FP - Ciência Vitae
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- Contributos para a Validação do Questionário de Busca Autodirigida (Versão Brasileira do SDS- Self-Directed Search) em Estudantes Cabo-VerdianosPublication . Barros, AlexandraO presente trabalho analisa indicadores de precisão e de validade da versão brasileira do Self-Directed Search (SDS) de John Holland ou Questionário de Busca Autodirigida (Primi, Mansão, Muniz, & Nunes, 2010) numa amostra de estudantes universitários cabo-verdianos. Partindo da teoria dos interesses e das escolhas vocacionais de Holland (1973, 1985, 1997) a presente investigação pretende caracterizar as propriedades metrológicas da prova com esta população. A amostra é constituída por 235 estudantes universitários da Cidade da Praia, Ilha de Santiago em Cabo Verde: 144 do sexo feminino (61.3%) e 91 do sexo masculino (38.7%), com idades entre os 18 e os 29 anos. Os resultados confirmam as adequadas características psicométricas do instrumento e contribuem para a validação do modelo RIASEC (Holland, 1973, 1985, 1997).
- Examining User Preferences based on Personality Factors in Graphical User Interface DesignPublication . Alves, Tomás; Gonçalves, Daniel; Gama, Sandra; Henriques-Calado, JoanaIndividual differences play a major role in human-computer interaction. In particular, personality shapes how we process and act on the world, and how users perceive and accept technology. Nevertheless, there is limited evidence on the effect of different personality types in graphical user interface design preferences. Weighting how personality affects perception, we leverage in-depth synergies between personality variables and design preferences for graphical user interface elements to study whether it is possible to formulate a novel set of design guidelines that allow the creation of user interfaces customized to psychological variables. A clustering approach of the subjects (N=65) yielded three different personality profiles based on the personality variables of the Five-Factor Model. Then, an association rules algorithm produced a set of rules from which we created a set of design guidelines. We discuss the study implications and future work opportunities.
- Perceptions of university teachers about teaching and the quality of pedagogy in higher education: A study in PortugalPublication . Veiga Simão, Ana; Flores, M. A.; Barros, Alexandra; Fernandes, Sandra; Mesquita, DianaThis paper draws upon a broader piece of research aiming at investigating the perceptions of university teachers about the quality of pedagogy in higher education and their professional development. Data were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far as their teaching activity is concerned. However, those who revealed greater satisfaction with teaching valued more the quality of pedagogy in general. Also, those who feel good in relation to teaching value more the principles of interaction, democratization and negotiation with the students. Implications of the findings are discussed.
- Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher educationPublication . Flores, M. A.; Veiga Simão, Ana; Barros, Alexandra; Pereira, DianaThis paper draws upon a broader piece of research aimed at investigating assessment in higher education. It focuses upon the perceptions of undergraduates about issues of effectiveness, fairness and feedback, particularly in regard to the so-called learner-centred methods. In total, 378 undergraduate students participated in the study at the University of Minho (254) and at the University of Lisbon (124). Data were collected through questionnaires. Findings suggest that the most frequent assessment methods are written tests, oral presentations in group and project work. Participants who are assessed by methods which require their active involvement view assessment as a fairer and more effective process than students who are assessed by more traditional methods such as examinations and written tests. However, the idea of conflict in assessment emerged as a key distinctive feature associated with learner-centred assessment methods such as project work and portfolios. Implications of the findings for developing learner-centred methods in higher education are discussed.
- Self-worth, scholastic competence and approaches to learning in university studentsPublication . Barros, Alexandra; Duarte, AntónioThis study seeks to analyse the relationships between students’ self-worth, perception of scholastic competence, approaches to learning and academic achievement, with a sample of 224 college students. Self-worth and perceived scholastic competence are evaluated through Self-Perception Profile for College Students: SPPCS and Student’s Approaches to Learning through the 2nd version of Inventory of Learning Processes for University Students: IPA-u. Data are subjected to Pearson correlations and a path model, using structural equation modelling, is tested. The results reveal that global self-worth and scholastic competence are positively correlated with deep strategy and academic achievement and negatively with surface strategy. Academic achievement and the self-perception of academic competence are also positively correlated with intrinsic motivation and inversely with instrumental motivation. Nevertheless, a path analysis didn’t find any mediation effects and only reveals significant path relations between self-worth and the perception of scholastic competence and of this perception and a deep approach to learning.
- School and family ecosystem: Incentives and barriers to school-family communicationPublication . Guedes, F. B.; Cerqueira, Ana; Marques-Pinto, A.; Branco, Amélia; Galvão, Cecília; Sousa, Joana; Goulão, Luis F.; Bronze, Rosário; Viegas, Wanda; Gaspar, Tânia; Moreno, Carmen; Matos, Margarida Gaspar deThe aim of the study was to explore the factors and barriers related to the incentive and opportunity of school–family communication. This work is part of the HOUSE-Colégio F3 Project, ULisbon, which included 1,143 first-year university students from the University of Lisbon, with average age of 19.61 ± 3.96 years. The young people who had better communication with their parents, greater family support and better family relationship were the ones who reported greater incentives for school–family communication. School–family communication and relationship were associated with the incentives for school–family communication and greater parental monitoring. These results align with the literature stating that parents' communication and presence in all areas of young people's lives, including the school context, foster better social and family relationships and academic results. This result should not be read as a call for non-autonomy. Instead, it highlights that monitoring and supporting family presence promotes that autonomy.
- Patterns of Psychological Responses among the Public during the Early Phase of COVID-19: A Cross-Regional AnalysisPublication . Chong, Yuen Yu; CHIEN, Wai Tong; Cheng, Ho Yu; Lamnisos, Demetris; Lubenko, Jelena; Presti, Giovambattista; Squatrito, Valeria; Constantinou, Marios; Nicolaou, Christiana; Papacostas, Savvas; Aydın, Gökçen; Ruiz, Francisco J.; Garcia-Martin, Maria B.; Obando-Posada, Diana P.; Segura-Vargas, Miguel A.; Vasiliou, Vasilis S.; McHugh, Louise Anita; Höfer, Stefan; Baban, Adriana; Kassianos, Angelos P.This study aimed to compare the mediation of psychological flexibility, prosociality and coping in the impacts of illness perceptions toward COVID-19 on mental health among seven regions. Convenience sampled online survey was conducted between April and June 2020 from 9130 citizens in 21 countries. Illness perceptions toward COVID-19, psychological flexibility, prosociality, coping and mental health, socio-demographics, lockdown-related variables and COVID-19 status were assessed. Results showed that psychological flexibility was the only significant mediator in the relationship between illness perceptions toward COVID-19 and mental health across all regions (all ps = 0.001–0.021). Seeking social support was the significant mediator across subgroups (all ps range = <0.001–0.005) except from the Hong Kong sample (p = 0.06) and the North and South American sample (p = 0.53). No mediation was found for problem-solving (except from the Northern European sample, p = 0.009). Prosociality was the significant mediator in the Hong Kong sample (p = 0.016) and the Eastern European sample (p = 0.008). These findings indicate that fostering psychological flexibility may help to mitigate the adverse mental impacts of COVID-19 across regions. Roles of seeking social support, problem-solving and prosociality vary across regions.
- Better off together: A cluster analysis of self-leadership and its relationship to individual innovation in hospital nursesPublication . Gomes, Catarina; Curral, Luis; Caetano, António; Marques-Quinteiro, PedroSelf-leadership is designed to influence positive outcomes like individuals’ innovative capacity in the workplace. Nevertheless, research on the relationship between self-leadership and individual innovation has failed to determine which self-leadership strategies contribute to innovation. Thus, this study aims to: explore the existence of different profiles of self-leadershipstrategies in hospital nurses and, test if these different profiles have different effects on individuals’ ability to be innovative. 288 nurses participated in this study. Firstly, data was analysed using Cluster analysis. Secondly, to verify the significance of the association between self-leadership clusters and individual innovation chi-square tests were conducted and the adjusted residuals were considered. Results revealed the existence of 3 different clusters of self-leadership, and that individual innovation is more frequent when all self-leadership strategies are used. The findings suggest that self-leadership strategies vary between individuals and that they all should be fostered in order to promote individual innovation.
- The Economic Well-Being of Nations is Associated with Positive Daily Situational ExperiencesPublication . Gardiner, Gwendolyn; Lee, Daniel I.; Baranski, Erica; Funder, David C.; Beramendi, Maite; Bastian, Brock; Neubauer, Aljoscha; Henriques-Calado, JoanaPeople in economically advantaged nations tend to evaluate their life as more positive overall and report greater well-being than people in less advantaged nations. But how does positivity manifest in the daily life experiences of individuals around the world? The present study asked 15,244 college students from 62 nations, in 42 languages, to describe a situation they experienced the previous day using the Riverside Situational Q-sort (RSQ). Using expert ratings, the overall positivity of each situation was calculated for both nations and individuals. The positivity of the average situation in each nation was strongly related to the economic development of the nation as measured by the Human Development Index (HDI). For individuals’ daily experiences, the economic status of their nation also predicted the positivity of their experience, even more than their family socioeconomic status. Further analyses revealed the specific characteristics of the average situations for higher HDI nations that make their experiences more positive. Higher HDI was associated with situational experiences involving humor, socializing with others, and the potential to express emotions and fantasies. Lower HDI was associated with an increase in the presence of threats, blame, and hostility, as well as situational experiences consisting of family, religion, and money. Despite the increase in a few negative situational characteristics in lower HDI countries, the overall average experience still ranged from neutral to slightly positive, rather than negative, suggesting that greater HDI may not necessarily increase positive experiences but rather decrease negative experiences. The results illustrate how national economic status influences the lives of individuals even within a single instance of daily life, with large and powerful consequences when accumulated across individuals within each nation.
- Effectiveness and relevance of feedback in Higher EducationPublication . Pereira, Diana; Flores, M. A.; Veiga Simão, Ana; Barros, AlexandraThis paper draws upon a wider study on assessment in higher education. It focuses on students’ perceptions of the effectiveness and relevance of feedback in regard to assessment methods and selfregulation of learning. In total, 605 undergraduates participated in the study from five Portuguese public universities. Data were collected through questionnaires with open and closed-ended questions. Results revealed that feedback is perceived as more relevant, effective and in a more positive way by students who are assessed by learner-centred methods than by those assessed by traditional methods. Also, participants who are assessed by learner-centred methods or mixed methods perceived feedback as more effective in all phases of self-regulation learning than students who are assessed by traditional methods. Implications of the findings for feedback and assessment in Higher Education are discussed.