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- Burnout e intenção de desistir do curso: o efeito moderador do envolvimento académicoPublication . Maroco, J. P.; Assunção, Hugo
- Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?Publication . Maroco, João Paulo; Assunção, Hugo; Harju-Luukkainen, Heidi; Lin, Su-Wei; Sit, Pou-seong; Cheung, Kwok-cheung; Maloa, Benvindo; Stepanovic Ilic, Ivana; Smith, Thomas; Alvares Duarte Bonini Campos, JulianaIn this study we modelled possible causes and consequences of student burnout and engagement on academic efficacy and dropout intention in university students. Further we asked, can student engagement protect against the effects of burnout? In total 4,061 university students from Portugal, Brazil, Mozambique, the United Kingdom, the United States of America, Finland, Serbia, and Macao SAR, Taiwan participated in this study. With the data collected we analyzed the influence of Social Support, Coping Strategies, and school/course related variables on student engagement and burnout using structural equation modeling. We also analyzed the effect of student engagement, student burnout, and their interaction, on Academic Performance and Dropout Intention. We found that both student engagement and burnout are good predictors of subjective academic performance and dropout intention. However, student burnout suppresses the effect of student engagement on these variables. This result has strong implications for practitioners and administrators. To prevent student dropout, it is not enough to promote student engagement-additionally, and importantly, levels of student burnout must be kept low. Other variables such as social support and coping strategies are also relevant predictors of student engagement and burnout and should be considered when implementing preventive actions, self-help and guided intervention programs for college students.
- Envolvimento e burnout no ensino superior em PortugalPublication . Maroco, João; Assunção, Hugo
- Qualidades psicométricas do inventário de envolvimento académico (USEI) em estudantesPublication . Assunção, Hugo; Maroco, João
- Generation and testing of emergent traits in composite professional stereotypesPublication . Benrós, Miguel F.; Vaz, André R.; Assunção, Hugo; Correia dos Santos, Ana Sofia; Palma, Tomás; Garcia-Marques, LeonelAbstract: In daily interactions, we frequently meet people that belong to multiple categories, sometimes with conflicting stereotypical implications. Studies show that, when generating attributes for composite stereotypes, novel emergent attributes are created, derived from the constituent categories, but also from real world knowledge (e.g., Hastie, Schroeder, & Weber, 1990; Kunda, Miller, & Claire, 1990). In this work, in a similar vein as the work by Kunda and collaborators (1990), we test composite professional categories, and their simple constituents, in a Portuguese sample. To our knowledge, there is no evidence that, in Portuguese language, composite categories are able to generate emergent properties. We empirically explore the kind of content that is generated, and how the conflict between constituents is solved. In Experiment 1, participants described 24 pairs of composite categories and each constituent. In Experiment 2, we refined the identification of emergent attributes by asking participants to evaluate each previously generated attribute on a rating scale, for each category, constituent or composite, in a between-subject design. Results provide evidence that emergent attributes were generated and revealed a different mean rating in the composite categories that were not in their constituents. We discuss their contribution for future research delving into what kind of processes are at the basis of the creation of composite stereotypes, as well as what is the nature of its mental representation, how stable composite stereotypes are, and how consensual are they, given different possibilities in conflict resolution modes and models (e.g., Hastie et al., 1990; Kunda et al., 1990).