Browsing by Author "Duarte, Raquel"
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- Online holistic program to foster health amongst students: a pilot study in a Portuguese university during COVID-19 pandemicPublication . Veiga, Elisa; Duarte, Raquel; Capela, Inês; Pinto, Elisabete; Silva, Margarida; Sá, Cristina; Sá, Luís; Kunz, Sahra; Serra, Sofia; Pereira, Henrique; Machado, Bárbara C.; Gomes, Ana; Pimenta, Ana; Almeida, Armando; Silva, Patrícia O.; Correia, MartaDuring the COVID-19 pandemic, several preventive mental health interventions took place to increase the psychological well-being of university students due to the high levels of stress, anxiety and negative emotions experienced in that period. This context reinforced the role of universities in supporting students and preventing the mental health risk factors they faced. In this context a multidisciplinary team of professionals (psychologists, nurses, nutritionists, and artists) in the Portuguese Catholic University, gathered efforts and developed an holistic intervention program for university students based on a mind and body integrated approach. This program of 8 online sessions aims to improve students’ resilience to the psychosocial consequences of COVID-19 pandemic and promote their wellbeing. The twenty university students that participated in this pilot study reported that this intervention improved their emotional self-awareness, their ability to apply self-care strategies, as well as they believed it promoted healthier lifestyle changes. These findings suggest that this program consists in an innovative approach with the potential to promote the psychological health and well-being of university students in adverse circumstances.
- The role of socio-emotional security on school engagement and academic achievement: systematic literature reviewPublication . Dias, Pedro; Veríssimo, Lurdes; Carneiro, Alexandra; Duarte, RaquelIntroduction: Socio-emotional security and particularly secure attachment relationships with parents and peers have been associated with positive developmental outcomes, including school-related variables. This systematic literature review aims to provide a comprehensive analysis of the literature, exploring the relationship between socio-emotional security (attachment, support, and secure relations with parents and peers) and academic achievement, school engagement, and early school dropout. Methods: The inclusion criteria were studies with socio-emotional security as the independent variable and academic achievement and/or school engagement as the dependent variable, using a quantitative methodology, written in English. The exclusion criteria were articles presenting literature review or meta-analysis, interventions or instrument validation studies, studies with a qualitative approach, studies developed in an e-learning context, studies with university students, and/or focused on schooling in extreme conditions (e.g., COVID-19). PRISMA guidelines were followed, through a search that resulted in the identification of 38 empirical quantitative studies, published between 2018 and 2022, in English. Results and discussion: The results revealed that parent and peer relationships impact students’ academic achievement and school engagement, as expected, and highlighted the relevance of parental and peer relationships for school-related outcomes. Future research should consider the role of potential mediators and moderators in the relationship between socio-emotional security and school outcomes.