24 documents found, page 1 of 3
Mind the (social and emotional competence) gap to support higher education stud...
Oliveira, S.; Maçarico, T.; Pacheco, R.; Janeiro, I.; Marques-Pinto, A.Today’s increasingly brittle, anxious, nonlinear, incomprehensible world of work calls for a socially and emotionally competent workforce. However, there is a clear gap in higher education settings regarding the assessment and promotion of students’ social and emotional competence (SEC). Our study aims to address the pressing need to evaluate and develop higher education students’ SEC by providing a tool to ass...
Perceived stress, well-being, and academic performance of university students d...
Marques-Pinto, A.; Curral, L.; Costa, M. R.; Quadros, F.; Jesus, S. N. de.; Martínez, I. M.; Roazzi, A.; Oliveira, S.Background/Objectives: The COVID-19 pandemic profoundly affected university students globally, exacerbating their already existing academic stress. This study investigates how the first COVID-19 lockdown (March–July 2020) differently impacted Portuguese, Spanish, and Brazilian university students’ perceived academic stress, personal well-being, academic engagement, and performance. Methods: An online survey col...
Bridging the gap in teacher SEL training: Designing and piloting an online SEL ...
Oliveira, S.; Cardoso, A.; Martins, M. O.; Roberto, M. S.; Veiga-Simão, A. M.; Marques-Pinto, A.This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (A+), through an exploratory sequential design. First, to ensure the relevance and applicability of the A+ , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, Mage=45.56 years, SDage=5.57). Results indicated strong interest and perceived relevance among teachers regarding SE...
School and family ecosystem: Incentives and barriers to school–family communica...
Guedes, F. B.; Cerqueira, Ana; Marques-Pinto, A.; Branco, Amélia; Galvão, Cecília; Sousa, Joana; LF, Goulao; Bronze, MR; Viegas, Wanda; Gaspar, TaniaThe 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 bett...
School and family ecosystem: Incentives and barriers to school-family communica...
Guedes, F. B.; Cerqueira, Ana; Marques-Pinto, A.; Branco, Amélia; Galvão, Cecília; Sousa, Joana; Goulão, Luis F.; Bronze, Rosário; Viegas, WandaThe 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 bett...
The role of professional calling and student cyberbullying on teachers’ present...
Ferreira, Aristides I.; Almeida, Inês Tomás Ribeiro de; Ferreira, Paula; Salgado Pereira, Nádia; Veiga Simão, Ana; Marques-Pinto, A.; Barros, AlexandraThe teaching profession has always been recognized as one that requires a greater vocational calling. However, education professionals have had to adapt to and manage phenomenons which have arisen due to more demanding work contexts that require them to participate in work, even when they are ill (presenteeism), and to a global-wide digital transformation. Such phenomenons include cyberbullying, which has proli...
Effects of a social-emotional learning intervention on social-emotional compete...
Raimundo, R.; Oliveira, S.; Roberto, M. S.; Marques-Pinto, A.This study investigated whether a social–emotional learning program, implemented over a one-year period, could lead to gains in social–emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social–emotional competencies and externalizing and internalizing...
Psychometric Assessment of the Physicians’ Job Demands and Resources Scale
Moreira, Sérgio; Oliveira, Sofia; Vala, Jorge; Costa-Lopes, Rui; Marques-Pinto, A.Job demands and resources have been consistently associated with the burnout syndrome in physicians, however the literature points to a lack of robust measures to assess these job characteristics across various medical specialties. This study aimed to develop a theoretically and empirically grounded physician-specific job demands and resources self-report measure – the Physicians’ Job Demands and Resources Scal...
It is Typical of Teenagers : When Teachers Morally Disengage from Cyberbullying
Pereira, Nádia Salgado; Ferreira, Paula; Veiga Simão, Ana; Cardoso, Andreia; Barros, Alexandra; Marques-Pinto, A.; Ferreira, Aristides I.Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of...
COVID-19 and lockdown, as lived and felt by university students
Branquinho, Cátia Sofia dos Santos; Guedes, Fábio Botelho; Cerqueira, Ana; Marques-Pinto, A.; Branco, Amélia; Galvão, Cecília; Sousa, JoanaIn the last 2 years, the COVID-19 pandemic has spread all over the world, forcing the closure of universities, among other unusual measures in recent history. (1) Background: This work is based on the study HOUSE-ULisbon, a survey carried out during the second confinement (March-May 2021) in Portugal with the collaboration of all the Faculties of the University of Lisbon (UL). The present work aims to explore g...