scholarly journals Propiedades psicométricas del cuestionario de autoeficacia académica (CAA) en universitarios del área de la actividad física

2019 ◽  
Vol 1 (2) ◽  
pp. 9-19
Author(s):  
Francisco Javier Flores Rico
Keyword(s):  
Self Efficacy ◽  
Educational Institutions ◽  
Simple Fact ◽  
Palabras Clave ◽  
Integral Development ◽  
Academic Competencies ◽  
The Subject ◽  
Teaching Learning ◽  
Didactic Strategies ◽  
Academic Self Efficacy

Resumen Para comprender los aspectos cognitivos y afectivos depende en gran medida por el gran interés que le imprimen las instancias educativas al ofrecer estrategias didácticas que permita alcanzar el máximo de los conocimientos pero sin duda alguna, la participación decidida del estudiante será determinante en su proceso de enseñanza aprendizaje favoreciendo en gran medida sus competencias académicas como parte elemental y coadyuvar su desarrollo profesional e integral. En el apartado de la Psicología educativa, los aspectos de autoeficacia y ansiedad por el simple hecho de su definición muestra un sentido controversial en el sujeto al no identificar puntualmente el estado del comportamiento que deriva dicha actitud. Esto ha generado importantes avances de investigación que contribuyan a elevar sustancialmente los métodos de enseñanza que se requiere en la actualidad. Palabras clave Autoeficacia académica, Autopercepción, Aspectos cognitivos y afectivos, Competencias académicas   Abstract To understand the cognitive and affective aspects depends to a great extent on the great interest that the educational institutions print when offering didactic strategies that allow to reach the maximum of the knowledge but without doubt, the participation Determined by the student will be decisive in their teaching learning process by favoring to a large extent their academic competencies as an elementary part and to contribute to their professional and integral development. In the section of the educational psychology, the aspects of self-efficacy and anxiety by the simple fact of its definition show a controversial sense in the subject by not identifying punctually the state of the behavior that derives this attitude. This has generated important research advances that contribute to substantially elevating the teaching methods currently required. Keywords Academic self-efficacy, self-perception, cognitive and affective aspects, academic competencies

scholarly journals Propiedades psicométricas del cuestionario de autoeficacia académica (CAA) en universitarios del área de la actividad física

2019 ◽  
Vol 1 (2) ◽  
pp. 9-19
Author(s):  
Francisco Javier Flores Rico ◽  
Edgar Francisco Ordonez Bencomo ◽  
Héctor Luis Medina López ◽  
Gilberto Santos Sambrano
Keyword(s):  
Teaching Methods ◽  
Educational Psychology ◽  
Educational Institutions ◽  
Simple Fact ◽  
Desarrollo Profesional ◽  
Integral Development ◽  
Academic Competencies ◽  
The Subject ◽  
Teaching Learning ◽  
Didactic Strategies

Para comprender los aspectos cognitivos y afectivos depende en gran medida por el gran interés que le imprimen las instancias educativas al ofrecer estrategias didácticas que permita alcanzar el máximo de los conocimientos pero sin duda alguna, la participación decidida del estudiante será determinante en su proceso de enseñanza aprendizaje favoreciendo en gran medida sus competencias académicas como parte elemental y coadyuvar su desarrollo profesional e integral. En el apartado de la Psicología educativa, los aspectos de autoeficacia y ansiedad por el simple hecho de su definición muestra un sentido controversial en el sujeto al no identificar puntualmente el estado del comportamiento que deriva dicha actitud. Esto ha generado importantes avances de investigación que contribuyan a elevar sustancialmente los métodos de enseñanza que se requiere en la actualidad. Abstract To understand the cognitive and affective aspects depends to a great extent on the great interest that the educational institutions print when offering didactic strategies that allow to reach the maximum of the knowledge but without doubt, the participation Determined by the student will be decisive in their teaching learning process by favoring to a large extent their academic competencies as an elementary part and to contribute to their professional and integral development. In the section of the educational psychology, the aspects of self-efficacy and anxiety by the simple fact of its definition show a controversial sense in the subject by not identifying punctually the state of the behavior that derives this attitude. This has generated important research advances that contribute to substantially elevating the teaching methods currently required.

scholarly journals High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

2020 ◽  
Vol 12 (17) ◽  
pp. 6728
Author(s):  
María Pilar Aparicio-Flores ◽  
José María Esteve-Faubel ◽  
Rosa Pilar Esteve-Faubel ◽  
José Daniel Álvarez-Teruel
Keyword(s):  
Perspective Taking ◽  
Self Efficacy ◽  
Reactivity Index ◽  
Future Teachers ◽  
Predictive Capacity ◽  
Social And Emotional ◽  
The Subject ◽  
High Level ◽  
Academic Self Efficacy ◽  
Dispositional Empathy

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

scholarly journals Programa de juegos pre-deportivos para mejorar la atención de los estudiantes de la Unidad Educativa Franklin Delano Roosevelt

2020 ◽  
Vol 5 (4) ◽  
pp. 45
Author(s):  
Jose Cristhian Medranda Cedeño ◽  
Gustavo Enrique Antón Vera
Keyword(s):  
Physical Education ◽  
Research Work ◽  
Attention And Memory ◽  
General Index ◽  
Palabras Clave ◽  
Integral Development ◽  
Teaching Learning ◽  
Franklin Delano Roosevelt ◽  
Attention And Perception ◽  
The City

El presente trabajo de investigación busca mejorar la atención en estudiantes durante las clases de educación física. La literatura científica revela la necesidad de un óptimo proceso neuropsicológico como la atención y la memoria para el buen desempeño del proceso de enseñanza-aprendizaje del alumnado. Para lo cual se aplicó la técnica Toulouse – Pieron que permitió medir el Índice General de Atención y Percepción a 90 estudiantes de entre 14 y 17 años de la unidad educativa franklin Delano Roosevelt de la ciudad de Portoviejo. El objetivo general consistió en mejorar la capacidad atentiva considerando que la educación física favorece al desarrollo integral del ser humano, para ello se desarrolló un programa de juegos pre deportivos que ayudo claramente a cumplir los objetivos para los estudiantes involucrados, cuyo proceso fue aplicado durante las clases de educación física, ya que mayoritariamente se trabaja con actividades compuestas y combinadas determinando que exista una mejora considerable en el proceso atentivo. Los resultados muestran que la investigación procuró el cumplimiento de los objetivos trazados. PALABRAS CLAVE: Atención; Memoria; Programa; Juegos pre deportivos; educación física. Pre-sports games program to improve the attention of the students of the Franklin Delano Roosevelt Educational Unit ABSTRACT This research work seeks to improve student attention during physical education classes. The scientific literature reveals the need for an optimal neuropsychological process such as attention and memory for the good performance of the teaching-learning process of the students. For this, the Toulouse-Piéron technique was applied, which allowed the measurement of the General Index of Attention and Perception to 90 students between 14 and 17 years old from the Franklin Delano Roosevelt educational unit in the city of Portoviejo. The general objective was to improve the attentive capacity considering that physical education favors the integral development of the human being, for this pre-sports games program was developed that clearly helped to meet the objectives for the students involved, whose process was applied during the physical education classes, since most of them work with composite and combined activities, determining that there is a considerable improvement in the attention process. The results show that the research sought to meet the objectives set. KEYWORDS: Attention; Memory; Program; Pre sports games; physical education.

scholarly journals Activities in the natural environment and experiential methodology as tools for the integral development of individuals | Las actividades en el medio natural y la metodología experiencial como herramientas para el desarrollo integral de los individuos

2020 ◽  
Vol 13 (27) ◽  
pp. 134
Author(s):  
Lázaro Mediavilla Saldaña ◽  
Virginia Gómez Barrios ◽  
Laura Martín Talavera ◽  
Vicente Gómez Encinas
Keyword(s):  
Physical Activity ◽  
Natural Environment ◽  
Learning Processes ◽  
The Other ◽  
Integral Development ◽  
The Subject ◽  
Personal Skills ◽  
Teaching Learning ◽  
Educational Methodology

ResumenLos procesos de enseñanza-aprendizaje se pueden desarrollar en contextos diversos y con metodologías educativas diferentes, pero no todas ellas, ni todos los espacios, tienen el mismo potencial para conseguir que los estudiantes adquieran los conocimientos tratados ni para lograr un desarrollo de todas sus capacidades (físicas, cognitivas, psicológicas). Esta es la base desde la que surge el siguiente estudio. El objetivo principal es comparar los beneficios que se producen en los estudiantes en relación a los procesos de enseñanza-aprendizaje y a su desarrollo integral, en función del aula y de la metodología educativa empleada. Para ello, se han pasado dos cuestionarios, uno después de las sesiones en aula y otro después de las sesiones prácticas en el medio natural, a un grupo de 124 estudiantes de la asignatura de Actividades en el Medio Natural, de la Facultad de Ciencias de la Actividad Física y del Deporte-INEF de Madrid. A la vista de los resultados, destacan el 17,05% de diferencia entre la adquisición de aprendizajes tras las sesiones en la naturaleza en comparación con las sesiones en aula. Se concluye que las actividades en el medio natural, llevadas a cabo con una metodología experiencial, suponen mayores beneficios en cuanto al grado de conocimientos adquiridos y en cuanto al desarrollo de competencias sociales y personales de los participantes.AbstractThe teaching-learning processes can be developed in diverse contexts and with different educational methodologies. But not all of them, and not all the spaces, have the same potential to achieve that the students acquire the treated knowledge or to achieve a development of all their skills (physical, cognitive, psychological). This is the basis from which the following study arises. The main objective is to compare the benefits produced in students in relation to the teaching-learning processes and their integral development, depending on the classroom and on the educational methodology used. For this purpose, two questionnaires were given, one after the classroom sessions and the other after the practical sessions in the natural environment, to a group of 124 students of the subject of Activities in the Natural Environment, of the Faculty of Sciences of Physical Activity and Sports-INEF of Madrid. The results highlight the 17.05% difference between learning acquisition after sessions in nature compared to classroom sessions. It is concluded that activities in the natural environment, carried out with an experiential methodology, represent greater benefits in terms of the degree of knowledge acquired and in terms of the development of social and personal skills of the participants.

CAUSAS QUE AFECTAN A GRUPOS DE VULNERABILIDAD EDUCATIVA: SOLUCIONES DESDE LA PEDAGOGÍA SOCIO – CRÍTICA. PROVINCIA BOLÍVAR.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Mario Sánchez Quiróz ◽  
Bolívar Guzmán Bárcenes ◽  
Fidel Castro Beri ◽  
Carlos Domínguez Sánchez ◽  
Mirtha Manzano
Keyword(s):  
Critical Pedagogy ◽  
Learning Environments ◽  
Negative Influence ◽  
Vulnerable Groups ◽  
Educational Institutions ◽  
Palabras Clave ◽  
Academic Management ◽  
Interpretive Method ◽  
Teaching Learning ◽  
Los Grupos

Las migraciones, desigualdad social, desarraigo y problemas relacionados con el proceso de enseñanza-aprendizaje influyen negativamente en la vida de niños y jóvenes en Latinoamérica, particularmente en Ecuador. Se hace necesario potencializar la gestión académica para apoyar a los grupos vulnerables en correspondencia con las políticas educativas nacionales. Por estas razones, se recoge un estudio sobre ambientes de aprendizaje y grupos vulnerables en instituciones educativas de la Provincia Bolívar. La investigación es aplicada con elementos del método interpretativo y fundamentos de la Pedagogía Socio-crítica. Para evaluar el contexto de estos grupos en la provincia se elaboraron dos cuestionarios a autoridades, consejeros estudiantiles y a docentes, además, una guía de observación a clases impartidas por los profesores encuestados en centros educativos de los diferentes cantones. Hemos obtenido resultados donde se detectaron grupos vulnerables, y también causas que influyen en esta problemática, la vulnerabilidad educativa, es causada por discapacidades físicas y mentales, familias disfuncionales, migración, pobreza y un deficiente manejo académico con estos grupos. A partir del análisis y la interpretación de los resultados, de los métodos teóricos y empíricos, se presenta una guía didáctica, que contiene estrategias de participación activa dirigidas a incluir a los estudiantes a diferentes ambientes de aprendizaje para dar solución a la problemática; se discutirá en talleres de capacitación, conjuntamente con autoridades educativas, docentes y familias de la provincia, la misma contribuirá a la formación integral e individual de los escolares y apoyará la formación de los estudiantes de la Facultad de Ciencias de la Educación. Palabras Clave: Vulnerabilidad Educativa, Estrategias, Ambientes de Aprendizaje, Pedagogía Socio-crítica. ABSTRACT Migrations, social inequality, uprooting and problems related to the teaching-learning process have a negative influence on the life of children and youngsters in Latin America, particularly in Ecuador. It is necessary to potentiate academic management in order to support vulnerable groups in correspondence with national educational policies. For these reasons, a study on learning environments and vulnerable groups in educational institutions in the Bolivar Province is carried out. Research is applied with elements of the interpretive method and fundaments of Socio-critical Pedagogy. To assess the context of these groups in the province, authorities, student advisors, and teachers filled in two questionnaires. Besides, in all cantons’ educational centers, a classroom observation guide was used with the teachers who participated in the survey. The obtainedresults detected vulnerable groups as well as the causes that influence this problem, educational vulnerability, caused by physical and mental disability, dysfunctional families, migration, poverty, and an inefficient academic management of such groups. From the analysis and interpretation of the results, the theoretical and empirical methods, this research presents a didactic guide containing active participation strategies aimed to include students in different learning environments in order to solve the problem, they will be discussed in training workshops together with educational authorities, teachers, and families of the province, which will contribute to the integral and individual formation of scholars and will support the formation of students at the Faculty of Educational Sciences. Keywords: Educational vulnerability, Strategies, Learning Environments, Socio-Critical Pedagogy Recibido: junio de 2015Aprobado: agosto de 2015

scholarly journals Autoeficácia e autorregulação acadêmica contribuindo para a previsão da evasão escolar

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Demerval Rogério Masotti
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Field Research ◽  
Point Of View ◽  
Economic Consequences ◽  
Educational Institutions ◽  
Theoretical Point ◽  
The People ◽  
The Social ◽  
The Subject

O construto autoeficácia está relacionado às crenças desenvolvidas pelos indivíduos em relação às ações que confiam poder realizar com sucesso em áreas específicas. É também de grande relevância nos processos de autorregulação dos sujeitos, sendo tais conceitos analisados em diferentes contextos, dentre eles o ambiente educacional, com o propósito de avaliar o comportamento dos estudantes diante dos desafios escolares. A evasão escolar é outro importante aspecto que merece destaque nos processos de avaliação institucional na área de educação, em virtude das consequências sociais, acadêmicas e econômicas. Assim, o presente estudo objetivou investigar conceitos referentes à autoeficácia e à autorregulação acadêmica, a fim de verificar se esses fatores contribuem para prever a evasão escolar, e auxiliar no planejamento de intervenções que possibilitem minimizar a evasão dos alunos. As análises indicaram que tanto a autoeficácia quanto a autorregulação acadêmica tratam-se de variáveis significativas, sendo que, do ponto de vista teórico, representam importantes preditores para a evasão dos estudantes. Portanto, o propósito da pesquisa foi alcançado, mas devido às limitações deste estudo que se baseou apenas em fontes bibliográficas, recomenda-se a realização de novas investigações que contemplem pesquisas de campo em diferentes instituições de ensino, a fim de aprofundar a compreensão sobre o assunto. Palavras-chave: Autoeficácia. Autorregulação Acadêmica. Evasão Escolar. SELF-EFFICACY AND ACADEMIC SELF-REGULATION CONTRIBUTING TO PREDICTIONOF THE ESCOLAR EVASION Abstract: The self-efficacy construct is related to beliefs developed by individuals in relation to the actions that trust can perform successfully in specific areas, it is also of great importance in the processes of academic self-regulation of the people, these concepts have been analyzed in different contexts, including the environment educational, in order to evaluate the behavior of students facing school challenges. The school evasion is another important aspect that deserves attention in institutional assessment processes in the education area, because of the social, academic and economic consequences. Thus, the present study aimed to investigate concepts related to self-efficacy and academic self-regulation to verify if these factors contribute to predict school evasion, and assist in planning interventions that enable minimize the evasion of the students. The analysis indicated that both self-efficacy and academic self-regulation are significant variables, and the theoretical point of view is important predictor for school evasion. Therefore, the purpose of the study was achieved, but due to the limitations of this study that was based only on literature sources, it is recommended to conduct further investigations that include field research in different educational institutions, to deepen understanding about the subject. Keywords: Self-Efficacy. Academic Self-Regulation. School Evasion.

scholarly journals EL AULA VIRTUAL. UNA ALTERNATIVA TECNOLÓGICA PARA EL APRENDIZAJE

2018 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Dangel Roque Aguilar ◽  
María Jústiz Guerra ◽  
Norma Cabrera Cabrera
Keyword(s):  
Virtual Classroom ◽  
Classroom Teaching ◽  
Psychology Education ◽  
School Year ◽  
Learning Tasks ◽  
Palabras Clave ◽  
The Subject ◽  
Teaching Learning ◽  
The University ◽  
Independent Tasks

El trabajo que se presenta constituye una evidencia de la necesidad de incorporar al proceso docente educativo los recursos de la ciencia y la tecnología para elevar la motivación y la independencia en la solución de las tareas de aprendizaje, a tono con los reclamos de la informatización en la sociedad cubana. En tal sentido, se muestran los resultados de la aplicación del aula virtual de la asignatura Fisiología del Desarrollo Humano a estudiantes de 1er año de la carrera Lic. Educación Pedagogía Psicología de la Universidad de Camagüey, Cuba, de las modalidades curso diurno y curso por encuentro, durante el curso escolar 2016- 17. El aula diseñada presenta una modelación atractiva, con los recursos necesarios para propiciar el desarrollo de las tareas independientes de cada uno de los temas y aporta una valiosa compilación de materiales bibliográficos que resultan útiles para este empeño por lo que se corrobora el impacto significativo en el desarrollo del aprendizaje de los estudiantes, de tal forma que resulta más dinámico y significativo. PALABRAS CLAVE: motivación; independencia; aula virtual; enseñanza; aprendizaje. VIRTUAL CLASSROOM. A TECHNOLOGICAL ALTERNATIVE FOR LEARNING ABSTRACT The work presented is evidence of the need to incorporate into the educational teaching process the resources of science and technology to raise motivation and independence in the solution of learning tasks, in tune with the demands of computerization in The Cuban society. In this sense, results of the application of the virtual classroom of the subject Human Development Physiology to 1st year students of the Specialist in Pedagogy Psychology Education course of the University of Camagüey, Cuba, of the modalities of the day course and course by Meetings during the 2016-17 school year. The classroom designed presents an attractive modeling, with the necessary resources to promote the development of the independent tasks of each one of the subjects and provides a valuable compilation of bibliographical materials that are useful for this effort So that the significant impact on the development of student learning is corroborated in a way that is more dynamic and meaningful. KEYWORDS: motivation; independence; virtual classroom; teaching; learning.

scholarly journals Educación artística y teorías implícitas del alumnado de educación secundaria.

2020 ◽  
pp. 168
Author(s):  
Cristina Navarrete ◽  
Carmen Rodríguez ◽  
José Luis Belver
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
Self Efficacy ◽  
Implicit Theories ◽  
Participant Observation ◽  
Palabras Clave ◽  
The Subject ◽  
Investigación Cualitativa ◽  
Research Show

Resumen: El presente artículo analiza las teorías implícitas de los estudiantes de la ESO en relación con la Educación Artística y, en concreto, a la materia Educación Plástica Visual y Audiovisual que suponen un obstáculo en el aprendizaje de esta.  Para ello se ha diseñado una investigación cualitativa utilizando como instrumentos de recogida de datos la observación participante en el aula de plástica diariamente durante 4 meses y el análisis de contenido de varias actividades gráfico-plásticas realizadas por el alumnado. La muestra está compuesta todos los estudiantes de 3º de ESO de un instituto del centro de Oviedo divididos en 5 grupos (88 alumnos/as en total). La información registrada en el diario de campo se analiza a través de un sistema de categorías que comprende la motivación del alumnado participante ante la materia, el autoconcepto y creencias de autoeficacia del alumnado participante, la calidad de las producciones gráfico-plásticas y otras percepciones del entorno. Los resultados de la investigación constatan que, aunque el alumnado en general valora y muestra interés por la materia, existen una serie de teorías implícitas relacionadas con ciertos mitos que se asocian a la Educación Artística. Esta detección de preconceptos en nuestra área nos permite llevar a cabo una investigación posterior, más amplia, para modificar estas ideas preconcebidas y facilitar su aprendizaje de nuestro alumnado en el ámbito artístico.  Palabras clave: educación secundaria, teorías implícitas, educación artística, autoeficacia, motivación, arte.  Abstract: This article analyzes the implicit theories of ESO students in relation to Art Education and, in particular, to the subject Visual Arts that represent an obstacle in the learning of this. For this, a qualitative research has been designed using as instruments of data collection the participant observation in the plastic classroom daily for 4 months and the content analysis of several graphic-plastic activities carried out by the students. The sample is composed of all students of the 3rd year of ESO in an institute in the center of Oviedo divided into 5 groups (88 students in total). The information recorded in the field diary is analyzed through a system of categories that includes the motivation of the participating students before the subject, the self-concept and self-efficacy beliefs of the participating students, the quality of the graphic-plastic productions and other perceptions of the environment. The results of the research show that, although the students in general value and show interest in the subject, there are several implicit theories related to certain myths that are associated with Art Education. This detection of preconceptions in our area allows us to carry out a later, more extensive investigation, to modify these preconceived ideas and facilitate their learning of our students in the artistic field. Keywords: secondary education, implicit theories, Artistic Education, self-efficacy, motivation, art.  

scholarly journals Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study

2020 ◽  
Vol 26 (1) ◽  
pp. 25-35
Author(s):  
Ju Cha ◽  
Jin Kim
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Nursing Students ◽  
Self Efficacy ◽  
Flipped Learning ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Teaching Learning ◽  
Academic Self Efficacy ◽  
Experimental Group

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

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