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- Emotional Intelligence: A Catalyst for Organizational Culture and Climate in Higher EducationPublication . Lourenço, Abílio Afonso; Paiva, Maria Olímpia; Valente, SabinaIn building organizational capacity and strategic management in higher education, emotional intelligence is crucial, particularly in promoting diversity, equality, and inclusion. Emotional intelligence skills shape values and behaviours, making them essential for creating a positive and inclusive organizational climate. Integrating emotional intelligence into development programs in higher education helps foster key skills such as effective communication and conflict resolution. This approach not only strengthens the organizational capacity of higher education institutions but also creates an environment that promotes inclusion and equity. The aim was to create a space for reflection for higher education leaders and managers, highlighting emotional intelligence as the foundation for strengthening organizational culture and enhancing strategic management. Several proposals for implementing emotional intelligence are presented, aiming not only to strengthen the institution as a whole but also to promote a healthy and productive work environment for all involved.
- Inteligência emocional e educação: uma articulação possível e necessária à formação inicial de professoresPublication . Valente, Sabina; Lourenço, Abílio Afonso; Rebola, Fernando; Almeida, Leandro S.
- 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.
- Approaches and Conceptions of Teaching and Learning: Towards the School of ExcellencePublication . Lourenço, Abílio Afonso; Valente, Sabina; Dominguez Lara, Sergio Alexis; Fulano, Celso
- 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.
- 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.
- 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.
- 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.
- Análisis psicométrico de dos versiones del Big Five Inventory-15 en estudiantes universitarios chilenos: estructura interna, invarianza de medición y asociación con bienestar subjetivoPublication . Dominguez-Lara, Sergio; Carmona-Halty, Marcos; Schulmeyer, Marion K.; Valente, Sabina; Lourenço, Abílio AfonsoO objetivo desta investigação foi analisar a estrutura interna de duas versões do Big Five Inventory-15 (BFI-15), invariância de medição e a sua relação com o bem-estar subjetivo em estudantes universitários chilenos. Participaram 1011 estudantes universitários (mulheres = 54.80%; Midade = 21.55 anos; DPidade = 2.11 anos). Os resultados indicam que a versão peruana do BFI-15 (BFI-15p) tem indicadores mais consistentes em relação à sua estrutura interna (por exemplo, cargas fatoriais) em comparação com a versão alemã (BFI-15a), bem como uma estrutura invariante entre homens e mulheres, e uma associação significativa com as dimensões do bem-estar subjetivo. Por fim, a confiabilidade do construto e das pontuações atingiram magnitudes adequadas. Conclui-se que o BFI15p apresenta propriedades psicométricas adequadas para uso em estudantes universitários chilenos.
- Análisis estructural de una versión breve de la Trait Meta-Mood Scale en adolescentes peruanosPublication . Dominguez-Lara, Sergio; Peceros-Pinto, Benigno; Valente, Sabina; Lourenço, Abílio Afonso; Flores-Cataño, Katioska RocíoLa inteligencia emocional es un aspecto clave para lograr interacciones saludables en el contexto educativo, por lo que su evaluación con fines de mejora es importante. El Trait Meta-Mood Scale (TMMS) es uno de los instrumentos más usados para evaluar la inteligencia emocional, pero no existen suficientes estudios en Latinoamérica que aborden sus propiedades psicométricas. Entonces, el objetivo de este estudio fue analizar la estructura interna (análisis factorial e invarianza de medición) de la TMMS en adolescentes peruanos, y obtener una versión breve. El estudio fue instrumental y se evaluó 492 adolescentes (52% hombres; Rangoedad = 12–17; Medad = 12.468; DTedad = 1.503) del primer al quinto grado de Educación Secundaria, procedentes de un colegio de Lima Metropolitana. Se analizaron tres modelos de medición: modelo original de tres factores, modelo bifactor, y modelo bifactor S-1. La invarianza de medición se analizó con un análisis factorial de grupo múltiple. El modelo de tres factores obtuvo mejor respaldo psicométrico y fue invariante según sexo y edad. Posteriormente, se obtuvo una versión breve de la TMMS de 12 ítems (TMMS-12) considerando diversos criterios (carga factorial y simplicidad factorial, entre otros), la cual tuvo evidencia psicométrica favorable: equivalencia empírica con la TMMS, estructura interna bien definida, y coeficientes de fiabilidad adecuados. Se concluye que la TMMS-12 presenta evidencia psicométrica favorable.
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