Percorrer por autor "Rebola, Fernando"
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- Inovação pedagógica no ensino superior : cenários e caminhos de transformaçãoPublication . Almeida, Leandro da Silva; Gonçalves, Susana; Ó, Jorge Ramos do; Rebola, Fernando; Soares, Sandra; Vieira, Flávia
- Inteligência emocional e educação: uma articulação possível e necessária à formação inicial de professoresPublication . Valente, Sabina; Lourenço, Abílio Afonso; Rebola, Fernando; Almeida, Leandro S.
- Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal CompliancePublication . Carvalho, Luisa; Almeida, Dora; Loures, Ana; Ferreira, Paulo; Rebola, FernandoThe relationship between education and societal development is unquestionable. Education contributes to achieving both societies’ and individuals’ social and economic goals. Quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the development of societies in other fields like health and well-being, cultural preservation, environmental sustainability, and even peace and stability—all of them also listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in education (SDG 4) varies from country to country, according to the 2023 Sustainable Development Report results. Thus, the present study aims to identify the sufficient conditions for achieving higher levels of quality education (SDG 4) globally and to analyze how these conditions vary across different world regions. Applying a fuzzy set qualitative comparative analysis and using data from the 2023 Sustainable Development Report, we focus our analysis on four SDG 4 indicators—early education, primary education, lower secondary education, and literacy rate—across 117 countries, in order to assess the conditions for attaining higher levels of quality education. The results reveal there are specific and identifiable conditions that are sufficient for achieving higher levels of quality education on a global scale, with significant regional variations. These insights contribute to understanding the complex dynamics of educational quality and could be used as guidance for policymakers and educators aiming to improve educational outcomes worldwide.
- Self-regulated learning in basic school students: The impact of time management planning and procrastinationPublication . Valente, Sabina; Afonso Lourenço, Abílio; Olímpia Paiva, Maria; Dominguez-Lara, Sergio; Oliveira, Hugo; Carvalho, Luísa; Rebola, FernandoEl aprendizaje autorregulado es crucial para el éxito académico, ya que implica la capacidad de los alumnos para planificar, gestionar su tiempo y controlar la procrastinación. Este estudio tiene como objetivo analizar la influencia de la gestión del tiempo académico y de la procrastinación en el aprendizaje autorregulado de los alumnos en el contexto portugués. En el estudio participaron un total de 690 alumnos (Medad= 12,9) de educación básica (tercer ciclo) de escuelas públicas. Se administraron cuestionarios para evaluar las percepciones sobre el aprendizaje autorregulado, la planificación de la gestión del tiempo académico y la procrastinación. Se utilizaron modelos de ecuaciones estructurales. Los principales resultados mostraron que una mejor planificación de la gestión del tiempo académico se correlaciona con una mejora del aprendizaje autorregulado. A su vez, la procrastinación se asocia con una menor capacidad de aprendizaje autorregulado. Los resultados del estudio destacan la importancia de comprender mejor los factores que inciden en el aprendizaje autorregulado de los alumnos para optimizar la instrucción y ayudarlos a convertirse en estudiantes más capaces e independientes. Por último, se esbozan orientaciones para facilitar el aprendizaje autorregulado en el entorno educativo