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Instituto Superior Miguel Torga
O REPOSITÓRIO ABERTO do ISMT é um repositório institucional de acesso aberto das publicações produzidas pela sua comunidade académica.
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Digital Transition and Home Education: challenges and opportunities for psychological intervention
(Conference INTED24, 2024-03-04) Oliveira, Francisca; Castanheira, Gabriela; Oliveira, Rui; Cunha, Luís; Costa-Lobo, Cristina
The 21st century is being marked by a series of significant changes in educational practices that are having a profound impact on psychological intervention. These changes are driving the genesis of an innovative era of personalized, digital, and accessible education. Individualization is the tendency to adapt teaching to the individual needs of students. Artificial intelligence has the potential to transform education and can be used to personalize teaching, automate routine tasks, and assess student performance. It is true that there are obvious constraints and that it is a challenge to carry out psychological intervention in a “distance” school context, Psychologists must maintain coordinated and shared planning with the other educational actors, the emphasis on preventive and multilevel interventions and management of priorities that respect their technical and scientific autonomy. The Psychologist's support is particularly important in situations that involve (i) entry into schooling (including the analysis of requests for postponement/anticipation), (ii) cycle transition, (iii) change of educational establishment; or (iv) access and entry into Higher Education, especially if we consider that after the situation of isolation at home, the return to school/higher education institution may occur through the abrupt interruption of academic activities and attendance at an educational establishment only to, months later, return to a different space and educational establishment, often unaccompanied by their colleagues and friends. It will be important, for example, to promote literacy about transition and adaptation to change; create a dedicated space, inside or outside distance learning activities, to work on this life topic with students and families who are in this situation; build and share other digital or material resources; or intervention from the areas of action already mentioned. The guiding question of this study was: What are the challenges and what are the opportunities of the digital transition for home education? The aim of this work was to investigate how the digital transition can affect home education and identify the trends and challenges of home education in the context of the digital transition. The research was carried out in four databases with combinations of the words digital transition, home education, digital technologies, curriculum, regulation, psychological intervention. We consider 25 articles published in international scientific journals between January 2007 and September 2022, two books and two documents of a normative nature, authored by the American government. All articles met the inclusion criteria. The documents were described, and the content was systematized in a meta-synthesis. The study detailed here carries out the analysis of how the adoption of digital technologies in schools and families can have an impact on the way in which home education is carried out, identifying the challenges and opportunities of this transition, such as the need for training parents and educators, the adequacy of curricula and the regulation of home education and investigates how home education is evolving in the context of the digital transition. Implications for psychological intervention are presented.
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Validação e Testes de Confiabilidade da Escala de Conteúdo das Circunstâncias da Vida e Aspectos Motivacionais do Estudante (CVAME)
(RECIMA21, 2022-04-07) Costa, Oberdan Santos da; Gouveia, Luís Borges; Cunha, Luís
O objetivo do estudo é validar e testar a confiabilidade da escala de conteúdo das Circunstâncias da Vida e Aspectos Motivacionais do Estudante (CVAME). Para tanto, utiliza-se técnicas de Análise Fatorial Exploratória (AFE) e Análise Fatorial Confirmatória (CFA). Os resultados obtidos a partir do modelo representado pela Figura 3. Modelo de medida foram considerados adequados, pois em conjunto, o valor de 0.782 da fiabilidade compósita (“composite reliability”, ou “CR”) e o valor de 0.555 da variância média extraída (“average variance extracted”, ou “AVE”) indicam valores aceitáveis de fiabilidade e de validade convergente para o modelo de medida. Esses valores evidenciam a qualidade do modelo estrutural do instrumento. Tendo em vista os resultados apresentados, este instrumento parece-nos muito útil e permite afirmar que, ele é sensível, válido e confiável para a avaliação do apoio acadêmico recebido pelos estudantes, do conteúdo ou mudanças das circunstâncias da vida do estudante durante o processo de formação, aos aspectos motivacionais das experiências de aprendizagem. | The aim of the study is to validate and test the reliability of the content scale of life circumstances and motivational aspects of the student (CVAME). Exploratory Factor Analysis (AFE) and Confirmatory Factor Analysis (CFA) techniques are used. The measurement models were considered adequate, because together, the value of 0.782 of composite reliability ("CR") and the value of 0.555 of the average variance extracted ("ave") indicate acceptable values of reliability and convergent validity for the measurement model. These values show the quality of the instrument's structural model. In view of the results presented, this instrument appears to be very useful and allows us to affirm that it is sensitive, valid and reliable for the evaluation of the academic support received by students, the content or changes in the circumstances of the student's life during the training process, the motivational aspects of learning experiences.
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Instrumento de Pesquisa para Prevenção da Evasão nas Instituições de Ensino Superior à Distância: metodologia de construção
(PUCRS - Escola de Humanidades, 2021-09-16) Costa, Oberdan Santos da; Gouveia, Luís Borges; Cunha, Luís
O objetivo deste estudo é relatar as etapas de construção do instrumento de pesquisa para prevenção da evasão, nas instituições de ensino superior à distância. O instrumento foi construído com a finalidade de coletar informações sobre o apoio acadêmico, recebido pelos estudantes, às mudanças nas circunstâncias da vida do estudante durante o processo de formação, aspectos motivacionais, experiência de aprendizagem em geral e características individuais. No estudo foi adotada uma abordagem quantitativa, com base em estudos nacionais e internacionais. Os resultados apontaram 83,3% de concordância entre os juízes para os constructos da motivação, apoio (tutor, familiar e financeiro) e 100% de concordância para os constructos sexo, idade, educação anterior e situação de trabalho. Esses dados podem ser úteis aos pesquisadores e estudiosos para o alinhamento do foco e do objetivo de seus estudos. | The instrument was constructed to gather information about the academic support received by students, changes in the circumstances of the student’s life during the training process, motivational aspects, general learning experience and individual characteristics. The study adopts a quantitative approach based on national and international studies. The objective of the study is to report on the stages of construction of the research tool to prevent evasion in Higher Education Institutions at a distance. The results indicate 83.3% concordance between the judges for the motivational, support (tutor, family and financial) constructs and 100% agreement for the constructs sex, age, previous education and work situation. These may be useful to researchers and scholars for aligning the focus and purpose of their studies. | El instrumento fue construído con el fin de recoger informaciones sobre el apoyo académico recibido por los estudiantes, los cambios en las circunstancias de la vida del estudiante durante el proceso de formación, aspectos motivacionales, experiencia de aprendizaje en general y características individuales. El estudio adopta un enfoque cuantitativo basado en estudios nacionales e internacionales. El objetivo del estudio es relatar las etapas de construcción del instrumento de investigación para prevenir la evasión en las Instituciones de Enseñanza Superior a distancia. Los resultados apuntan el 83,3% de concordancia entre los jueces para los constructos de la motivación, apoyo (tutor, familiar y financiero) y el 100% de concordancia para los constructos sexo, edad, educación anterior y situación de trabajo. Estos pueden ser útiles a los investigadores y estudiosos para la alineación del foco y del objetivo de sus estudios.
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Web 2.0 and Higher Education: a psychological perspective
(Universidade Fernando Pessoa, 2012) Cunha, Luís António Morão Pinto Simões da; Gouveia, Luis Borges (Supervisor)
The emergence of tools like Blogs or Wikis made the creation of online contents much easier than before. The evolving concept of Web 2.0 emphasizes the fact that the user can now easily participate in the delivery of Web contents, taking advantage of existing tools. In this thesis, two empirical studies are described. The first study was conducted with the aim of understanding faculty’s perceived usefulness of Web 2.0 tools for their teaching practices. For this study, an online survey was used which allowed gathering the opinions of 681 teachers from 11 different Portuguese higher education institutions. The integrative models generated from this study revealed that attitudes and self-efficacy (i.e. perception of self-competence) were found positive predictors of faculty’s intentions to use, and actual using Web 2.0 (in general), and Facebook and Blogs (in particular). Social norms were found influential in faculty’s intention to use Web 2.0 (in general), and Facebook, for teaching purposes, but faculty members were only significantly influenced by their peers, and not by their superiors, nor by their students. Furthermore, for Blogs, even peer influence was found non-significant as a predictor of faculty’s intention to use this specific tool in their teaching activities. Women faculty members were slightly less prone to actually use Web 2.0 tools for their teaching activities, and the same gender effect was found for the specific case of Facebook and of Blogs. The second study was performed with the student population. Data from a sample of 550 higher education students were collected on five different higher education institutions, in the classroom environment. In addition to instruments measuring the use of Web 2.0 (in general) and Facebook (in particular), a group of eight additional scales enabled the assessment of psychological variables whose relevance for understanding students educational use of Web 2.0 and Facebook was explored. In the integrative models resulting from this study, it was shown that students’ attitudes and intentions to use of Web 2.0 to supplement their in-class learning were positively affected by social self-efficacy, identity collective self-esteem, and the dimension of self-concept labeled “impulsivity / activity”. Negative effects on students’ attitudes and intentions to use Web 2.0 in this context were found for public collective self-esteem, and for general self-efficacy. The students’ educational usage of Facebook was positively influenced by their satisfaction with life, identity collective self-esteem, and institutional dimensions of academic experiences. Public collective self-esteem was a negative predictor of the educational usage of Facebook by students. Although statistically significant, the effects of the mentioned psychological variables were relatively weak. | A emergência de ferramentas como os Blogues ou os Wikis tornaram muito mais fácil a criação de conteúdos online. O conceito de Web 2.0, em permanente evolução, visa enfatizar o facto de que os utilizadores podem, hoje em dia, participar de forma simples na distribuição e partilha de conteúdos Web, tirando partido das novas ferramentas existentes. Nesta tese, são descritos dois estudos empíricos. O primeiro estudo visou estudar a utilidade que docentes do Ensino Superior percepcionavam no uso de ferramentas Web 2.0 no contexto das suas atividades lectivas. Para este estudo, foi levado a cabo um inquérito online que permitiu obter a opinião de 681 professores do ensino universitário e politécnico de 11 instituições diferentes. Os modelos integradores que resultaram deste estudo revelaram que a intenção de uso, e o uso efetivo, de Web 2.0 (em geral), e de Facebook e Blogues (em particular), por parte dos docentes, no contexto da sua atividade lectiva, são afectados de forma positiva pelas atitudes e pela percepção de auto-eficácia dos professores em relação a estas ferramentas. As normas sociais influenciam as intenções dos docentes para usarem ferramentas de Web 2.0 (em geral), e de Facebook, no contexto das suas atividades lectivas, mas os docentes revelaram ser apenas influenciados pelos seus pares nesta matéria, e não pelos seus superiores, ou pelos alunos. Para além disso, no caso específico do uso de Blogues em educação, nem mesmo a influência dos colegas foi revelada significativa. Verificou-se que os docentes do género feminino apresentavam uma ligeira tendência para usarem menos Web 2.0 (em geral), Facebook, e Blogues, no contexto das suas atividades lectivas. O segundo estudo visou a população dos estudantes. Dados de uma amostra de 550 alunos de cinco instituições de Ensino Superior foram recolhidos, em contexto de sala-de-aula. Neste estudo, para além de instrumentos que avaliaram o uso de Web 2.0 (em geral), e de Facebook (em particular), foram usadas oito escalas que permitiram medir um conjunto de variáveis psicológicas, tendo-se estudado a sua relevância para compreender o uso pedagógico de Web 2.0 e de Facebook, pelos alunos. Os modelos integradores que resultaram deste estudo revelaram que as atitudes e intenções dos estudantes em relação ao uso de ferramentas de Web 2.0 para complementar a sua aprendizagem nas aulas eram influenciadas positivamente pelas variáveis: auto-eficácia social, dimensão de identidade da auto-estima colectiva, e pela dimensão do autoconceito designada por “impulsividade/atividade”. Efeitos negativos nas intenções e atitudes dos estudantes em relação ao uso de Web 2.0 neste contexto foram registados para as variáveis: dimensão pública da auto-estima colectiva, e auto-eficácia geral. O uso educativo do Facebook pelos estudantes é influenciado de forma positiva pelas variáveis: satisfação com a vida, dimensão de identidade da auto-estima colectiva, e pela dimensão “institucional” das vivências académicas. A dimensão pública da auto-estima colectiva revelou ser a única variável a influenciar negativamente o uso do Facebook para fins educativos, por parte dos estudantes. Os efeitos das variáveis psicológicas mencionadas são ténues, embora estatisticamente significativos. | L'émergence d'outils tels que les blogs ou les wikis a rendu la création de contenus en ligne bien plus simple que par le passé. Le concept évolutif du Web 2.0 met l'accent sur le fait que l'utilisateur peut désormais participer facilement à la livraison de contenus Web, tirant parti des outils existants.
Cette thèse décrit deux études empiriques. La première étude a été réalisée dans le but de comprendre l'utilité perçue par le corps professoral quant aux outils du Web 2.0 pour leurs pratiques d'enseignement. Pour cette étude, un sondage en ligne a été réalisé, et a permis de collecter les opinions de 681 enseignants issus de 11 institutions portugaises d'enseignement supérieur. Les modèles d'intégration générés à partir de cette étude ont révélé que les attitudes et l'auto-efficacité (c-à-d. la perception de l'auto-compétence) se sont avérés être des prédicteurs positifs des intentions d'utilisation, et de l'utilisation effective, par le corps professoral, du Web 2.0 (en général) et de Facebook et de blogs (en particulier). Il a été constaté que les normes sociales avaient une influence sur les intentions des enseignants d'utiliser le Web 2.0 (en général), et Facebook à des fins d'enseignement, mais les membres des facultés ont été influencés de manière considérable uniquement par leurs pairs et non par leurs supérieurs ou par leurs étudiants. De plus, pour les blogs, même l'influence des pairs s'est avérée être insignifiante comme agent annonciateur de l'intention des enseignants d'utiliser cet outil spécifique dans leurs activités d'enseignement. Les enseignants de sexe féminin étaient légèrement moins susceptibles d'utiliser les outils du Web 2.0 pour leurs activités d'enseignement, et la même constatation de différence des sexes a été faite pour les cas spécifiques de Facebook et des blogs. La seconde étude a été réalisée au sein de la population estudiantine. Des données ont été collectées auprès de 550 étudiants de l'enseignement supérieur, dans cinq institutions d'enseignement supérieur différentes, dans l'environnement des salles de cours. Outre les instruments mesurant l'utilisation du Web 2.0 (en général) et deFacebook (en particulier), un groupe de huit échelles supplémentaires a permis l'évaluation de variables psychologiques dont la pertinence a été explorée pour la compréhension de l'utilisation pédagogique que les étudiants font du Web 2.0 et de Facebook. Les modèles d'intégration résultant de cette étude ont démontré que les attitudes et les intentions des étudiants d'utiliser le Web 2.0 afin de compléter ce qu'ils apprennent en classe étaient affectées de manière positive par l'auto-efficacité sociale, l'amour-propre collectif identitaire, et la dimension de l'auto-concept dénommé "impulsivité / activité". Les effets négatifs sur les attitudes et les intentions des étudiants quant à l'utilisation du Web 2.0 dans ce contexte ont été constatés pour l'amour-propre collectif public, et pour l'auto-efficacité générale. L'utilisation pédagogique que les étudiants font de Facebook a été influencée positivement par leur satisfaction de la vie, l'amour-propre collectif identitaire, et les dimensions institutionnelles des expériences académiques. L'amour-propre collectif public a été un agent annonciateur négatif pour l'utilisation pédagogique que les étudiants font de Facebook. Bien qu'ils soient important au niveau statistique, les effets des variables psychologiques mentionnées étaient relativement faibles.
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Rights-Based Vision: a portuguese validation of the Human Rights Lens in Social Work scale
(Springer, 2025-04-07) Daniel, Fernanda; Moinho, Tatiana; Espirito-Santo, Helena; Menezes, Manuel; McPherson, Jane
Integrating human rights principles into social work practice is essential for advocating and protecting clients’ rights. The Human Rights Lens in Social Work (HRLSW) scale, which measures social workers’ ability to see the human rights dimensions of their work, can be used to promote rights-based practices within social work. Originally developed in the USA, the scale requires validation in different cultural contexts to ensure its applicability and relevance. Therefore, to assess the scale’s reliability and construct validity in Portugal—and to examine its applicability among Portuguese social workers—a study was conducted to validate the HRLSW-PT, the Portuguese version of the HRLSW. The sample consisted of 138 social workers, mostly female (88.4%) with an average age of 31.63 years (SD = 11.94). Principal component analysis and confirmatory factor analysis supported a revised two-factor structure for the HRLSW-PT, consisting of nine items (RMSEA = 0.019; TLI = 0.996; CFI = 0.997). The HRLSW-PT and its two factors, “clients seen as experiencing rights violations” and “social problems seen as rights violations,” demonstrated good internal consistency (Cronbach’s .84, .87, and .69, respectively). The HRLSW-PT is a reliable and valid tool for assessing Portuguese social workers’ perspectives and attitudes towards human rights issues. The HRLSW-PT can now inform educational and professional development programs, enhancing social workers’ capacity to advocate for and protect human rights, thereby promoting social justice and equity in Portugal. The authors argue for similar validations in countries worldwide to facilitate cross-national comparisons and promote rights-based practices among social workers worldwide.