Coleção CV
Permanent URI for this collection
Browse
Recent Submissions
- Mental health-promoting intervention models in university students: a systematic review and meta-analysis protocolPublication . Amaro, P; Fonseca, C; Pereira, A; Afonso, A; Barros, M L; Serra, I; Marques, M F; et al.Background The transition to higher education represents a demanding adaptation process with several socioeconomic factors involved. Mental health problems among university students have been worsening since the beginning of the COVID-19 pandemic. Our objective is to create scientific evidence about the models of mental health-promoting interventions among higher education students applied in academic environments, as well as their effectiveness. We aim to synthesise the scientific evidence on the models of an intervention promoting mental health among university students applied in academic environments as well as their results. Methods and analysis A systematic review of the literature will be conducted. The research will be carried out using the EBSCO databases (CINAHL Complete, MEDLINE Complete, Psychology and Behavioral Sciences Collection), PubMed and Scopus. The research strategy includes the following MeSH or similar terms: Universities [Mesh], Students [Mesh], Education [Mesh], Undergraduate, “Higher Education”, Universit*, College, Student*; “Psychosocial intervention” [Mesh], “Non-pharmacological”, “Intervention model*“, “Mental health promotion program*“, Intervention*; “Randomized Controlled Trial”, RCT; “Mental health” [Mesh], Depression [Mesh], Anxiety [Mesh], “Stress, psychological” [Mesh], “Quality of life” [Mesh], and “Psychological well-being” [Mesh]. All experimental studies with mental health-promoting interventions for university students that were published between January 2017 and November 2024 in English will be eligible. Two independent reviewers will apply the inclusion and exclusion criteria, analyse the quality of the data and extract it for synthesis. Disagreements will be resolved by a third reviewer. All randomised controlled trial studies with interventions in university students and their efficacy (with means and SD) will be included in the systematic review of the literature. The standardised mean difference will be used as the effect size to standardise individual results. Sensitivity analysis, subgroup analysis and meta-regression will be conducted to explore the causes of heterogeneity and the robustness of the results. Ethics and dissemination Ethical approval is not required for this study as it is based on the review of previously published data. The results will be disseminated through publication in peer-reviewed journals and presentations at academic conferences, as well as in events organised by student associations
- Improving creative thinking abilities of university students through active physical activitiesPublication . Akhmedov, F.; Hazar, F.; Ahmedov, F.; Nargiza, T.; Jumazoda, M.; Tulkin, O.; Valente, S.; Berdikulova, N.The aim of this study was to investigate the impact of physical exercise on the creative thinking qualities of university students. A total of 80 students were randomly selected for the study. Torrance Test of Creative Thinking-Verbal was used to evaluate the creative thinking indicator of the students. During a three-month period, the selected group engaged in regular physical exercise at least three times a week, focusing primarily on table tennis, volleyball, and specially designed team games. For statistical analyses, t-test was used to compare the pre- and post-test results to determine if the observed differences in their scores are statistically significant. The findings confirmed significant differences between the pre and post-test results of TTCT-V scores (fluency: t-1.023, p≤0.005; originality: t-1.041, p≤0.005; flexibility: t-1.132, p≤0.005). The significant difference suggests that exercise effectively enhanced participants' ability to think flexibly and adaptively in creative problemsolving scenarios. Consequently, physical exercise positively influences the creative thinking abilities of university students, as demonstrated by improvements in fluency, originality, and flexibility. It is recommended that educational institutions incorporate more opportunities for physical activity into curricula, fostering an environment conducive to creative thinking and holistic development and actively integrate physical exercise into students' daily routines.
- A eletricidade em uma unidade de ensino potencialmente significativaPublication . Solino, E. G. C.,; Valente, S.,; Carvalho, P. S. de,; Miranda, S. do C. de.Este estudo objetivou descrever as etapas de construção e validação de uma Unidade de Ensino Potencialmente Significativa (UEPS) para o ensino do tema Eletricidade com foco na aprendizagem significativa dos estudantes. Esta é uma pesquisa de cunho qualitativo e de natureza pura e aplicada. A UEPS foi elaborada para ser aplicada na 3ª Série do Ensino Médio. O estudo contou com a participação de 49 estudantes e foi conduzido ao longo de nove aulas em três turmas de uma escola pública parceira. Para descrição e análise dos dados utilizou-se uma abordagem qualitativa e quantitativa. Com base nos resultados obtidos concluiu-se que o processo de validação da proposta foi essencial para a reflexão pedagógica e inclusão de sugestões de alterações visando tornar a UEPS mais adequada ao contexto formativo dos estudantes. A UEPS proposta abarcou diferentes estratégias para promoção da participação ativa dos estudantes nas aulas. Assim, foi relevante o uso da música, do jogo e de outros elementos lúdicos na UEPS. Também se ressalta que a proposição de um trabalho final “aberto” possibilitou aos estudantes liberdade e autonomia com bons resultados em termos de aprendizagem. Conclui-se que o uso da UEPS no Ensino de Física, aplicada ao Ensino Médio, pode potencializar o desenvolvimento da aprendizagem significativa dos estudantes sobre o tema Eletricidade.
- Enfoques y concepciones de enseñanza y aprendizaje: hacia la escuela de excelenciaPublication . Lourenço, A.; Valente, S.; Dominguez-Lara, S.,; Fulano, C.De la revisión de la literatura surge la premisa de que, para fomentar una enseñanza de calidad, los profesores deben ser concientes de sus enfoques y concepciones de enseñanza y aprendizaje, así como de su praxis pedagógica y los resultados correspondientes. Esta percepción permite a los profesores reflexionar críticamente sobre sus prácticas, identificar puntos fuertes y áreas de mejora, y adaptar sus estrategias de enseñanza para satisfacer mejor las necesidades individuales y colectivas de los estudiantes. Este texto reflexivo tiene como objetivo evidenciar la importancia de los enfoques y concepciones de enseñanza de los profesores, así como el impacto que ejercen en los enfoques de aprendizaje de los alumnos. En este enfoque holístico, se propone que el docente opte por enfoques de enseñanza más comprensivos y amplios, capaces de desencadenar enfoques de aprendizaje más profundos en los alumnos. También se destacó la importancia de comprender las concepciones de los alumnos sobre sus situaciones de aprendizaje y actuar para mejorar los contextos de enseñanza en los que experimentan enfoques de aprendizaje profundo, lo que implica necesariamente un enfoque centrado en el alumno. La conciencia de los enfoques y concepciones de enseñanza y aprendizaje es un pilar fundamental para garantizar una enseñanza de calidad y proporcionar experiencias educativas significativas y enriquecedoras para los alumnos. Esta investigación se justifica por la necesidad de promover la enseñanza y el aprendizaje de excelencia a través de procesos en los que la transmisión y la adquisición sucesiva de contenidos cognitivos ocurran en un ambiente de intercambio en la relación entre profesor y alumno, fomentando el éxito escolar y la concentración de los alumnos en aprendizajes más cualitativos y significativos. Se ofrecen algunas sugerencias para la práctica educativa.
- Versión corta del cuestionario de habilidades y competencia emocional para profesoresPublication . Valente, S. N.; Dominguez-Lara, S.; Lourenço, A. A; Almeida, L. S.Diversas investigaciones demuestran los efectos beneficiosos de la inteligencia emocional en el trabajo docente, por lo que se está convirtiendo cada vez más en una competencia esencial para los profesores. Aunque varios estudios han demostrado que la inteligencia emocional tiene un impacto positivo en el proceso de enseñanza y aprendizaje, existen pocos instrumentos para evaluar las habilidades y competencias emocionales, específicamente en los profesores. El objetivo del presente estudio fue realizar un análisis de la estructura interna del Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T) y obtener una versión breve. Participaron en el estudio 1.619 profesores de escuelas portuguesas, divididos en dos muestras (validación y replicación). El análisis se enmarcó en la modelización exploratoria de ecuaciones estructurales. Se obtuvo una versión corta de la ESCQ-T de 15 ítems considerando diversos criterios que tuvo evidencia psicométrica favorable: una equivalencia empírica con la ESCQ-T, una estructura interna bien definida y coeficientes de fiabilidad adecuados, así como evidencias de invarianza de medición entre hombres y mujeres en las dos muestras. Los resultados mostraron que el ESCQ-T15 es válido y fiable. Se concluye que esta versión puede ser una herramienta valiosa para evaluar las habilidades y la competencia emocional de los profesores
- Propriedades psicométricas da escala de inteligência emocional de Wong e Law em professores PortuguesesPublication . Valente, S.; Dominguez-Lara, S.; Cristóvão, A.,; Rebelo, H.; Amaro, P.,; Lourenço, A.A inteligência emocional é considerada uma competência importante. No entanto, em Portugal, são poucos os instrumentos que avaliam este constructo em professores. Considerando que a Wong and Law Emotional Intelligence Scale (WLEIS) é uma escala com boas propriedades psicométricas que avalia a perceção da inteligência emocional, o presente estudo teve por objetivo analisar as propriedades psicométricas da WLEIS em professores portugueses. Participaram no estudo 835 professores, dos ensinos básico e secundário, de escolas públicas. A análise fatorial realizada mostra que a estrutura de quatro fatores, obtida através do exploratory structural equation modeling, apresenta evidências favoráveis, assim como adequada fiabilidade do constructo e fiabilidade das pontuações adequadas. Portanto, a estrutura proposta pelos autores da WLEIS pode ser aplicada em professores portugueses.
- Strategies that transform: self-regulation and volitional control as keys to academic achievementPublication . Lourenço, A.; Paiva, M. O.,; Valente, S.In recent years, research has highlighted a concerning lack of commitment and motivation among students on a global scale, leading to persistently low levels of competence across various areas of study. This phenomenon and its social consequences reveal a growing unease and an urgent need for sustainable solutions. Within the educational context, social cognitive theory explores self-regulated learning processes as the ability to manage and master a set of crucial factors for high-quality learning and academic excellence. Managing volitional control strategies is also essential in achieving academic success. The study aimed to analyze, through structural equation modeling, how self-regulated learning processes influence students’ academic performance. It also investigated how the volitional control strategies adopted by students might mediate between self-regulated learning and academic performance. The sample included 647 students (Mage = 12.9) from the primary education cycle in Portuguese schools. The results showed that students with higher levels of self-regulated learning achieve better academic outcomes and more frequently employ volitional control strategies. Consequently, students who apply more volitional control strategies obtain superior academic performance, confirming the mediating role of these strategies. Some educational implications are discussed.
- Psychopedagogical factors and academic achievement: empirical study using structural equation modelsPublication . Lourenço, A.; Paiva, A.; Valente, S.Understanding the psychopedagogical factors that influence achievement has been central to educational research. Among these factors, self-regulation of learning, perceptions of self-efficacy for learning, and effective time management in school activities are key determinants of academic success. The main objective of this study was to analyze the relationship between self-regulation procedures, perceptions of self-efficacy for learning, and academic time management strategies, as well as their impact on academic achievement in basic school students from Portuguese schools. The research used questionnaires to assess the variables under study. A structural equation model was applied to test the theoretical model integrating these variables. The results indicate that students who use more self-regulation strategies are those who exhibit higher perceptions of self-efficacy. Furthermore, it was found that students with higher levels of self-regulation and self-efficacy are the ones who plan their time management the most, both in the short and long term, in their school activities. Finally, the data show that these same students - who combine strong self-regulation, high self-efficacy, and strategic time management - achieve better academic results, confirming the importance of integrating these factors into academic success. Future research is recommended to investigate other mediating or moderating variables in this relationship, such as the role of motivation or academic coping strategies. Additionally, longitudinal studies that enable the analysis of the development of these skills throughout the school journey are suggested.
- Teaching with humor: reflections on its relevance in pedagogical practicePublication . Lourenço, A.; Dominguez-Lara, S.; Valente, S.This study focuses on an affective dimension of pedagogical practices in the classroom—humor—to foster more human and emotional interactions. Through a literature review, it reflects on how humor can be an effective tool in teaching and learning, helping to create more positive environments conducive to educational development. This knowledge is valuable for structuring initial teacher training programs, and equipping educators to integrate humor intentionally and strategically. Humor, as a form of social interaction, is important in fostering closer interpersonal relationships and creating a positive classroom climate. Teaching with humor can strengthen these relationships, facilitate student learning, and significantly contribute to academic success. Additionally, the intentional use of humor aligns with the principles of educational sustainability, fostering a more inclusive, emotionally balanced, and collaborative learning environment that promotes the well-being of both students and teachers. The creation of sustainable educational spaces, grounded in trust, respect, and empathy, has a direct impact on building more cohesive and resilient communities. The conclusions highlight the need for teachers to consider humor as a pedagogical tool that can reduce interpersonal barriers and foster an environment of trust, respect, and collaboration. In this context, initial teacher training assumes a strategic role in providing educators with the necessary skills to apply humor in teaching effectively. Thus, it is emphasized that humor not only enhances the teaching and learning process but also plays a crucial role in building a more emotionally balanced, cooperative, and self-regulated society. Therefore, humor is presented as a crucial element in promoting sustainable pedagogical practices, contributing to the strengthening of social and emotional values essential for sustainable development.
- The dynamics of self-regulated learning and emotional regulation in the educational path: a theoretical reviewPublication . Lourenço, A.; Paiva, M.; Valente, S.Self-regulated learning and emotional regulation are considered essential competencies for students’ academic success and well-being. This article presents a theoretical review exploring the interdependence between both constructs, highlighting how they mutually influence motivation, task engagement, resilience, and emotional adjustment throughout the educational journey. Following an in-depth conceptual analysis, pedagogical interventions that integrate SRL and ER are described, including practices such as mindfulness, cognitive reappraisal, metacognitive strategies, formative feedback, and social and emotional learning programs. These theoretically grounded and practice-oriented interventions have proven effective in fostering more self-regulated, positive, and emotionally healthy learning environments. The article also discusses pedagogical implications and suggests directions for future research, with emphasis on individual and contextual factors, as well as the potential of educational technologies in supporting the development of these competencies. The intentional inclusion of SRL and ER in pedagogical practices thus proves essential for a more effective, equitable, and responsive education aligned with the demands of the 21st century.