<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000100137</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.060.ds07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Traços de personalidade e persistência discente em cursos superiores na modalidade a distância]]></article-title>
<article-title xml:lang="en"><![CDATA[Traits of personality and persistence in distance education courses]]></article-title>
<article-title xml:lang="es"><![CDATA[Trazos de personalidad y persistencia discente en cursos superiores en el educación a distancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carneiro]]></surname>
<given-names><![CDATA[Teresa Cristina Janes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marcello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Ralf Luís de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário FAESA  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>60</numero>
<fpage>137</fpage>
<lpage>172</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000100137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000100137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo1 visa comparar características dos traços de personalidade dos discentes que persistem em cursos EaD. Os levantamentos foram realizados em licenciaturas e especializações oferecidas pela Universidade Federal do Espírito Santo (UFES) no âmbito do Sistema Universidade Aberta do Brasil (UAB). Para análise dos dados, utilizou-se o conceito de traços de personalidade proposto no Modelo Metateórico de Motivação e Personalidade - 3M (MOWEN, 2000) e a análise de variância (ANOVA) como procedimento estatístico. Os resultados mostram que estudantes do gênero feminino são significativamente mais amáveis, conscienciosas, autoeficazes no aprendizado, têm menos necessidade de excitação, mais necessidade de aprendizado, possuem mais consciência de valor, estão mais satisfeitas com os cursos e são mais persistentes. Discentes casados possuem maior consciência de valor e menor necessidade de excitação. Quanto mais alta a renda, maior a necessidade de recursos materiais, maior a orientação para tarefas e menor a introversão. Em cursos de especialização, são mais abertos a experiências, mais conscienciosos, possuem mais necessidade de recursos materiais e corporais, são mais interativos, aceitam mais a tecnologia e possuem maior consciência de valor. Em cursos das áreas de Humanidades e Ciências Sociais, são mais amáveis, abertos a experiências, conscienciosos e possuem maior necessidade de recursos materiais e maior consciência de valor do que os discentes das áreas de Ciências Exatas e Biológicas. A partir desses achados, espera-se contribuir com políticas e ações universitárias que promovam a persistência discente, sobretudo em cursos EaD.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to compare the characteristics of the personality traits of students who persist in Distance Education courses. The surveys were carried out in bachelors and postgraduate courses offered by the Federal University of Espírito Santo (UFES) under the Open University System of Brazil (UAB). In order to analyze the data, we used the concept of personality traits proposed in the Meta-Motivational and Personality Model - 3M (MOWEN, 2000) and the analysis of variance (ANOVA) as a statistical procedure. The results show that female students are significantly kinder, more conscientious, self-efficacious in learning, less need for excitement, more need for learning, more aware of the value, more satisfied with courses, and more persistent. Married couples have a greater awareness of value and less need for excitement. The higher the income, the greater the need for material resources, the greater the orientation to tasks and the less the introversion. In postgraduate courses, they are more open to experiences, more conscientious, more in need of material and bodily resources, more interactive, more accepting of technology, and more aware of their value. In Humanities and Social Sciences, they are more kind, open to experiences, conscientious and have greater need of material resources and greater awareness of value than the students of the areas of Exact and Biological Sciences. Based on these findings, it is hoped to contribute to university policies and actions that promote student persistence, especially in EaD courses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo busca comparar características de los rasgos de personalidad de los discursos que persisten en cursos en el educación a distancia. Los levantamientos se realizaron en licenciaturas y especializaciones ofrecidas por la Universidad Federal de Espírito Santo (UFES) en el ámbito del Sistema Universidad Abierta de Brasil (UAB). Para el análisis de los datos, se utilizó el concepto de rasgos de personalidad propuesto en el Modelo Metateórico de Motivación y Personalidad - 3M (MOWEN, 2000) y el análisis de varianza (ANOVA) como procedimiento estadístico. Los resultados muestran que los estudiantes del género femenino son significativamente más amables, concienzudos, autoeficaces en el aprendizaje, tienen menos necesidad de excitación, más necesidad de aprendizaje, poseen más conciencia de valor, están más satisfechas con los cursos y son más persistentes. Los discursos casados &#8203;&#8203;poseen mayor conciencia de valor y menor necesidad de excitación. Cuanto más alta es la renta, mayor es la necesidad de recursos materiales, mayor es la orientación para tareas y menor la introversión. En cursos de especialización, son más abiertos a experiencias, más concienzudos, poseen más necesidad de recursos materiales y corporales, son más interactivos, aceptan más la tecnología y tienen mayor conciencia de valor. En cursos de las áreas de Humanidades y Ciencias Sociales, son más amados, abiertos a experiencias, concienzudos y poseen mayor necesidad de recursos materiales y mayor conciencia de valor que los discentes de las áreas de Ciencias Exactas y Biológicas. A partir de esos hallazgos, se espera contribuir con políticas y acciones universitarias que promuevan la persistencia discente, sobre todo en cursos EaD.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Persistência discente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[Traços de personalidade]]></kwd>
<kwd lng="pt"><![CDATA[Modelo 3M]]></kwd>
<kwd lng="en"><![CDATA[Student persistence]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Personality traits]]></kwd>
<kwd lng="en"><![CDATA[3M Model]]></kwd>
<kwd lng="es"><![CDATA[Persistencia estudiantil]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Rasgos de personalidade]]></kwd>
<kwd lng="es"><![CDATA[Modelo 3M]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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