REIT - Teses de Doutoramento (Programa interuniversitário)
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- O espelho fraterno:o Brasil no discurso do republicanismo português:(c.1889-c.1914)Publication . Silva, Maria Isabel Carvalho Corrêa da, 1981-; Ramos, Rui, 1962-A pergunta de partida deste projecto consiste em perceber como é que o exemplo da República Brasileira (1889) foi interpretado e incorporado no discurso republicano desde o período da propaganda até aos primeiros momentos de consolidação jurídico-legal da primeira República Portuguesa (1911). A pesquisa desenvolvida sugere que, embora tenha sido recorrentemente utilizado como dispositivo retórico no combate político à Monarquia constitucional, o exemplo brasileiro acabou por não ser objecto de análise consistente, nem de reflexão crítica por parte dos republicanos portugueses, que a ele recorreram essencialmente para fins demagógicos ou propagandísticos. Identificaram-se dois eixos explicativos para esta situação: 1) as diferenças de fundo relativamente aos conceitos de república subjacentes a cada um dos projectos políticos (o republicanismo brasileiro mais próximo do modelo liberal norte-americano, o português mais radical e próximo do francês); 2) as distintas conjunturas e culturas políticas em que se desenvolveram cada um dos movimentos de contestação política ao statu quo. A república conservadora e elitista em que se transformou o Brasil não conseguiu servir de bom figurino para os republicanos portugueses, que tinham um projecto de transformação cultural da sociedade. E no entanto, parecia impensável a ideia de desperdiçar o potencial mobilizador que o exemplo da república irmã podia exercer na opinião pública. É nesta dimensão instrumental que o agenciamento da colónia portuguesa ganha relevância: esta comunidade, embora se apresentasse como um exemplar modelo de capacidade de mobilização cívica, era manifestamente monárquica e repudiava a república. Mas depois de 1910 a República Portuguesa não podia mesmo dispensar os portugueses residentes no Brasil do seu projecto de consolidação da fraternidade luso-brasileira. Era a própria imagem internacional do novo regime que estava em jogo. Por isso, entre 1910 e 1914, a diplomacia portuguesa teve de percorrer um intrincado percurso para apaziguar os impulsos contrarevolucionários dos talassas do Brasil.
- Os comunistas portugueses no exílio : (1960-1974)Publication . Cunha, Adelino Filipe Saraiva da; Pinto, António Costa, 1953-O exílio de Álvaro Cunhal, na sequência da fuga da prisão em 1960, marcou uma nova etapa na história do PCP: pela primeira vez, o Secretariado do Comité Central instalou-se no exterior. O que favoreceu a constituição progressiva de vários colectivos de exilados de comunistas portugueses em Argel, Moscovo, Bucareste, Praga e Paris, incluindo um grupo de crianças em Ivanovo. Este exílio de carácter transitório dependia da confluência de várias circunstâncias pessoais e do cumprimento de funções concretas no exterior que contribuíssem para a luta no interior. Trata-se de um Exílio Político Funcional. A sua aplicação marcou grande parte da década de 60 e acabou por resultar na exposição do PCP às intensas dinâmicas contemporâneas da época.
- Regulação da motivação : avaliação e promoção da dimensão motivacional de aprendizagem autorregulada - contributos de alunos e professores -Publication . Paulino, Paula; Silva, Adelina Lopes da, 1945-Motivational beliefs and self-regulated learning are critical for understanding how students learn and adapt to their school environment. When designing intervention programs is important to understand which motivational beliefs are related to students’ efforts for regulating their learning as well as to explore possible variables of the school context that might influence the learning process. There is strong evidence that motivation improves school engagement, persistence, and performance across different contexts, learners and learning tasks. Although less often emphasized, the process of regulation of motivation has been identified and described in many theoretical models. Self-regulation of motivation refers to students’ competence to regulate their motivation in order to initiate, maintain or finish school tasks successfully. Such process proved to be essential within the context of self-regulated learning. Few studies have examined, however, regulation of motivation, which is the focus of the present work. Current research discusses the importance of school contexts in self-regulation of motivation by students, and its importance/role for learning. Literature describes hat teachers' beliefs and educational practices influence students' motivational beliefs and their school achievement. Following a socio cognitive framework for studying motivation and self-regulated learning, and based on previous research, the present study aims to explore motivational beliefs and strategies of two important elements of learning: students and teachers. The following research questions were formulated: 1) What is the relationship between students’ motivational beliefs (self-efficacy expectations, achievement goals, and task value) and the strategies they use for regulation of motivation?; 2) Is strategy use determined by those personal beliefs ?; 3) What do teachers believe regarding motivational variables associated with student motivation ?; and 4) Which strategies do teachers find possible to intervene in the promotion of students' motivation? In order to answer these questions, two studies were conducted through quantitative and qualitative methodologies with students and teachers of 3rth Cicle of Education. The first study consisted of the construction, development and validation of an assessment tool composed by two self-report scales named Self-Regulation of Motivation for Learning Scales (SRMLS). More specifically, this study included: a) the construction of two scales and the analysis of the psychometric properties of the instrument in a sample of 316 students of the 3rd cycle of education in the metropolitan region of Lisbon; b) analyses of gender and grade differences; and c) conducting a confirmatory study with 550 students from the same school years and educational area, extending the instrument development. Results indicated good reliability and validity properties of the scale distinguishing four types of beliefs - performance approach and avoidance goals, self-efficacy expectations and task value -, and four types of regulation of motivation strategies - regulation of value and learning goals, self-consequating, regulation of situational interest, and regulation of performance-avoidance goals. Self-efficacy expectations, task value and achievement goals proved to be good predictors of the use of the reported strategies. Gender and grade differences were found on motivational beliefs and motivational strategies. The second study consisted on the development and analysis of two focus group interviews with 11 teachers of 3rth Cycle of Education. The focus groups aimed to explore and to discuss teachers' beliefs about students’ motivation and strategies they consider useful to promote it. The results were examined through thematic analysis. Themes and sub-themes were identified, namely: a) facilitating motivation (e.g., centered on the student, the teacher, the family, and the school context) and not facilitating motivation (e.g., lack of intrinsic motivation, role of the cultural, and social context); and facilitating (e.g., show the usefulness of the contents and propose innovative tasks) and not facilitating strategies (e.g., public reinforcement and free themes activities) for student motivation. Globally, it can be assumed that results add information on the regulation of motivation for learning process. First, a specific instrument for the study of this process, which has been mostly investigated as part of self-regulation of learning, was developed. Such tool allows a better exploration of the relationship between beliefs and motivational strategies. Due to its innovative character, the development of the SRMLS may provide an important contribution to understand and intervene on students' motivation to learn (e.g., for the design and evaluation of interventions in school contexts). Second, by exploring teachers' beliefs about students’ motivations, this investigation helped to raise awareness of some contexts features in which regulation of motivation process happens (influencing and being influenced). On the other hand, one may consider that these studies’ findings promote the reflection on teachers' educational practices and how they can promote and interact with students' beliefs and strategies. Limitations and other implications for research and intervention are discussed.
- Implementing self-regulated strategy development for teaching argumentative writing : a multidimensional approachPublication . Malpique, Anabela de Abreu dos Santos, 1975-; Simão, Ana Margarida Veiga, 1957-
- A Lisboa dos guias turísticos ingleses e franceses no século XX : Lisboan soul, l’âme de Lisbonne : Lisboa no espelho do outroPublication . Gonçalves, Maria Estela de Moura Dantas, 1957-; Saraiva, Tiago, 1972-Este trabalho apresenta a constelação das imagens da Lisboa turística veiculadas pelos guias de viagem, de edição inglesa e francesa, ao longo do século XX. A análise centra-se na importância da difusão do conteúdo textual e do seu carácter performativo, dando destaque à “autoria”, como uma das principais componentes na fixação das imagens de singularidade urbana (turística) de Lisboa, no arco temporal do século XX. A investigação procura, através da análise àquela fonte documental, reflectir sobre a importância da dimensão simbólica na fabricação da cidade, particularmente do papel do turismo, evidenciando o lugar desta actividade recreativa na configuração dos seus símbolos identitários. Um dos âmbitos que se destacou foi o ajuste tensional entre o interesse turístico urbano demonstrado e a recriação da cidade de Lisboa, como uma cidade de “bairros” a partir dos anos 40, revelando a implicação do turismo na configuração da singularidade da cultura urbana lisboeta. A análise ao corpus de edição estrangeira acerca de Lisboa (Portugal), produzido durante o século XX, permitiu refazer a história das práticas turísticas revelando com mais detalhe as mutações ocorridas durante o século, diferenciando os diversos momentos de mutação da prática turística europeia, para além da vulgata da alteração do turismo de elites versus turismo de massa.
- Condom use among heterosexual young men : an examination of volitional and a stage-based interventionPublication . Carvalho, Telma Andreia de Sousa, 1977-; Alvarez, Maria João, 1963-Consistent condom use among sexually active individuals, particularly young adults, is of paramount importance for sexual health. The central aim of this dissertation was to identify the relevant mechanism by which key psychological antecedents affect male condom use, in addition to contributing to the design of educational interventions and evaluating their effectiveness in the promotion of this behaviour. Three on-screen studies were conducted with samples of heterosexual young men, assessed by a self-report questionnaire, and which are described in three chapters. The theoretical underpinning of the hypotheses was based on the Health Action Process Approach (Schwarzer, 2008), and on the potential of computer-delivered interventions to provide tailored health education treatment to boost condom use. The study described in Chapter 2 (N = 150) provided confirmation of the mediating role of preparatory behaviours as a volitional factor between intention and condom use within the HAPA framework. The study described in Chapter 3 (N = 203) demonstrated the contribution of preparatory behaviours, added to the set of volitional variables of the HAPA model (volitional self-efficacy, action planning and coping planning). It particularly revealed how these variables sequentially mediated the relationship between intention and condom use, serving to bridge the intention-behaviour gap, and further revealing that preparatory behaviours were the more proximal volitional predictors of condom use. Chapter 4 (N = 159) highlighted the proof that a brief computer intervention would be useful in the promotion of condom use adapted to the stages of change, envisioned by the HAPA, both for individuals with little motivation and those already intending to use condoms. The contributions support the use of psychological theories for the development of health education interventions by revealing the mechanisms involved in condom use, placing the focus on the planning-behaviour gap.
- Educar (n)a conjugalidade : variáveis psicossociais na promoção do ajustamento diádico, da qualidade relacional e do bem-estar pessoalPublication . Ramalho, Carla Susana Rodrigues da Costa, 1973-; Pinto, Alexandra Marques, 1963-; Ribeiro, Maria Teresa, 1962-The central theme in this dissertation consists of a number of psychosocial variables which have a potential impact on the personal and relational well-being of individuals in a couple relationship. Considering that a successful couple relationship is a significant component of most individuals' life plans, the main goal of this thesis was to expand the knowledge on the promotion of optimal dyadic functioning, from a proactive perspective, deeming the latter as intrinsically important, and not merely an adjunct to disturbance and rupture prevention. Considering a vast body of scientific research and literature on the effects of family stability versus family fragmentation, a growing public and private interest has emerged in other countries, particularly over the last decade, in helping couples construct and maintain strong and healthy conjugal relationships. Such is not the case in Portugal, hence, through an innovative approach, we set out to identify a set of pro-relationship processes and to enable the development of a marriage education program, as a theoretical and empirically based intervention. The conceptual perspectives of Marriage Education and Positive Psychology underlie the seven empirical studies presented herein, and the final proposal of a range of guidelines regarding proactive and preventive intervention with couples. By means of a mixed exploratory approach (document analysis, qualitative and quantitative data) and based on the perspectives of both married and cohabiting individuals, the main focus of analysis was on conjugal relationships in their first ten years, precisely those considered to be the most difficult and demanding years in love committed relationships. The results highlight several dimensions that are relevant to couples’ relational experience, which are consistent with existing research, but also innovative in some cases. Commitment, conjugal prospective coping (as a way of coping based on resourcefulness, responsibility and vision regarding the relationship), savoring strategies (as emotion regulation processes moderating the effect of positive events on positive feelings) and dyadic coping (referring to the interplay between the stress signals of one partner and the coping reactions of the other) may be deemed important dimensions within the couplehood context. As a result of this reflection on the data and literature, the marriage education program “Ties that bind us” [Nós e os laços, in the original xvi version] aims to be a useful resource in contributing to the development of stable and satisfying couple relationships.
- Societal transformation and climate change adaptation : PAR experiences in PortugalPublication . Campos, Inês; Trüninger, Mónica, 1972-; Lopes, Gil Pessanha Penha, 1981-The rationale for this thesis is based on the principle that the adaptability and resilience of societies to climate change impacts should be contemplated for those living today, as well as for future generations. This study is guided by a concept of climate change adaptation that accounts for the possibility of a sustainable transition to transformed socio-technical and social-ecological systems. It is also informed by multidisciplinary and transdisciplinary participatory action-research (PAR) experiences. PAR approaches can be instrumental for supporting collective action, simplifying complex decision-making processes; and facilitating shared common visions towards more sustainable development pathways. PAR is more likely to integrate insights from different knowledge systems, by engaging a number of researchers from diverse scientific disciplines, while attempting to respond to local needs and empirical questions. PAR may thus offer a ground for experimenting with disparate approaches to the study of transitions and transformation. The hypothesis that underlies this study suggests that, in climate change adaptation research, PAR promotes outputs that may influence more sustainable development pathways through the reflexive involvement of diverse social actors, at different scales and levels of governance. The hypothesis was depicted on the basis of three important aspects that co-evolved with the development of this thesis. First, it acknowledges the possibility for transformational adaptation. Second, its definition resulted from my experiences in conducting collaborative research within a multidisciplinary group, in the context of an EU funded research project. Third, it is also based on my own conceptual journey into different interpretations and approaches to the study of transitions and societal transformation. The thesis is structured in six chapters, and centred in four research articles. Chapter I provides a general introduction that starts with describing my personal transition, followed by the scientific context for the research developed; and ending with a description of the aims of the study and an outline of the following five chapters. Chapter II presents the results of a literature review on long-term sustainable transitions and societal transformation. The reviewed literature focused on different perspectives that have been developed over the previous decades, including the Sustainable Transitions Research Field; the Social-Ecological Systems Resilience Framework; and Social Practice Theory. Chapter III describes the methodological trajectory and presents na analytical framework that integrates the different components of the research developed. These methodological components include five research questions and three research objectives, leading up to the main hypothesis. The chapter also explains the collaborative framework under which multidisciplinary action-research case studies were implemented. Findings from the case study research experiences are described and critically discussed throughout the four papers encompassed by Chapter IV. The succeeding Chapter V presents a meta-discussion of the papers that address the thesis’ guiding questions and main hypothesis. In Chapter V, the key findings of the study are abridged. The empirical studies illustrate that PAR, co-implemented by scientists and other social actors, is playing a role in igniting adaptation processes in Portugal. PAR does serve the purpose of creating adaptation outputs, such as strategies, plans, or long-term visions for more adapted, resilient and sustainable societies. Nevertheless, the case studies do not provide any certainties of whether the momentum for adaptation will be sustained over the medium or long term. Yet, collaborations, dialogue, participation and a continuous reflexivity on how future directions are paved seem to be key features for moving forward in a new sustainability agenda that integrates and transforms the negative effects of climate change. Thus, this thesis advocates for complementarity, collaboration and the overcoming of conceptual and disciplinary frontiers in climate change adaptation research, towards a governance for transformation.
- "Viver as emoções" : planeamento e avaliação de um programa de aprendizagem sócio-emocional com dança educacionalPublication . Salgado Pereira, Nádia; Pinto, Alexandra Marques, 1963-As intervenções na área da promoção da saúde mental e do bem-estar podem desempenhar um papel decisivo no desenvolvimento positivo das crianças e dos adolescentes, nomeadamente os programas de Aprendizagem Sócio-Emocional desenvolvidos nas escolas. A presente investigação centrou-se no processo de construção, de implementação e de avaliação do programa Viver as Emoções, destinado ao desenvolvimento de competências sócio-emocionais em alunos dos 2º e 3º ciclos do ensino básico. Este é um programa universal e extra-curricular, representando uma abordagem inovadora aos programas de Aprendizagem Sócio-Emocional, ao utilizar actividades de Dança Educacional. O programa envolve conteúdos nos cinco principais domínios da Aprendizagem Sócio-Emocional: auto-conhecimento, consciência social, auto-regulação, competências relacionais e tomada de decisão responsável. Além disso, inclui igualmente conteúdos multiculturais, com o objectivo de tornar a intervenção sensível à crescente diversidade cultural das escolas. A primeira fase da investigação envolveu o planeamento e a construção do programa. Um primeiro estudo empírico foi realizado, integrando um estudo de caso de uma escola portuguesa dos 2º e 3º ciclos do ensino básico. Este estudo inicial envolveu a realização de entrevistas a representantes escolares (N= 2) e de grupos focais (N= 22) e questionários de auto-relato (N= 21) a alunos, bem como um workshop com um grupo de alunos, o qual foi avaliado através de questionários de auto-relato (N=6). O estudo incluiu ainda a avaliação da qualidade de construção do programa por parte de um painel de especialistas (N= 3). Os resultados deste primeiro estudo indicaram (a) a existência de necessidades sócio-emocionais nos alunos nos cinco principais domínios da Aprendizagem Sócio-Emocional; (b) uma elevada receptividade dos alunos relativamente ao tipo de actividades e de conteúdos do programa; (c) uma elevada qualidade de construção do programa. A primeira fase da investigação integrou ainda outros dois estudos empíricos, relativos à análise de propriedades psicométricas de duas medidas de avaliação da eficácia do programa. Os principais resultados do segundo estudo empírico, incidindo na avaliação de uma medida no âmbito da tomada de decisão responsável, a medida de Negociação Interpessoal do Relationship Questionnaire, numa amostra de alunos dos 2º e 3º ciclos do ensino básico português (N= 197), indicaram adequadas propriedades psicométricas. Quanto ao terceiro estudo empírico, focalizado nas escalas do Mental Health Continuum - Short-Form, realizado com uma amostra de alunos do 1º ciclo do ensino básico português (N= 208) e com uma amostra de alunos dos 2º e 3º ciclos do ensino básico português (N= 216), os principais resultados sugerem que esta é uma medida adequada para avaliar o bem-estar subjectivo. A segunda fase da presente investigação consistiu na avaliação da eficácia e da qualidade de implementação do programa, mediante a realização de dois estudos empíricos. O estudo sobre a avaliação da eficácia do programa foi realizado em três escolas portuguesas com alunos dos 2º e 3º ciclos do ensino básico. O desenho da avaliação envolveu grupos de alunos que participaram no programa (N= 45) e grupos de controlo (N= 38), constituídos por alunos que participaram noutro tipo de actividades extra-curriculares, com a mesma duração e frequência que o programa. Os efeitos foram medidos com base em questionários preenchidos pelos alunos (N= 83) e pelos seus Directores de Turma, no início e no final da intervenção, para avaliar os cinco principais domínios da Aprendizagem Sócio-Emocional, o bem-estar subjectivo e o envolvimento na escolaridade. Os principais resultados deste estudo revelaram que os alunos que participaram no programa aumentaram significativamente as suas competências sócio-emocionais de auto-regulação e relacionais, comparativamente com os alunos da condição de controlo. Relativamente ao bem-estar subjectivo e ao envolvimento na escolaridade, não foram encontradas diferenças significativas entre ambos os grupos. O último estudo empírico, referente à avaliação da qualidade de implementação do programa, envolveu instrumentos de medida da receptividade dos alunos (N= 98) e da fiabilidade da implementação. Os principais resultados deste último estudo indicaram (a) uma elevada receptividade dos alunos face ao programa; (b) uma adequada fiabilidade do programa; (c) um efeito preditor da receptividade dos alunos nos efeitos do programa. Em conclusão, é possível afirmar que o programa Viver as Emoções assume relevância social e elevada validade, além de ter sido eficaz no desenvolvimento de competências sócio-emocionais de auto-regulação e relacionais e de ter revelado uma elevada receptividade por parte dos alunos. Deste modo, o programa oferece um conjunto de importantes implicações, tanto para o conhecimento científico, como para a prática psicológica em contexto escolar.
- Social and individual factors in witnesses’ confrontations of racial biasPublication . Lavado, Susana; Pereira, Cícero, 1974-; Dovidio, John F.; Vala, Jorge, 1947-Expressions of prejudice against black people and, more specifically, against black immigrants are still prevalent in Portugal and in other western countries (Dickter & Newton, 2013; Santos, Oliveira, Rosário, Kumar & Brigadeiro, 2005). When people witness expressions of prejudice against others, they can decide to confront those expressions, that is, to express dissatisfaction with the prejudiced behavior to the person responsible for that behavior (Kaiser & Miller, 2004). Confronting prejudice has important positive consequences, decreasing future expressions of prejudice from the confronted person (Czopp, Monteith & Mark, 2006) and observers’ agreement with the biased expressions (Rasinsky & Czopp, 2010). The positive consequences of confrontation occur especially when the confronter is not the target of the prejudiced behavior (Gulker, Mark & Monteith, 2013). In the current thesis, we present a research project investigating social and individual factors influencing witnesses’ confrontations of bias. In seven studies, we approached the topic from three main perspectives: (a) the social norms regarding witnesses’ responses to bias; (b) observers’ attitudes regarding witnesses’ responses to bias; and (c) witnesses’ actual confrontational behavior. We showed that social factors emerging from the relationship between the person expressing bias and the witness of the biased remark influence norms and attitudes toward confrontational behaviors and witnesses’ actual responses to bias. More specifically, the results of the first empirical chapter suggest that when the person expressing bias has high power over the potential confronter, observers’ attitudes toward confrontational behaviors are less favorable; in the second empirical chapter, results suggest that witnesses tend to confront an ingroup member who expresses bias less strongly than an outgroup member who expresses bias; and in the final empirical chapter, we showed that it is more normative to confront a close person than a stranger. However, individual differences in egalitarian values and standards moderated the effects of these social factors in attitudes toward confrontations of bias and confrontational behaviors. People who have strong egalitarian values and standards have positive attitudes toward confrontation and confront expressions of bias even in unfavorable social conditions. With the present thesis, we contributed to the current knowledge about witnesses’ confrontations of bias, an interpersonal process that may fundamentally help reducing of public expressions of prejudice.
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