be different dermatoglyphic characteristics depending on the nutritional status of children and adolescents.