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Portuguese validation of the Internet Addiction Test: An empirical study
Publication . Pontes, Halley M.; Patrão, Ivone M.; Griffiths, Mark D.
Background and aims: Research into Internet addiction (IA) has increased greatly over the last decade. Despite its
various definitions and general lack of consensus regarding its conceptualisation amongst researchers, instruments
for measuring this phenomenon have proliferated in a number of countries. There has been little research on IA in
Portugal and this may be partly due to the absence of standardised measurement tools for assessing IA. Methods:
This study attempted to address this issue by adapting a Portuguese version of the Internet Addiction Test (IAT) via a
translation-back translation process and Confirmatory Factor Analysis in a sample of 593 Portuguese students that
completed a Portuguese version of the IAT along with questions related to socio-demographic variables. Results:
The findings suggested that the IAT appears to be a valid and reliable instrument for measuring IA among Portuguese
young adults as demonstrated by its satisfactory psychometric properties. However, the present findings also suggest
the need to reword and update some of the IAT’s items. Prevalence of IA found in the sample was 1.2% and is discussed
alongside findings relating to socio-demographic correlates. Limitations and implications of the present study
are also discussed. Conclusions: The present study calls for a reflection of the IAT while also contributing to a better
understanding of the basic aspects of IA in the Portuguese community since many health practitioners are starting to
realise that Internet use may pose a risk for some individuals.
COVID‐19 lockdown consequences on body mass index and perceived fragility related to physical activity: A worldwide cohort study
Publication . Urzeala, Constanta; Duclos, Martine; Ugbolue, Ukadike Chris; Bota, Aura; Berthon, Mickael; Kulik, Keri; Thivel, David; Bagheri, Reza; Gu, Yaodong; Baker, Julien S.; Andant, Nicolas; Pereira, Bruno; Rouffiac, Karine; Clinchamps, Maëlys; FDutheil, Frédéric
Abstract: Background This paper is a follow‐up study continuing the COVISTRESS network previous research regarding health‐related determinants. Objective: The aim was to identify the main consequences of COVID‐19 lockdown on Body Mass Index and Perceived Fragility, related to Physical Activity (PA), for different categories of populations, worldwide.The study design included an online survey, during the first wave of COVID‐19 lockdown, across different world regions. Setting and participants The research was carried out on 10 121 participants from 67 countries. The recruitment of participants was achieved using snowball sampling techniques via social networks, with no exclusion criteria other than social media access. Main outcome measures Body Mass Physical Activity, Perceived Fragility and risk of getting infected items were analysed. SPSS software, v20, was used. Significance was set at Results:Body Mass Index significantly increased during lockdown. For youth and young adults (18‐35 years), decreased by 31.25%, for adults (36‐65 years) by 26.05% and for the elderly (over 65 years) by 30.27%. There was a high level of Perceived Fragility and risk of getting infected for female participants and the elderly. Correlations between BMI, Perceived Fragility and were identified. Discussion and Conclusions The research results extend and confirm evidence that the elderly are more likely to be at risk, by experiencing weight gain, physical inactivity and enhanced Perceived Fragility. As a consequence, populations need to counteract the constraints imposed by the lockdown by being physically active.
Language of flourishing: Wellbeing literacy for motivation and emotion in higher education.
Publication . Vital, Ana Paula; Lopes, Carlos; Moniz, Maria João Vargas; Antunes, Maria Luz; International Conference on Motivation 2026
Background: Wellbeing literacy, defined as the capability to comprehend and compose wellbeing language across contexts with intentionality, has emerged as a foundational capability for sustaining wellbeing, mental health, motivation, and academic success in higher education. Drawing on Oades’ five-component capability model - vocabulary and knowledge, multimodal comprehension, multimodal composition, context sensitivity, and intentionality—wellbeing literacy is considered as a mediator between internal–external environments and students’ subjective wellbeing, resilience, and academic engagement.
Objective: This scoping review maps on how wellbeing literacy, including emergent forms such as digital wellbeing literacy and meliotropic mindsets, relates to motivation, emotion regulation, and flourishing among university students in diverse cultural and institutional settings.
Method: Following PRISMA-ScR and JBI guidelines, a three-phase literature search was conducted from 2016 to 2025 in ERIC, PsycINFO, Scopus, PubMed, Web of Science, and SciELO, complemented by grey literature sources (e.g., ProQuest, OSF, RCAAP). Eligible studies focused on higher education students and conceptual or empirical work on wellbeing literacy and related literacies.
Results: Higher wellbeing literacy consistently predicts greater life satisfaction, positive affect, and academic engagement, while relating to lower depression, anxiety, and stress. These associations are mediated by self-esteem and resilience. Evidence highlights pedagogy of belonging, multimodal communication, and salutogenic programs (e.g., laughter-based interventions) as promising contexts for cultivating relational and culturally responsive wellbeing literacy.
Conclusion: Wellbeing literacy acts as a systemic lever for proactive, capability-focused approaches to student motivation and emotion. It supports the shift from deficit-based mental health responses to a whole-university, context-sensitive “languages of flourishing.”
Inteligência Artificial Generativa no ensino superior: Perceções, crenças e desafios éticos dos estudantes de Psicologia e da Educação
Publication . Lopes, Carlos; Antunes, Maria da Luz; Sanches, Tatiana
Introdução: O impacto da Inteligência Artificial Generativa (IA-Gen) está a remodelar o ensino da psicologia e da educação. Este estudo explora as perceções de estudantes destas áreas do conhecimento sobre o uso de ferramentas de IA-Gen no apoio à aprendizagem, focando-se em três dimensões fundamentais: a) facilidade de uso e utilidade percebidas; b) personalização, interatividade e confiança; e c) inteligência percebida e intenção de adoção.
Método: Foi adotado um delineamento quantitativo descritivo e uma análise qualitativa a duas questões abertas sobre a IA, envolvendo uma amostra de 272 estudantes (84,93% do género feminino; M = idades=19,78 anos, Med=18 anos) a frequentar o primeiro ano de estudos universitários em três instituições de ensino superior portuguesas (Ispa-Instituto Universitário, Instituto de Educação da Universidade de Lisboa e FCSH da Universidade Nova de Lisboa). A amostra é predominantemente composta por estudantes das licenciaturas em Psicologia (73,2%) e Ciências da Educação (12,13%). Os participantes responderam a um questionário de 49 itens, elaborado especificamente pelos autores com base em instrumentos recentes de avaliação da adoção de IA-Gen (e.g., TAME-ChatGPT e a sua versão portuguesa da adoção do TAME-ChatGPT pela Universidade de Trás-os-Montes e Alto Douro [UTAD]).
Resultados: Os resultados revelam que a IA-Gen é considerada uma tecnologia intuitiva e benéfica, com 68,9% dos estudantes a utilizá-la pelo menos semanalmente, sendo o ChatGPT (89%) a ferramenta dominante. As funções principais centram-se na compreensão de tópicos complexos (74,4%) e síntese de conteúdos (65,1%). Contudo, embora os estudantes se classifiquem maioritariamente como utilizadores de nível intermédio (65,4%), reconhecem que a eficácia depende da capacidade de formular boas perguntas (M=4,31). Persistem reservas significativas quanto à fiabilidade da ferramenta: a necessidade de validar a informação com fontes especialistas é quase unânime (M=4,64). Adicionalmente expressam-se preocupações com a erosão do pensamento crítico (M=3,94), o risco de plágio e a falta de segurança de dados (M=2,71). No plano macrossocial destaca-se uma consciência elevada sobre o impacto ambiental negativo da tecnologia (M=3,75).
Discussão e Conclusões: Os estudantes manifestam uma postura de otimismo crítico, estando inclinados para a adoção tecnológica, mas conscientes das suas limitações éticas e cognitivas. A inteligência da IA é valorizada para funções explicativas, mas considerada inferior à dos docentes (M=2,44), sublinhando a importância da mediação humana. Estes resultados, contextualizados aos estudantes das áreas de Psicologia e Educação, ressaltam a urgência de estratégias de integração bem fundamentadas que alinhem o uso da IA-Gen com os princípios da Ciência Aberta, garantindo a transparência, a fiabilidade e o acesso livre a dados verificáveis. Diretrizes institucionais claras, o desenvolvimento profissional do corpo docente e iniciativas de formação em literacia em IA para estudantes são fundamentais para maximizar o potencial da IA-Gen e mitigar riscos como a dependência excessiva e a falta de originalidade académica.
Clarifying the conceptual map of VUCA: A systematic review
Publication . Taskan, Burcu; Junça-Silva, Ana; Caetano, António
Over the past few decades, the environment for organisations has been frequently described using the acronym VUCA: a volatile, uncertain, complex and ambiguous environment. In spite of the popularity of this acronym, it is not unusual to find some overlap concerning the meaning of those terms, as well as poor definitions of each in the literature. Consequently, the main purpose of this paper was to conduct a systematic literature review to obtain a conceptual map of the components of VUCA and their relationships and to highlight some avenues for future research.
The authors conducted a systematic review of various databases between 1999 and 2021. A total of 833 papers were identified and 26 of them met the inclusion criteria for the current study.
The subsequent analysis revealed several overlaps and relationships between the four terms. Based on this analysis, the authors propose a conceptual map that could serve as a basis for future research and practiceBecause of the exploratory nature of the study and the scarce number of empirical studies, the impact that the use of the VUCA framework has had on businesses could not be addressed.
By clarifying the different components of VUCA and specifying the relationships between them with a comprehensive conceptual map, this paper may contribute to more rigorous empirical research, as well as help managers and executives more effectively deal with turbulent environments.