APPsyCI - Applied Psychology Research Center Capabilities & Inclusion
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Percorrer APPsyCI - Applied Psychology Research Center Capabilities & Inclusion por Domínios Científicos e Tecnológicos (FOS) "Ciências Sociais::Ciências da Educação"
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- Adapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher educationPublication . Campos, Mafalda; Peixoto, Francisco; Bártolo-Ribeiro, Rui; Almeida, Leandro S.; Peixoto, Francisco; Almeida, LeandroTransition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations.
- Adolescent deliberate Self-Harm: Predictors of family and personal riskPublication . Candeias, Maria de Jesus Canelas; Gouveia-Pereira, Maria; Candeias, Marisa de JesusDeliberate self-harm in adolescents is a significant public health problem, associated with a range of psychiatric comor bidities, and with serious consequences for the individual and their family. This study aimed to examine the impact of demographic (gender and age), interpersonal (family functioning) and intrapersonal (borderline personality disorder, sui cidal ideation and impulsivity) factors on deliberate self-harm. Method: A cross-sectional study was employed to collect data from 744 secondary school-based adolescents. The data were collected using valid self-report measures, specifically the Family Adaptability and Cohesion Evaluation Scale IV, the Borderline Personality Features Scale for Children, the Suicidal Ideation Questionnaire, the Inventory of Deliberate Self-Harm Behaviours and the Barrat Impulsivity Scale. Hierarchical multiple linear regression was employed for data analysis. Results: The results showed that gender, age and family functioning, were significant in dependent predictors of deliberate self-harm. However, when intrapersonal factors such as borderline personality disorder and suicidal ideation were included in the equation model, the effect was reduced. Among these factors, suicidal ideation emerged as the most significant predictor, followed by borderline personality disorder, whereas impulsivity was not an effective direct predictor. Conclusions: Findings suggest that intrapersonal fac tors, particularly suicidal ideation and borderline personality disorder, have a stronger effect on deliberate self-harm than demographic and interpersonal factors. This highlights the fundamental need for prevention and intervention strategies that integrate mental health treatment and family support. These findings have significant implications for clinical practice and provide a robust foundation for future research on effective interventions for at-risk adolescents.
- Be careful: Projeto de literacia no combate à desinformação no ensino superiorPublication . Lopes, Carlos; Antunes, Maria Luz; Sanches, TatianaO projeto BE CAREFUL! assenta numa relação de confiança e parceria entre as bibliotecas, os seus profissionais, estudantes e investigadores. O objetivo é combater a dimensão académica e científica do fenómeno da desinformação e garantir a integridade académica, desenvolvendo melhores e mais apuradas competências para o estudo, investigação, publicação e divulgação do conhecimento científico. Para tal, serão traduzidos e adaptados instrumentos e ferramentas que melhorem a qualidade do trabalho académico através do reforço de critérios baseados na literacia da informação, quer na seleção da credibilidade das fontes, quer na aferição de critérios de qualidade das publicações científicas, quer na prevenção do plágio e de outras práticas académicas ilícitas.
- Colaboração de bibliotecários em equipas de investigação em saúdePublication . Antunes, Maria Luz; Lopes, Carlos; Borges, Maria ManuelIntrodução: O bibliotecário tem adotado estratégias que refletem a sua relevância profissional, podendo incorporar os seus conhecimentos na investigação. A colaboração em projetos de investigação em saúde, académicos ou clínicos, é um objetivo em desenvolvimento. Objetivos: Identificar a perceção das competências dos bibliotecários sobre a sua colaboração em equipas de investigação em saúde (EIS); identificar as perceções dos investigadores sobre as competências dos bibliotecários enquanto colaboradores em EIS; identificar as competências que os bibliotecários devem possuir para colaborar com as EIS; redigir um conjunto de recomendações e/ou orientações para a formação de bibliotecários tendo em vista a colaboração com EIS. Métodos: Metodologia mista. A abordagem quantitativa assenta num questionário sobre perceções de competências para uma amostra de investigadores e bibliotecários sobre a colaboração com equipas de investigação em saúde. A abordagem qualitativa assenta numa entrevista semiestruturada sobre perceções de competências e perspetivas do contributo do bibliotecário, realizada junto de bibliotecários da saúde e de uma amostra seletiva de investigadores em saúde. Resultados: A perceção dos participantes no estudo aponta para um conjunto de competências superiormente valorizado pelos investigadores e que o bibliotecário domina: 1) competências que se inserem no chamado core da profissão (seleção de recursos de informação, pesquisa de informação, citar e referenciar, identificação de revistas e editoras predadoras, etc.); 2) competências que o bibliotecário domina, mas que adquiriu em contexto profissional (filtro dos resultados de pesquisa, migração de dados, etc.). Os resultados do estudo permitiram a redação das recomendações para a renovação de competências a integrar na formação do bibliotecário da saúde. Conclusões: Ficou demonstrada a existência de uma interação permanente de competências entre o bibliotecário e os investigadores, que o resultado da colaboração integra um diálogo assente no equilíbrio entre áreas do conhecimento e saberes.
- Overcoming barriers: Trajectories for a school environment that promotes the participation of adolescents with chronic conditionsPublication . Cerqueira, Ana; Guedes, Fábio Botelho; Gaspar, Tania; Godeau, Emmanuelle; Simões, Celeste; Gaspar de Matos, MargaridaThe characteristics of the school environment can influence students’ participation. Therefore, exploring the existing barriers to school participation and academic success of students with chronic conditions (CCs) is essential since they are a population at an increased risk for impairments and difficulties in these areas. This specific study aimed to explore the personal and school-environment variables associated with the school participation of students with CCs. Additionally, it aimed to analyze the differences between (1) male and female adolescents concerning the impact of CCs on school participation and the personal and school-environment variables; and (2) adolescents with and without school participation affected by the existing CCs regarding personal and school-environment variables. This work included 1442 adolescents with CCs, 56.3% female (n = 769), with a mean age of 15.17 years (SD = 2.33), participating in the Health Behavior in School-Aged Children (HBSC) 2022 study. The results showed that girls and students with school participation affected by CCs are at greater risk regarding the personal and school-environment variables under study. In the multivariable logistic regression analysis of the association between these variables and the school participation of students with CCs, a greater weight of personal variables was observed, followed by those of the school environment related to interpersonal relationships and, finally, the physical environment and safety-at-school variables. The study highlights the relevance of considering the existing barriers to school participation and academic success of students with CCs. The results also underline the importance of aligning the intervention of health and education professionals and policymakers. All of these professionals must make a joint effort to overcome existing barriers in the school context and move towards an increasingly balanced environment that promotes and protects the equal participation of all students.