Alexandra Barros | University of Lisbon (original) (raw)

Papers by Alexandra Barros

Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, 2020

Australian Educational Computing, Nov 23, 2018

The objective of this study, in the Student Approaches to Learning (SAL) perspective, was to test... more The objective of this study, in the Student Approaches to Learning (SAL) perspective, was to test a computer-assisted intervention that seeks to promote awareness and selfregulation of learning strategies, aiming at improving the quality of learning. The intervention involved the use, by a sample of higher education students, of purposely developed interactive softwarethe PAE v.1-which basically allows users to selfassess, recognize and self-regulate learning strategies. Pre-and post-intervention measures of the learning process and product were compared, both in general and individually, according to the experimental methodology. The results suggest that the intensive implementation of the intervention was effective in generally increasing a deep learning strategy and, in some cases, reducing a surface strategy and increasing an achieving strategy, but not significantly enough under these conditions, to improve the quality of learning. It is suggested a way of using the intervention procedure to achieve such an improvement.

Frontiers in Psychology, Oct 21, 2021

The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders,... more The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders, such as teachers who had to do remote work from their home, despite many constraints. These professionals tried to perform their teaching functions, despite having to deal with adverse situations, such as cyberbullying among their students, as well as their difficulties related to presenteeism and burnout. In this context, this study aimed to understand whether observing cyberbullying among students can be associated with teachers' productivity loss due to presenteeism and burnout. This study also proposed to examine the role of productivity loss due to presenteeism in the relationship between observing cyberbullying situations among students and teacher burnout. A random sample of 1,044 (Mage = 51.05, SD = 7.35; 76.6% female) middle school and high school teachers answered an inventory about their experience working at home during the COVID-19 pandemic, specifically with regards to cyberbullying incidents they observed among their students, their productivity loss due to presenteeism, and their burnout levels. Results from structural equation modeling revealed that observing students engaging in cyberbullying situations was positively associated with productivity loss due to presenteeism and teacher burnout. Also, teacher's productivity loss due to presenteeism mediated the relationship between observing cyberbullying incidents among their students and their burnout levels. Specifically, the effect of productivity loss due to presenteeism explained the effect of observing cyberbullying incidents on teachers' burnout levels. These results are innovative and shed light on the importance of teacher wellbeing at their job in the midst of a pandemic, namely, when they observe their students engaging in hostile situations, which may lead them to greater levels of burnout.

Avaliaçao Psicologica: Interamerican Journal of Psychological Assessment, Jan 15, 2020

RESUMO O presente trabalho reporta o desenvolvimento do Inventário de Crenças de Carreira e Empre... more RESUMO O presente trabalho reporta o desenvolvimento do Inventário de Crenças de Carreira e Empregabilidade que permite avaliar crenças facilitadoras de comportamentos e atitudes adaptativos dos indivíduos face a transições de carreira. O ICEB tem 38 itens e seis escalas: Esforço/Realização, Proatividade/Iniciativa, Flexibilidade/Abertura às mudanças, Aceitação de desafios/Riscos, Otimismo e Autonomia. São apresentadas as etapas de construção e os dados referentes às características psicométricas do instrumento, com uma amostra de 395 estudantes, 206 do sexo masculino e 189 do sexo feminino, entre os 18 e os 26 anos com média etária de 21,21 anos. Os índices de consistência interna e os indicadores de validade são satisfatórios, posicionando o ICEB como um instrumento promissor, podendo fundamentar intervenções vocacionais que visem facilitar transições na carreira. Palavras-chave: crenças de carreira; empregabilidade; transições de carreira. ABSTRACT-Career and Employability Beliefs Inventory The present study reports the development of the Career and Employability Beliefs Inventory (Inventário de Crenças de Carreira e Empregabilidade-ICEB), which aims to evaluate beliefs that may correspond to the adaptive behaviors and attitudes of individuals facing career transitions. The ICEB has 38 items and 6 scales: Striving/Achievement, Proactivity/Initiative, Flexibility/Openness to change, Acceptance of challenges/Risks, Optimism, and Autonomy. We present the construction phases and report data regarding the psychometric characteristics of the instrument, studied with a sample of 395 students, 206 male and 189 female, with a mean age of 21.21 years. The internal consistency and validity indicators were satisfactory, presenting the ICEB as a promising instrument that supports the planning of vocational interventions aimed at facilitating career transitions.

Infancia Y Aprendizaje, 2015

Spanish Journal of Psychology, 2022

Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is rele... more Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers’ discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers’ awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers’ perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.

Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica

O objetivo deste estudo foi adaptar o Self-Directed Search-Career Explorer, estudando as caracter... more O objetivo deste estudo foi adaptar o Self-Directed Search-Career Explorer, estudando as características psicométricas da versão portuguesa, com indicadores de validade e precisão, incluindo a relação dos resultados com as intenções de escolha de áreas de estudo para o ensino secundário. A versão portuguesa, após um procedimento de retrotradução, foi aplicada a 266 alunos (48.12% do sexo feminino e 51.88% do sexo masculino) do 9º ano de escolaridade juntamente com o inventário Interesses e Preferências Profissionais-R, um questionário de avaliação de interesses já adaptado para Portugal. Foram recolhidos dados sobre a intenção de escolha do currículo para continuação de estudos. Os resultados obtidos indicaram características psicométricas adequadas, com valores de consistência interna iguais ou superiores a .90. As correlações com o inventário Interesses e Preferências Profissionais-R e a relação com as escolhas vocacionais dos alunos são bons indicadores da validade do SDS-CE.

Revista Portuguesa de Psicologia, 2018

espanolO presente trabalho analisa indicadores de precisao e de validade da versao brasileira do ... more espanolO presente trabalho analisa indicadores de precisao e de validade da versao brasileira do Self-Directed Search (SDS) de John Holland ou Questionario de Busca Autodirigida (Primi, Mansao, Muniz, & Nunes, 2010) numa amostra de estudantes universitarios cabo-verdianos. Partindo da teoria dos interesses e das escolhas vocacionais de Holland (1973, 1985, 1997) a presente investigacao pretende caracterizar as propriedades metrologicas da prova com esta populacao. A amostra e constituida por 235 estudantes universitarios da Cidade da Praia, Ilha de Santiago em Cabo Verde: 144 do sexo feminino (61.3%) e 91 do sexo masculino (38.7%), com idades entre os 18 e os 29 anos. Os resultados confirmam as adequadas caracteristicas psicometricas do instrumento e contribuem para a validacao do modelo RIASEC (Holland, 1973, 1985, 1997). EnglishThis study examines the reliability and validity of the Brazilian version of the Self-Directed Search (SDS) of John Holland, o Questionario de Busca Autodi...

Revista Portuguesa de Pedagogia, 2021

A pandemia da COVID-19 desencadeou mudanças e efeitos sem precedentes nas instituições educativas... more A pandemia da COVID-19 desencadeou mudanças e efeitos sem precedentes nas instituições educativas. Também no ensino superior se assistiu a um processo rápido de transição do ensino presencial para o ensino remoto. Este estudo teve como objetivo conhecer as perceções dos estudantes do Ensino Superior sobre o ensino e a aprendizagem à distância durante o 2º semestre de 2019/2020 (n = 2718). Os dados foram recolhidos através de um inquérito por questionário realizado online junto dos estudantes e divulgado através das suas associações. Embora se tenham identificado aspetos positivos, as perceções dos participantes apontam para uma visão mais negativa do que positiva que surge associada a distintas respostas institucionais, mas também a processos de adaptação individuais. Os resultados deste estudo sugerem também uma menor participação dos estudantes em processos de auto e heteroavaliação e a preferência pelo ensino misto num cenário futuro.

O encerramento das escolas decorrente da necessidade de mitigar a disseminação do vírus SARS-CoV-... more O encerramento das escolas decorrente da necessidade de mitigar a disseminação do vírus SARS-CoV-2 ditou a adoção de um ensino remoto de emergência a que professores e alunos rapidamente tiveram de se adaptar. Neste artigo apresentam-se resultados de um estudo mais vasto que pretendeu analisar as condições em que os professores realizaram as suas tarefas de ensino, as suas vivências emocionais e cognitivas e os fatores pessoais, profissionais e contextuais que afetaram o seu trabalho. Os dados foram recolhidos através de um inquérito por questionário online com professores de todos os ciclos de ensino (n=2638). Os resultados apontam para uma perceção em geral positiva sobre o modo como os professores e os alunos responderam ao ensino remoto de emergência, sendo, no entanto, possível identificar dificuldades associadas ao seu funcionamento, nomeadamente problemas técnicos, distrações internas e externas, gestão de tempo e desafios na interação com os alunos. Estes dados suscitam impl...

Vocational Psychology Challenges: Theories and interventions in an era of uncertainty The aim of ... more Vocational Psychology Challenges: Theories and interventions in an era of uncertainty The aim of the present article is to analyze the challenges of Vocational Psychology to face uncertainty and unpredictability of individual careers in an economic context of change and globalization. Theories of career development that have a major impact on career related issues are summarized and analyzed to address the multiplicity of needs of a growing diversity of clients. We suggest the importance of coping with those new challenges, expanding the goals, resources and techniques used with each client, in a way compatible with a vision of career guidance and counseling as a learning process of dealing with the unavoidable transitions during the life-span

This study aimed to analyze the relations between university students’ approaches to learning and... more This study aimed to analyze the relations between university students’ approaches to learning and self-referential sense of humor. It also investigated how both approaches and self-referential humor relate with academic achievement. The sample involved 224 university students, that frequented from the 1st to the 3rd academic year of their graduation. Self-referential sense of humor was evaluated through the Humor scale of an adapted version of the Self-Perception Profile for College Students – SPPCS of Neeman and Harter (1986 apud BARROS, 2012) and approaches to learning trough the 2nd version of the Inventory of Learning Processes for University Students (IPA-u), according to Duarte (2007). Data were subjected to Pearson correlations to study connections between variables. Results revealed negative significant correlations between Self-referential sense of humor and both Surface Learning Strategy (i.e., rote learning) and Surface-Achieving Approach to Learning (i.e., learning mot...

The present study reports the Portuguese adaptation of the Explora Questionnaire for Career Guida... more The present study reports the Portuguese adaptation of the Explora Questionnaire for Career Guidance, analyzing indicators of precision and validity in a Portuguese sample of students from the 9th grade in Portuguese public schools in Lisbon, Setúbal and Beja (n=492), 244 (49.6%) female and 248 (50.4%) males, with a mean age of 14.7 years and a median of 15 years. The internal consistency indicators, the principal component analysis with varimax rotation, and the correlations with other instruments of interest assessment already adapted for Portugal, show that this instrument maintains good psychometric characteristics in the Portuguese adaptation and similar to the original version. These results allow us to consider the Explora an instrument suitable for use with students of this age group, that can help them in the educational choices at the end of the 9th year of schooling.

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