Browsing by Author "Dias, Paulo"
Now showing 1 - 10 of 26
Results Per Page
Sort Options
- An examination of nomophobia among Portuguese college studentsPublication . Dias, Paulo; Gonçalves, Soraia; Correia, Ana-Paula
- Atitudes dos pares sobre a inclusão: contributos da adaptação de um instrumentoPublication . Dias, Paulo; Sousa, Juliana; Gonçalves, Manuela; Flores, Pedro; Pérez, Julian DiázPara uma plena inclusão educativa, são centrais as interações entre todos os alunos. Apesar da importância das suas atitudes e comportamentos, os pares são um dos grupos menos estudados. Em dois estudos, procuramos uma estrutura com boa validade e fidelidade da escala Chedoke-McMaster Attitudes towards Children with Handicaps junto de estudantes Portugueses para, posteriormente, analisar as atitudes das crianças e adolescentes em relação à inclusão. A partir de análises factoriais exploratórias e confirmatórias, foi encontrada uma solução mais curta, mantendo uma estrutura multidimensional com boa validade e fidelidade. Com o instrumento, foi possível encontrar diferenças entre rapazes e raparigas e uma relação entre idade e a dimensão cognitiva. Ainda, o contacto com pares com NEE aparece como factor determinante nas atitudes, seja entre os alunos com familiares, com amigos ou com colegas com NEE pela primeira vez na turma Os resultados e suas implicações são discutidos.
- Configuración teórica de la motivación de salud desde la teoría de la autodeterminaciónPublication . Castillo, Jose A. García Del; Castillo-López, Álvaro García Del; López-Sánchez, Carmen; Dias, PauloEl estudio de la motivación humana es un constructo altamente complejo y con una gran variabilidad de enfoques. La teoría de la autodeterminación (TAD) ha demostrado una relativa efectividad y consistencia en muchos aspectos relacionados con la salud, como por ejemplo el ejercicio físico, la alimentación, el sueño, el bienestar psicológico o el consumo de tabaco. Las investigaciones muestran que la motivación autodeterminada se corresponde con la motivación intrínseca y en cambio la motivación extrínseca y sus formas de regulación pueden corresponderse con comportamiento no autodeterminados, pudiendo llegar hasta la desmotivación. En este trabajo se formula una construcción teórica sobre este modelo, introduciendo la percepción de riesgo (PR) y la vulnerabilidad percibida (VP) como elementos que pueden variar el sentido final de la motivación e incluso mejorar alguna de sus regulaciones extrínsecas y la desmotivación. Una de las posibilidades teóricas que sugerimos para intentar neutralizar los tipos no autodeterminados es procurar aumentar la PR y la VP de la persona, ya que estando estas dos variables altas, la probabilidad de que la desmotivación aparezca se reduce significativamente, y las acciones forzadas de la regulación externa y la regulación introyectada pueden amortiguarse y aumentar la internalización lo que podría favorecer los comportamientos de salud.
- CUIQ. A theory of planned behavior questionnaire to measure cannabis use intentions amongst European teenagersPublication . Moriano, Juan A.; Laguía, Ana; Giordano, Tiziana; Rodríguez, Miguel A.; Ares, Elena; Dias, Paulo; Cicu, Gabi; Morell, Ramón; Lloret, Daniel
- Exploring inclusive education in times of COVID-19: an international comparison of German, Austrian and Portuguese teachersPublication . Letzel-Alt, Verena; Pozas, Marcela; Schwab, Susanne; Schneider, Christoph; Lindner, Katharina Theresa; Dias, Paulo; Cadime, IreneWith the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined.
- Exploring the test of mobile phone dependence psychometric properties in portuguese populationPublication . Dias, Paulo; Dias, Paulo César; Choliz, Mariano
- Impulsivity in Portuguese and Spanish college students: an invariance study of the brief UPPS impulsive behavior scalesPublication . Dias, Paulo; Chóliz, Mariano; Cadime, IreneThis study aims to assess the measurement invariance of the brief UPPS impulsive behavior scales-short version in Portuguese and Spanish college students. The sample was composed of 351 Portuguese and 716 Spanish students with ages ranging between 18 and 26 years. The four-factor structure — urgency, premeditation, perseverance, and sensation seeking — fit the data, although two of the 20 items had to be discarded. Results also indicated adequate reliability for each of the four factors in each sample. The invariance testing results supported partial invariance. No mean differences between both samples were found in urgency, premeditation, and sensation seeking, but the Portuguese sample had higher levels of perseverance. These findings indicate that although this version is reliable, and the four-factor structure is supported in both samples, cross-cultural comparisons should be interpreted with caution due to the lack of invariance of some parameters. Implications for further studies are discussed.
- Literacia digital em jovens: diferenças por sexo, curso e ano letivoPublication . Castro, Inês de; Taveira, Maria do Céu; Silva, Ana Daniela; Oliveira, Íris M.; Dias, PauloA literacia digital dos jovens, enquanto competência essencial para a vida em sociedade no século XXI, tem o potencial de concorrer para a sua empregabilidade e para o crescimento económico da sociedade. Este estudo pretende analisar o nível da literacia digital de jovens portugueses, considerando as diferenças de sexo, curso de ensino secundário e ano letivo. A amostra é constituída por 311 estudantes do 10.º ano (n = 185, 59.5% raparigas), com idades entre os 14 e os 20 anos (M idade = 15.44, DP idade = .81), a frequentar cursos cientifico-humanísticos (n = 191, 61.4%) e cursos profissionais (n = 120, 38.6%) de escolas do noroeste de Portugal. Os dados foram recolhidos nos anos letivos de 2020-21 (n = 165, 63.1%) e de 2021-22 (n = 146, 46.9%). Foram analisadas as respostas às subescalas de habilidade crítica, habilidade informacional e habilidade em comunicação da Escala de Literacia Digital. Os resultados de análises fatoriais exploratórias orientaram a decisão por uma solução de dois fatores que explicam 54.31% da variância, com boa consistência interna, com coeficientes Cronbach alfa de .85 e .68 nas subescalas de habilidade crítica e informacional, respetivamente, após se excluírem os itens da subescala da habilidade em comunicação. Os resultados das ANOVAS bifatoriais evidenciaram os efeitos principais do sexo e curso de ensino secundário, nas perceções de habilidade crítica. Evidencia-se a importância de se considerar o nível da literacia digital quando se utilizam meios e tecnologias digitais como ferramentas de avaliação psicológica de carreira.
- Mastering new technologies: does it relate to teleworkers’ (in)voluntariness and well-being?Publication . Dias, Paulo; Lopes, Sílvia; Peixoto, RicardoPurpose: This study aims to examine the associations among mastering new technologies, teleworkers’ voluntariness and involuntariness and employee well-being (i.e. work engagement and exhaustion). To the best of the authors’ knowledge, no studies have explored the relationships among these constructs in the same conceptual model. Design/methodology/approach: Data were collected from a sample of 451 individuals performing telework in Portugal. AMOS was used to test all hypotheses of the study. Findings: The findings showed a positive relationship between mastering new technologies and teleworkers’ voluntariness and a negative relationship between mastering new technologies and teleworkers’ involuntariness. However, contrary to expectations, voluntariness in teleworking was not significantly related to either work engagement or exhaustion. However, consistent with the theoretical background of self-determination theory, involuntariness in teleworking was negatively related to work engagement and positively related to exhaustion. Originality/value: This study contributes to the literature by addressing the analysis of telework-related variables that may impact workers’ well-being. Implications for human resource management policies and knowledge management are discussed.
- Motivação para a aprendizagem ao longo da vidaPublication . Dias, Paulo; Fonseca, António M.In this exploratory study with a non-randomized sample, the authors try to explore adults' motivations toward lifelong learning. Using a quantitative methodology, the motivation (importance of learning, intrinsic value of learning and pleasure in learning) and participations in learning (presently, in the last two years or more than three years ago) were assessed considering sex, age and schooling.
- «
- 1 (current)
- 2
- 3
- »