Artigos em Revistas Científicas
Permanent URI for this collection
Browse
Recent Submissions
- Approaches and Conceptions of Teaching and Learning: Towards the School of ExcellencePublication . Lourenço, Abílio Afonso; Valente, Sabina; Dominguez Lara, Sergio Alexis; Fulano, Celso
- A eletricidade em uma unidade de ensino potencialmente significativaPublication . Solino, Eugenio Gabriel Custodio; Valente, Sabina; Carvalho, Plauto Simão de; Miranda, Sabrina do Couto de
- Teachers’ quality of life perception during the COVID-19 pandemic: a systematic review protocolPublication . Dias, Eduardo; Costa, Woska Pires; Da Silva Valadão Fernandes, Michele; Valente, Sabina; Rayanne E. Silva Noll, Priscilla; Noll, MatiasIntroduction: quality of Life is a growing concern across various sectors of human activity, and the academic world has noticed. The academic community has consistently shown interest in studying Quality of Life, and this theme has been the focus of several research studies. It is crucial to understand how teachers perceive their Quality of Life and to determine if they have been the focus of these investigations. Objective: this protocol describes the method for assessing teachers’ perceptions of their quality of life during the COVID-19 pandemic and after returning to face-to-face activities. Methods: this study aims to produce a step-by-step systematic review protocol. The search will be conducted across six databases, namely CINAHL, Embase, LILACS, PubMed, Scopus, and Web of Science. Original articles published from December 2019 in any language will be included. Two independent reviewers will select the articles, and a third senior reviewer will resolve disagreements. The methodological quality assessment will be conducted using the Grading of Recommendations, Assessment, Development, and Evaluations scale (GRADE), while the risk of bias will be evaluated using the Downs and Black scale and the Critical Appraisal Skills Program checklist (CASP). The systematic review will adhere to the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Final considerations: the information collected can be used to develop and support public policies.
- The impact of emotional intelligence on models of teaching approachesPublication . Lourenço, Abílio; Valente, Sabina; Domínguez-Lara, Sergio; Fulano, Celso SimãoEmotional intelligence is a significant concept in Psychology and Education study programs and fundamental for understanding the different processes of thinking and behavior of teachers, in order to transform emotions into promoters of daily activity. The literature is unanimous in considering that the teaching approaches adopted by teachers, in educational praxis, influence the choices of teaching approaches used in student learning. This fact justifies the importance of associating EI skills with the type of approach that the teacher uses in the classroom. Through a sample of 628 elementary and secondary school teachers, using structural equation models, it was shown that EI is a predictor variable of the types of teaching approaches used by teachers and those with higher EI opt for a more comprehensive approach and less transmissive, with the results being statistically significant. It is also observed that variables gender, academic training, and service time have a significant preponderance in the EI of the teachers in the sample. The main contribution of the article is to emphasize that the teacher's emotional intelligence is essential in choosing the type of teaching approach used in the classroom.
- Planning Time Management in School Activities and Relation to Procrastination: A Study for Educational SustainabilityPublication . Valente, Sabina; Dominguez Lara, Sergio Alexis; Lourenço, Abílio AfonsoAcademic procrastination, more than merely postponing tasks, represents a significant failure in the self-regulation process of learning. Research on study skills highlights academic time management as one of the crucial elements of learning strategies and sustainable education. These abilities will help achieve the fourth goal of the Sustainable Development Goals. Therefore, this study aimed to understand how students plan time management in school activities and its influence on study procrastination, analyzing differences between genders and the hours students spend studying. The Time Management Planning Inventory, the Study Procrastination Questionnaire, and a personal and school data sheet were used. A sample of 506 students (Mage = 13.7) from basic schools in northern Portugal was utilized. The results revealed that gender and study hours significantly influence how students plan time management for school tasks in the short and long term. These variables also showed a significant impact on the procrastination of study activities. The practical implications of this study are substantial, as they provide educators and researchers with insights into the factors influencing academic procrastination and the role of time management planning and study hours. These insights can be applied to develop effective strategies to reduce academic procrastination and promote sustainable education.
- La inteligencia emocional del docente como predictor de la gestión del aula y de la eficacia de la disciplinaPublication . Valente, Sabina; Lourenço, Abílio Afonso; Almeida, Leandro S.; Sainz Gómez, Marta; Amaro, PedroLas investigaciones indican que los recursos personales, como la inteligencia emocional, desarrollan un papel importante en el desempeño laboral de los docentes. Sin embargo, la relación entre la inteligencia emocional y la eficacia para la gestión del aula y el manejo del comportamiento de los estudiantes en el aula ha sido poco estudiada. Así, el objetivo principal de este estudio fue analizar cómo la inteligencia emocional de los profesores influye en la eficacia percibida para la gestión del aula y la disciplina. Participaron 772 docentes de escuelas portuguesas, completando las medidas de inteligencia emocional y de eficacia para la gestión del aula y la disciplina. Los resultados indicaron, a través de la técnica estadística del modelo de ecuaciones estructurales, una asociación positiva entre la inteligencia emocional y la eficacia para la gestión del aula y la disciplina. Concluyendo sobre la necesidad de incluir la inteligencia emocional en la formación inicial y continua del profesorado.
- Emotional Intelligence and Conflict Resolution in University Students: The Moderating effect of the Need for PowerPublication . Dissanayake, Bimba; Valente, Sabina; Kodagoda, ThilakshiIntroduction. Emotional intelligence and motivation are considered antecedent variables in conflict. Studies show the isolated impact of emotional intelligence on conflict and motivation on conflict, but the integrative impact of emotional intelligence and the need for power on the selection of a conflict resolution style is unknown. Consequently, this study aims to fill this gap and examine how the need for power moderates the relationship between emotional intelligence and the dominant conflict resolution style. Method. A questionnaire-based survey was conducted with 388 Sri Lankan university students (Mage=22). It used simple and moderated multiple regression analysis to evaluate the moderating impact and level of interaction of the need for power on the nexus between emotional intelligence and dominating styles. Results. The results show a positive correlation between emotional intelligence and dominance style. They also provide new evidence on how the need for power moderates the relationship between emotional intelligence and dominance style for conflict resolution in university students. Discussion and Conclusion. The study provides new evidence about how the need for power moderates the relationship between emotional intelligence and dominating conflict resolution style in university students.
- Apoyo social percibido y rendimiento académico en estudiantes de secundaria peruanos: influencia del engagement académico y de la autoeficacia académicaPublication . Dominguez Lara, Sergio Alexis; Valente, Sabina; Lourenço, Abílio Afonso; Peceros-Pinto, Benigno; Diaz-Peñaloza, Maite; R. León, SegundoBasado en la teoría de los sistemas ecológicos, tres contextos sociales principales están asociados con la participación escolar. En ese sentido, el objetivo del presente trabajo fue conocer el impacto del apoyo social percibido sobre el rendimiento académico considerando el rol mediador del engagement académico y de la autoeficacia académica. Participaron 623 adolescentes peruanos de educación secundaria (51.364% mujeres) entre los 12 y 17 años (Medad =14.255; DTedad = 1.454), quienes fueron evaluados con la Multidimensional Scale of Perceived Social Support, la Utrecht Work Engagement Scale – Student, la Escala de Autoeficacia Percibida Específica de Situaciones Académicas, y el rendimiento escolar se obtuvo directamente del registro de calificaciones de la institución. Se realizó un análisis de regresión estructural con el método de estimación de mínimos cuadrados con media y varianza ajustada y los parámetros se interpretaron bajo una perspectiva de magnitud del efecto. Se encontró que el apoyo social de los padres influye sobre la autoeficacia académica y el engagement académico; a su vez, la autoeficacia académica influye sobre el engagement académico y sobre el rendimiento escolar. Por otro lado, al considerar al rol mediador del engagement académico y de la autoeficacia académica, solo se encontró una influencia indirecta y significativa del apoyo social de los padres sobre el rendimiento escolar. En conclusión, la familia es un factor relevante para aumentar las creencias de autoeficacia y optimizar el rendimiento académico.
- Inteligência emocional como competência essencial na formação de professoresPublication . Valente, Sabina; Lourenço, Abílio Afonso; Amaro, PedroEnsinar é uma atividade emotiva, que por vezes resulta em exaustão emocional e diminuição da autoeficácia do professor. Apesar da importância das competências emocionais dos professores, as mesmas continuam a não estar incluídas na sua formação inicial. Assim, o presente estudo teve por objetivo investigar como a inteligência emocional influencia a exaustão emocional e a autoeficácia docente. Uma amostra com 674 professores (Midade = 50,34), de escolas públicas portuguesas, preencheu três escalas válidas que medem a perceção relativamente à inteligência emocional, exaustão emocional e autoeficácia. Através do uso da técnica de modelação de equações estruturais, os resultados indicaram que os professores que tendem a ter maior perceção da sua inteligência emocional apresentam menores níveis de exaustão emocional e maiores níveis de autoeficácia. Como conclusão, enfatiza‐se a importância de incluir a educação emocional na formação inicial de professores, pelas implicações que a inteligência emocional apresenta no bem‐estar e na atividade destes profissionais.
- The teachers' personality factors on classroom conflict managementPublication . Lourenço, A. A.; Valente, Sabina; Dominguez Lara, Sergio Alexis; Simão Fulano, CelsoThe study aimed to understand the predictive impact of the five factors of teachers' personalities (neuroticism, extroversion, openness to experience, agreeableness, and responsibility) on conflict management in the classroom. The variables of gender, service time and academic training of teachers were also studied when they were related to personality dimensions. The NEO-Five Factors Inventory, the Rahim-II Organizational Conflict Inventory - Portuguese Version in the School Context, and a personal and professional data sheet were used as instruments, in a sample of 659 basic education teachers in Portuguese schools. Using a structural equation model, the results showed an association between all the variables under study. Neuroticism and responsibility are the best predictors of conflict management. The female gender is the one that presents the best results in all dimensions of personality. Teachers with more academic training showed less neuroticism, but were more extroverted, open to experience, agreeable, and responsible, and those with more seniority showed less neuroticism, extraversion, openness to experience, and agreeable. These results will constitute a mobilizing engine of more substantive pedagogical practices for the advancement of education.