Browsing by Issue Date, starting with "2023-12"
Now showing 1 - 10 of 105
Results Per Page
Sort Options
- Mediators of the relationship between perceived social loafing and team performance among university student teamsPublication . Pham, Thu HangAbstract: Perceived social loafing has been found to be negatively related to team performance. However, far too little attention has been paid to the underlying mechanism of this association. The purpose of the present study is to investigate not only the direct relationship between perceived social loafing and team performance but also the indirect relationship between these two variables via mediating roles of the sucker effect/social compensation and social loafer’s continuous social loafing. A questionnaire survey was conducted with 360 students of a public university in Vietnam in 2021. The current study confirmed the previous finding that perceived social loafing could negatively influence team performance. The most striking result to emerge from the data was that the sucker effect had no correlation with any other variables while social compensation and social loafer’s continuous social loafing were two serial mediators in the relationship between perceived social loafing and team performance. Specifically, when students perceived that their teammates engaged in social loafing, they exerted more effort to compensate for the social loafers, this way of reaction made the social loafers continue putting forth less effort and, in consequence, the overall team performance was low.
- Developmental predictors of mathematics achievement at the end of Year 1Publication . Martins, Sara; Araújo, Carolina A.; Fonseca, Marisa; Baptista, Joana; Martins, CarlaAbstract: This study examined the predictive role of child cognitive, social, emotional, and behavioural dimensions assessed at the age of 4½, as well as of the traditional variables related to academic school readiness before the entry to primary school, on mathematics achievement at the end of Year 1. A sample of 58 Portuguese children and their parents participated in this longitudinal study. Initial correlations indicated significant associations between child intelligence quotient (IQ), inhibitory control, set-shifting, dysregulation profile, academic school readiness, and their subsequent performance in mathematics. A hierarchical regression analysis showed that inhibitory control at 4½ years significantly predicted mathematics achievement at the end of Year 1 over and above the effect of academic school readiness before entering primary school. These results add to the existing literature by highlighting the impact of child executive functioning assessed during the preschool years on subsequent mathematics performance in early school years.
- I Jornadas Trans da IA - Identidade e Afetos, AssociaçãoPublication . Vila-Real, Ângela; Perpétuo, CatarinaDa colaboração entre a IA-Identidades e Afetos, Associação e a APPsyCI resultou primeiro a organização das Jornadas Trans, e, a partir deste evento, um conjunto de trabalhos que agora temos o prazer de divulgar. O nosso objetivo, tanto mais que foi o primeiro evento realizado entre nós sobre o tema, nunca foi o de apresentar um pensamento fechado, mas antes o de abordar o género, quer do ponto de vista conceptual, quer do ponto de vista clínico, após as nossas experiências e questionamentos diversos, atravessados pelo atual momento cultural e certamente em transição. O género não assiste apenas à realidade trans; é uma experiência vivida, mais ou menos conscientemente, por cada uma e qualquer pessoa, nas suas vivências individuais e de relação. Pode, portanto, ser mais ou menos definido, mais ou menos relevante, mais ou menos transitório. Pode variar com a idade ou a época da vida. Para aqueles que, para além de vivenciarem a sua própria experiência de género, também se confrontam na clínica com as experiências, vivências, dúvidas e dores de outrem, torna-se imperioso pensar as questões ligadas ao género, com que nos confrontamos e com que nos confrontamos em situação clínica. Os trabalhos que encontrarão têm perspetivas muito diferentes entre si e têm a sua origem em experiências e em disciplinas distintas. Procurámos essa diversidade mesmo quando discordamos da perspetiva dos autores, pois diferentes perspetivas resultam em novos estímulos e reposicionamentos.
- Teatro Playback Psicoterapêutico : Manual de ImplementaçãoPublication . Lima, Margarida Pedroso de; Gonzalez, António-José; Preto, Luís FrancoDo encontro entre o Teatro de improvisação a partir de uma história pessoal (Teatro Playback) e os processos terapêuticos em grupo de orientação psicanalítica, nasce o Teatro Playback Psicoterapêutico (TPP). Surge, depois de décadas de maturação, na obra seminal - An Introduction to Psychotherapeutic Playback Theatre (Kowalsky et al., 2022). Este é o primeiro Manual sobre esta psicoterapia de grupo inovadora, que casa de forma magistral o poder do grupo, o poder do teatro e o poder das histórias. Pretende ser um guia e uma operacionalização das principais técnicas, fases e procedimentos do TPP, a serem usadas de forma flexível em função das necessidades e do contexto. As terapias manualizadas têm permitido uma melhoria nas orientações para a aplicação de determinados procedimentos psicoterapêuticos, ao mesmo tempo que promovem um aumento crescente da investigação numa determinada área. O desenvolvimento do presente manual seguiu o modelo de estádios de Carroll & Nuro (2002), sendo, de acordo com estes autores, um manual de “estádio I”, com o objetivo de testar um determinado procedimento terapêutico, neste caso o TPP. Por conseguinte, os objetivos e intenções deste manual consistem em apresentar as linhas diretrizes do Teatro Playback Psicoterapêutico, embora tal não substitua a formação prática e experiencial, nem tão pouco a mais-valia da supervisão. Este manual foi elaborado para psicoterapeutas de grupo (profissionais de saúde mental) que desejem adquirir uma base sólida em TPP.
- Psychometric properties of the Child Problematic Traits Inventory in Portuguese childrenPublication . Barroso, Ricardo; Azevedo, Rita; Costa, RaquelAbstract: The Child Problematic Traits Inventory (CPTI) is a teacher-reported instrument to assess psychopathic personality traits in 3 to 6-year-old children (M=4.78, SD=.60). This is the first study to test the reliability and validity of this instrument within a Portuguese sample of 264 children aged between 3 to 6 years (43.2% female). Cronbach alpha values greater than .80 were observed for all CPTI scale scores. Regarding the criterion validity, CPTI total and its three dimensions were significantly correlated with an alternative measure of impulsiveness. The CPTI items loaded differently on the three theoretically proposed factors: (1) Interpersonal/Grandiose-Deceitful, (2) Affective/Callous-Unemotional, and (3) Behavioral/Impulsive-Need for Stimulation. The Total CPTI and the three dimensions of CPTI were significantly correlated with the alternative measure of Impulsiveness – CBQ Impulsivity subscale (r=.37Total; .29Interpersonal; .26Affective; .45Behavioral). In conclusion, our findings suggest that the CPTI is a psychometrically sound measure to assess psychopathic personality traits in a sample of community-residing Portuguese children.
- Psychometric properties of the Angolan version of the Reflective Functioning Questionnaire – 8 (RFQ-8) : an exploratory studyPublication . Martins, Karina; Benedito, Luís; Farate, Carlos; Daniel, Fernanda; Vicente, Henrique Manuel TestaAbstract: The Reflective Functioning Questionnaire (RFQ-8) is a brief self-report psychometric instrument designed to assess an individual’s reflective functioning abilities. This study aimed to examine the psychometric properties of the Angolan version of the RFQ-8, namely, to assess its factor structure and to examine its correlations with related constructs and clinical variables in a sample of the general population of Angola. A cross-sectional study was conducted with 132 participants (aged ≥18 years) with Angolan residency and nationality, recruited through non-probability, convenience and snowball sampling procedures. The online research protocol included a Portuguese translation of the RFQ-8 and a battery of self- report measures (Brief Symptom Inventory; Adult Attachment Scale – Revised; Beck Cognitive Insight Scale). Consistent with previous research, results supported a two-factor structure for the RFQ-8 (assessing certainty and uncertainty about mental states; RFQc and RFQu subscales) with satisfactory internal consistency. RFQ-8 scores also showed significant correlations to psychopathological symptoms, suggesting a close relation between uncertainty about mental states and clinical problems, consistent with the mentalization framework; statistically significant relationships with different attachment patterns that support mentalization’s developmental schema; significant correlations with cognitive insight, a construct closely related to reflective functioning. Even though the RFQ-8 was designed to assess two impairments in reflective functioning (hypermentalization and hypomentalization), it seems that only hypomentalization is adequately addressed by this instrument. Further research is thus needed to analyze the probable unidimensionality of the RFQ-8 and the viability of different scoring procedures. In conclusion, this study offers preliminary evidence on the reliability and validity of the Angolan version of this scale. Besides its usefulness in clinical assessment, it could also contribute to developing research on mentalization and the efficacy of psychotherapeutic interventions, including patients’ responses to mentalization-based treatments.
- The relationships between empathy and social behaviours in middle childhoodPublication . Pires, Eva; Fernandes, M.; Fernandes, C.; Verissimo, ManuelaAbstract: Concern for others’ welfare is part of normative development. However, some children respond to others’ distress with concern and helpful approaches, while others respond with suspicion, hostility, indifference. Although the literature around empathy has increased over the years, there isn’t a consensus over its associations with prosociality and internalizing or externalizing problems. A sample of 199 children (50.8% girls) between 10 and 15 years (M=12.05; SD=0.98), reported on their empathy and social behaviours using the QACE – Questionnaire to Assess Affective and Cognitive Empathy (Zoll & Enz, 2010) and the SDQ – Strengths and Difficulties Questionnaire (Goodman, 1997) respectively. Our results indicate that girls were more prosocial and empathic, but also presented higher levels of internalizing problems, compared to boys. Affective but not cognitive empathy was related with internalizing problems. Cognitive empathy was significantly related with prosocial behaviour. No significant relations between empathy and externalizing behaviours were found.
- Building stronger academic communities through critical thinking: Linking ACRL framework to AIPublication . Lopes, Carlos; Antunes, Maria Da Luz; Sanches, TatianaThe Framework for Information Literacy for Higher Education (ACRL) is a reference document that has served as a reflective guide for the pedagogical practices carried out by academic librarians. The present study proposes looking at each of the six conceptual frames recommended by this guiding document, observing the pedagogical opportunities brought by artificial intelligence (AI), namely chatGPT, for their teaching. Based on a literature review on the characteristics and functionalities of chatGPT, as well as its opportunities and risks presented in an international context, it is proposed to apply it in personalized academic tasks, suggesting the adoption of pedagogical experiences. This should be combined with the stimulation of critical thinking, reflecting on the opportunity to teach information skills in higher education libraries to promote knowledge and practical application of this communication tool. Thus, for each conceptual frame, examples and situated learning strategies are listed, which can contribute to acquiring essential instruments and structures of the mechanisms necessary for information skills. Regarding specifically understanding the usefulness and suitability of AI, it is important to work on the ability to extract relevant information from artificially written texts, knowing how to ask the right questions, so that it becomes a powerful instrument for obtaining and processing information, transversal learning and social insertion and is not reduced to mere superficial school learning, but reveals its potential in contexts of search, analysis and production of academic information. The main objective of this work is to make a creative and innovative contribution to the practical and situated application of the ACRL Framework in the context of generative AI, exploring the features of chatGPT to explain the concepts, dispositions, and practices recommended for teaching Information Literacy.
- Depression and the susceptibility to anchoring biasPublication . Silva, Diogo; Garcia-Marques, TeresaAbstract: Are depressive individuals more susceptible to anchoring effects? Does this susceptibility depend upon the affective nature of the event? Does individuals’ tendency to ruminative thinking have a role in these effects? We approach these questions by having participants (N=146) in a study perform an anchoring task (see Mussweiler & Strack, 2001) with neutral, negative, and depressive events, and subsequently indicate their level of depressive symptoms, via the Patient Health Questionnaire and levels of rumination via the Ruminative Response Scale. Results show anchoring effects to be stronger for neutral events than negative or depressive events. Both depression and rumination interfere positively with anchoring in such that the higher the levels of depression and rumination the higher the susceptibility to anchors. Both effects were shown to occur independently and not to be reliably moderated by the neutral, negative, or depressive nature of the events.
- A Diferenciação Pedagógica - Implementação de Estratégias para a superação de BarreirasPublication . Canha, Inês Jorge; Gaitas, Sérgio Miguel ProtásioO presente relatório surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, articulado com a Unidade Curricular de Prática de Ensino Supervisionada em 1.º Ciclo do Ensino Básico. O estágio foi desenvolvido numa Instituição Privada e Internacional, mais especificamente numa turma do 3.º ano de escolaridade, com dezasseis alunos, sendo sete do sexo masculino e nove do sexo feminino. A turma conta com duas professoras titulares, sendo que ambas se regem pelo Modelo do Movimento Escola Moderna, Montessori e Pedagogia Positiva, cada uma leciona uma área curricular distinta. Conheceu-se que estratégias de diferenciação pedagógica foram aplicadas, tendo-se verificado que em Tempo de Estudo Autónomo os alunos mostraram uma grande capacidade de autonomia nas suas aprendizagens, enquanto nas restantes unidades curriculares Português e Matemática, as professoras mostraram ter certas dificuldades na implementação de estratégias. Desta forma, surgiu o interesse de perceber que dificuldades sentiram, o porquê e que estratégias podiam ser implementadas para responder a essas mesmas dificuldades. A metodologia utilizada foi de natureza qualitativa, recorrendo a instrumentos de investigação desenvolvidos ao longo deste relatório que se centraram numa observação naturalista e realização de duas entrevistas. A informação recolhida, bem como a sua análise permitiram conhecer melhor as estratégias que as professoras implementaram bem como as suas intencionalidades e as barreiras sentidas, podendo assim desenvolver outras estratégias que ajudem na superação dessas barreiras.