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- Com@Viver sem (cyber)bullying: Um guia para trabalhar com crianças e jovensPublication . Veiga Simão, Ana; Ferreira, Paula; Salgado Pereira, Nádia; Oliveira, Sofia; Francisco, Sofia; Gomes, Sónia
- Trabalhos para casa como ferramenta autorregulatória: perspetivas e implicações para as práticas educativasPublication . Veiga Simão, Ana; Duarte, Fátima; Ferreira, PaulaNeste artigo abordamos as tarefas de Trabalhos Para Casa (TPC) que desde há décadas integram as práticas educativas e centram a comunidade educativa na reflexão dos seus significados e funções no processo de ensinoaprendizagem. Pretendemos, a partir dos instrumentos construídos, identificar e analisar as conceções de TPC de alunos e professores do 1º ciclo do Ensino Básico e o seu potencial para o desenvolvimento das competências autorregulatórias nos alunos. Os resultados salientam a necessidade de repensar práticas, objetivos, funções e contributos dos TPC para o processo de ensino-aprendizagem. Evidenciam ainda, potencialidades para a promoção dos processos autorregulatórios inerentes às oportunidades para a autonomia, gestão das tarefas, tempo e recursos que a sua realização nos momentos de estudo privado permite.
- Campus climate: The role of teacher support and cultural issuesPublication . Souza, Sidclay B.; Veiga Simão, Ana; Ferreira, PaulaThe literature on campus climate has mainly focused on diversity and demographic variables within single or multiple university campuses from one country. There is a need to investigate campus climate further with regard to cultural issues and the role of teachers. This study thus proposed to examine perceived teacher support as a mediator of the relation between institutional and psychosocial variables of the campus climate of two universities from two culturally distinct countries. To achieve this goal, 980 Brazilian and Portuguese university students answered the Institutional and Psychosocial Campus Climate Inventory. Findings showed significant differences in how students from two different countries described their campus climate and how both Brazilian and Portuguese students described their institutional climate more accurately than their psychosocial climate. Moreover, results from a mediation analysis revealed that perceived teacher support mediated the relationship between students’ perceptions of the institutional readiness of their university and their sense of well-being, as well as newcomer adjustment. A moderation analysis showed that the country of origin moderated the relationship between students’ perceived teacher support and newcomer adjustment. Implications for developing a positive campus climate are discussed.
- Formar para regular as emoções em cyberbullying: um estudo com professoresPublication . Veiga Simão, Ana; Ferreira, Paula
- University students perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practicePublication . Souza, Sidclay B.; Veiga Simão, Ana; Ferreira, Aristides I.; Ferreira, PaulaThis study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psychosocial Campus Climate Inventory. Moderation analyses revealed that the relationship between being a victim and being an aggressor of cyberbullying was influenced by variables of the psychosocial campus climate and cultural aspects. Student victims from Brazil showed a significant tendency to become aggressors, independently of their level of newcomer adjustment and feelings of well-being, whereas the victims from Portugal tended to break the cycle between being a victim and being an aggressor. Implications for future research, preventive practices and university policies are discussed.
- Promover a autorregulação da aprendizagem em ambientes apoiados pela tecnologia: o registo digital do processo de aprendizagemPublication . Ferreira, Paula; Veiga Simão, Ana; Lopes da Silva, Adelina; Veiga Simão, A.M.; Santos, E.; Armando, J.; Alvarez, M.J.
- A Review of Self-regulated Learning in TELEsPublication . Veiga Simão, Ana; Duarte, Fátima; Ferreira, PaulaIn this review on SRL in technology-enhanced learning environments (TELEs), a vast research on the recent and current studies shall be presented in an attempt to clarify what SRL is and if and how TELEs can have an impact on this approach on learning. The roles of the teacher and learner in this type of learning environment shall also be presented so as to sum up the important characteristics and responsabilities of each participant. Finally, a summary of different TELEs shall be described in order to provide exemplification for the theoretical propositions that are mentioned in this review.
- Propriedades Psicométricas do TELESTUDENTS-SRL. Implicações nas percepções dos alunosPublication . Ferreira, Paula; Veiga Simão, Ana; da Silva, Adelina Lopes; Ferreira, Aristides I.; Duarte, FátimaEste estudo procura apresentar as características psicométricas do questionário TELESTUDENTS-SRL. De acordo com as dimensões obtidas na análise, pretende-se descrever as opiniões dos alunos face às dimensões relacionadas com os ambientes de aprendizagem tecnologicamente enriquecidos (AATE) e saber se o AATE promovem a auto-regulação da aprendizagem. Para além disso, pretende-se saber se os recursos tecnológicos são importantes para o desempenho e para a aprendizagem. Este estudo integrou uma amostra (N=153) de estudantes de língua inglesa que obtiveram formação prévia acerca das potencialidades dos AATE para a aquisição do inglês como segunda língua. Estudos psicométricos mostram uma estrutura factorial ancorada em seis dimensões distintas (com 66% do total da variância explicada e alfas de Cronbach superiores a 75) que avaliam fases e componentes importantes da aprendizagem auto-regulada. Tal como esperado, os resultados mostraram ausência de diferenças significativas para as variáveis de caracterização socio-demográficas estudadas. Em todas as dimensões, os estudantes revelaram que este ambiente de aprendizagem ajudou-os no processo de auto-regulação (os valores médios variam entre 3.84 e 4.17 numa escala de 0 a 5 pontos). A análise dos resultados sugere novas reflexões par o desenvolvimento do questionário.
- Automatic cyberbullying detection: A systematic reviewPublication . Rosa, Hugo; Salgado Pereira, Nádia; Ribeiro, Ricardo; Ferreira, Paula; Carvalho, Joao P.; Oliveira, Sofia; Coheur, Luisa; Paulino, Paula; Veiga Simão, Ana; Trancoso, IsabelAutomatic cyberbullying detection is a task of growing interest, particularly in the Natural Language Processing and Machine Learning communities. Not only is it challenging, but it is also a relevant need given how social networks have become a vital part of individuals' lives and how dire the consequences of cyberbullying can be, especially among adolescents. In this work, we conduct an in-depth analysis of 22 studies on automatic cyberbullying detection, complemented by an experiment to validate current practices through the analysis of two datasets. Results indicated that cyberbullying is often misrepresented in the literature, leading to inaccurate systems that would have little real-world application. Criteria concerning cyberbullying definitions and other methodological concerns seem to be often dismissed. Additionally, there is no uniformity regarding the methodology to evaluate said systems and the natural imbalance of datasets remains an issue. This paper aims to direct future research on the subject towards a viewpoint that is more coherent with the definition and representation of the phenomenon, so that future systems can have a practical and impactful application. Recommendations on future works are also made.
- Online learning, perceived difficulty and the role of feedback in COVID-19 timesPublication . Flores, M. A.; Veiga Simão, Ana; Ferreira, Paula; Pereira, Diana; Barros, Alexandra; Flores, Paulo; Fernandes, Eva Lopes; Gonçalves Costa, Luís CarlosThe closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-to-face to online teaching and learning. This paper draws on data from a broader study focusing on higher education students’ perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering self-regulation of learning, thereby helping students better adapt to online teaching and learning.