Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
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Higher mercury contamination is associated with shorter telomeres in a long-lived seabird – A direct effect or a consequence of among-individual variation in phenotypic quality?
Get PDFMercury is a heavy metal, which is pervasive and persistent in the marine environment. It bioaccumulates within organisms and biomagnifies in the marine food chain. Due to its high toxicity, mercury contamination is a major concern for wildlife and human health. Telomere length is a biomarker of aging and health, because it predicts survival, making it a potential tool to investigate sublethal effects of mercury contamination. However, the relationship between telomeres and mercury contamination is unclear. We measured feather mercury concentration in Cory's Shearwaters Calonectris borealis, long-lived seabirds and top predators, between 9 and 35 years of age and related it to telomere length in erythrocytes. Cory's Shearwaters with higher mercury concentrations had shorter telomeres and the effect was sex-dependent, reaching significance in males only. This may be explained by the fact that males have longer telomeres and higher and more variable mercury concentrations than females in this population. The mercury effect on telomere length was stronger on longer telomeres in the genome within individuals. We discuss the hypotheses that the negative correlation could either be a direct effect of mercury on telomere shortening and/or a consequence of variation in phenotypic quality among individuals that results in a covariation between mercury contamination and telomere length.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
Como fazer citações e referências?: Guia prático da norma APA, 2020.
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Academic experience satisfaction of pharmacy and dentistry students
Get PDFObjective: To assess the psychometric properties of the Academic Experience
Satisfaction Scale (ESEA) applied to Pharmacy and Dentistry students and investigate the
effect of demographic and course-related characteristics on the ESEA factors.
Methods: This was a cross-sectional study. Academic satisfaction was assessed by the
ESEA. Construct validity was measured by confirmatory factor analysis (CFI, TLI, RMSEA).
The composite reliability (CR) and the ordinal α were estimated. Structural model was
elaborated considering demographic and course-related characteristics as the
independent variable and ESEA factors as the dependent variables. The model fit and
path estimates significance (β) were evaluated (z test; α = 5%). Results: 544 students
participated in the study (70.0% female; mean age: 21.4 ± 2.4 years; 52.4% dental
students). ESEA showed adequate fit to the data (CFI = 0.90; TLI = 0.90; RMSEA = 0.064,
CR and α ≥ 0.88). In general, students reported being satisfied with their academic
experience. Dental students and those from the first and second years of the course
showed greater satisfaction with the academic experience. Sex did not have a significant
impact on any of the scale's factors. Conclusion: ESEA produced valid and reliable
data. Course-related characteristics, but not demographic characteristics, significantly
affected the academic experience of students.info:eu-repo/semantics/publishedVersio
A psychometric lens for e-learning: Examining the validity and reliability of the persian version of University Students’ Engagement Inventory (P-USEI)
Get PDFStudent engagement is a critical component of
e-learning, which became an important focus for most academic institutions during the COVID-19 pandemic. University students’ engagement is measured using various
scales with diferent subscales. This study aimed to evaluate the psychometric properties of the Persian version of
the University Student Engagement Inventory (P-USEI). A
cross-sectional methodology study was conducted among
Iranian university students (n =667) from April to May
2020. After forward–backward translation, the content, and
construct validity, and reliability of the scale were assessed.
The results obtained from the confrmatory factor analysis confrmed that the P-USEI has three factors: cognitive, emotional, and behaviour. The fndings of the study supported
the adequate reliability, factorial, convergent, and discriminant validities of P-USEI in a sample of Iranian students.
The P-USEI dimensions have predictive value for important
academic variables that can be generalized by developing
the research through a psychometric evaluation on student
engagement.info:eu-repo/semantics/publishedVersio
A diversidade do grupo e a diferenciação pedagógica
Get PDFRelatório da Prática de Ensino Supervisionada
apresentado no ISPA- Instituto Universitário para obtenção de grau de Mestre em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico, criado por Aviso n.º 1154/2020, publicado no Diário da República, 2.ª série, n.º153, de 7 de Agosto.A diversidade dos alunos já não é um tema novo e perante este reconhecimento de que não somos todos iguais, é emergente respeitar esta individualidade no processo de ensino e aprendizagem. Deste modo, é de extrema importância o reconhecimento dos professores como promotores de práticas de Diferenciação Pedagógica numa sala de aula, indo ao encontro das necessidades individuais de cada criança.
Assim, para o presente Relatório da Prática de Ensino Supervisionada (RPES), intitulado como A Diversidade do Grupo e a Diferenciação Pedagógica, tenho como objetivos “Caracterizar as estratégias de Diferenciação Pedagógica presentes no contexto em estudo como promotoras de aprendizagem” e “Dinamizar estratégias de Diferenciação Pedagógicas com base no contexto em estudo”. Tendo em conta os objetivos definidos, este estudo tem como base as seguintes questões de investigação: “Quais são as práticas de Diferenciação Pedagógica presentes no contexto em estudo?” e “Como aprofundar estratégias de Diferenciação Pedagógica no contexto em estudo?”.
A presente investigação qualitativa foi realizada numa Instituição Particular de Solidariedade Social, num grupo de 16 crianças que se encontram no 1º e 2º ano de escolaridade. Os instrumentos utilizados para a recolha de dados foram entrevistas, notas de campo, tabelas de observação e registos fotográficos.
Após a análise dos dados recolhidos, conclui-se que, não existe uma fórmula concreta (receita) para promover a Diferenciação Pedagógica, mas sim algumas estratégias que podem ajudar o docente a conseguir ir ao encontro das necessidades de cada criança.The diversity of students it’s an acknowledge topic nowadays and with the recognition that we are all different, it is important to respect the individuality in the teaching and learning process. Thus, it is of urgent to recognize teachers as promoters of Pedagogical Differentiation practices in a classroom, meeting the individual needs of each child.
Therefore, for this Report on Supervised Teaching Practice (RPES), entitled Group Diversity and Pedagogical Differentiation, I have multiple goals, such as to "Characterize the Pedagogical Differentiation strategies present in the context under study as promoters of learning" and "Dynamize Pedagogical Differentiation strategies based on the context under study".
Considering the previous points, this study is based on the following research questions, namely, "What are the Pedagogical Differentiation practices present in the context under study?" and "How to deepen Pedagogical Differentiation strategies in the context under study?".
The qualitative research present was carried out in a Private Institution of Social Solidarity, in a group of 16 children who are in the 1st and 2nd year of schooling. The instruments used for data collection were interviews, field notes, observation tables and photographic records.
After analyzing the data collected, i came to the conclusion that there is no concrete formula (recipe) to promote Pedagogical Differentiation, but some strategies that can help the teacher to meet the needs of each child
How do healthy women perceive the risk of breast cancer? The role of Illness perceptions and compared risk between Portugal and the U.A.E
Get PDF(1) Background: Breast cancer (BC) shows significant epidemiological differences between Eastern and Western countries. These may arise from socio-cultural factors influencing how healthy young women perceive this condition, their risk of getting cancer, and the implications for preventive screening behaviors. In this study, the illness perceptions, individual risk perception, compared risk, and beliefs about preventive behaviors for BC of female university students were compared using an anonymous online survey between a European country (Portugal) and the United Arab Emirates. (2) Method: A structural equation model (SEM) was developed to investigate the hypothetical relationship between illness perceptions and compared risk as predictors of perceived risk for BC. (3) Results: There were significant differences between the study variables. The SEM was invariant, but the differences between regression coefficients in both countries were highly statistically significant. Mediation analyses revealed a significant indirect effect of compared risk on individual risk and a significantly stronger direct effect for the Emirati sample. (4) Conclusions: These findings suggest that cultural research may help to explain factors that may shape social comparison of individual risk characteristics and influence perceived risk. Moreover, providing culturally appropriate strategies to be designed and implemented can promote early detection behaviors for BC.info:eu-repo/semantics/publishedVersio
Exercise motives among university students – A Brazil-Portugal transnational study
Get PDFBackground: Identifying the motives why people exercise is interesting for the
planning of effective health promoting strategies.
Objectives: To estimate the psychometric properties of the exercise
motivations inventory (EMI-2) in Brazilian and Portuguese university students,
and to compare motive-related factors for exercise among students.
Methods: One thousand Brazilian (randomly splitted into “Test sample” [n = 498]
and “Validation sample” [n = 502]) and 319 Portuguese students participated
in this cross-sectional study. Motives for exercise were evaluated using
EMI-2. Exploratory factor analysis was performed in the test sample. Then,
confirmatory factor analysis was performed in the validation and Portuguese
samples. The EMI-2 scores were compared according to sex, exercise, and
weight status (ANOVA, α = 5%).
Results: EMI-2 factor model was explained by 5 factors and presented
adequate fit (χ2
/df≤ 3.2; CFI ≥ 0.9; TLI ≥ 0.9; RMSEA ≤ 0.07; and α≥ 0.83). The
motives for exercising were mainly related to psychological and interpersonal
factors for men, health-related factors for women, and body-related factors
for overweight and obese individuals. People who practice exercise had higher
EMI-2 scores.
Conclusion: The 5-factor model is suggested for a comprehensive assessment
of motives for exercise. Individual characteristics should be considered for
development of tailored protocols.info:eu-repo/semantics/publishedVersio
O papel das escolas em caso de maus-tratos intrafamiliares contra crianças
Get PDFDissertação de Mestrado apresentada no ISPA – Instituto
Universitário para obtenção de grau de Mestre
na especialidade de Psicologia ClínicaA presente dissertação teve como principal objetivo compreender a perceção dos
funcionários das escolas acerca do fenómeno dos maus-tratos infantis que ocorrem em contexto
intrafamiliar e, em conjunto com a escola, que resposta conseguem dar nestas situações.
Na investigação participaram 31 funcionários de escolas do Distrito de Lisboa. Os
participantes são maioritariamente do género feminino e têm idades compreendidas entre os 24
e os 60 anos.
Para a concretização do estudo empírico recorremos a uma metodologia de investigação
de natureza qualitativa, a análise de conteúdo simples, cujos pressupostos subjacentes
orientaram todo o processo de recolha, análise e tratamento de dados. No que diz respeito à
recolha de dados, a Entrevista Qualitativa foi o método que se revelou mais adequado quer aos
objetivos do estudo, quer à metodologia adotada, e teve por base um guião de entrevista
semiestruturado, construído no âmbito da presente investigação, no qual constam os temas
gerais e os tópicos específicos a abordar.
Da investigação resultou a confirmação de que a resposta das escolas enquanto estrutura
e a capacidade de resposta dos funcionários que trabalham diretamente com as crianças não é
suficiente, sendo necessário abordar o tema de uma maneira mais consistente e diária nas
escolas, integrando toda a comunidade escolar, isto é, pais, alunos e todos os funcionários da
escola.
Por fim, procedemos à discussão dos resultados obtidos, refletindo sobre as suas
implicações, consequências na vida das crianças e jovens sugerindo possíveis alterações e novas
estratégias para aplicar nas escolas.The main objective of this dissertation was to understand the perception of school
employees about the phenomenon of child abuse that occurs in an intra-family context and,
together with the school, what response they can give in these situations.
The participants were thirty-one employees from schools in the District of Lisbon aged
between 24 and 60 years, most of which were female.
In order to carry out the empirical study, we used a qualitative research methodology,
simple content analysis, whose underlying assumptions guided the entire process of data
collection, analysis and processing. With regard to data collection, the Qualitative Interview
was the method that proved to be most suitable for both the objectives of the study and the
methodology adopted, and was based on a semi-structured interview guide, built within the
scope of the present investigation, which contains general themes and specific topics to be
addressed.
The investigation resulted in confirmation that the response of schools as a structure and
the response capacity of employees who work directly with children is not enough, and it is
necessary to address the issue in a more consistent and daily way in schools for the entire school
community, that is, is, whether for parents, students, and all school staff.
Finally, we proceed to the discussion of the results obtained, reflecting on their
implications, consequences in the lives of children and young people, suggesting possible
changes and new strategies to apply in schools
As estratégias da autorregulação na aprendizagem da matemática em alunos do Ensino Básico
Get PDFDissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da EducaçãoA presente investigação teve como objetivo analisar as estratégias de autorregulação associadas à aprendizagem da Matemática. O nosso objetivo é compreender se existiam correlações entre as diferentes estratégias (cognitiva e metacognitiva, comportamental e motivacional) e verificar o efeito das variáveis género, ano escolar e desempenho escolar dos alunos na autorregulação para a aprendizagem da matemática. A amostra utilizada para o estudo tem como fator a frequência dos alunos no 6º e 9º ano de escolaridade e deste modo participaram voluntariamente 318 alunos. Foram aplicadas três escalas, uma que avaliava as estratégias cognitivas e metacognitivas da autorregulação, outra que avaliava as estratégias comportamentais e por fim, uma que avaliava a autorregulação motivacional dos alunos. Os dados recolhidos comprovaram a correlação esperada, sendo significativa, entre as três dimensões de autorregulação analisadas: cognitiva e metacognitiva, comportamental e motivacional. No que diz respeito às análises comparativas efetuadas, foram encontradas diferenças significativas entre as estratégias de autorregulação e o ano de escolaridade, constatando que os alunos de 6º ano estavam mais autorregulados nas três dimensões analisadas comparativamente aos alunos de 9º ano. Foram também encontradas diferenças significativas entre todas as dimensões da autorregulação e o desempenho académico, resultados concordantes com a literatura, concluindo-se assim que os alunos mais autorregulados tinham um desempenho académico superior. E por fim, quanto à variável género, as diferenças apenas se apresentam significativas na dimensão cognitiva e metacognitiva, concluindose que as raparigas apresentam estratégias de autorregulação cognitiva e metacognitivas mais ajustadas relativamente aos rapazes. Na discussão serão debatidas as implicações práticas destes resultados e no último capítulo serão tecidas algumas considerações finais.The present research aimed to analyze the self-regulation strategies associated with the learning of mathematics. Our objective was to understand whether there were correlations between the different strategies (cognitive and metacognitive, behavioral and motivational) and to verify the effect of the variables gender, school year and students' academic performance on self-regulation for mathematics learning. The sample used for the study was based on students' attendance in the 6th and 9th grades, and thus 318 students voluntarily participated. Three scales were applied, one evaluating cognitive and metacognitive self-regulation strategies, another evaluating behavioral strategies, and finally, one evaluating students' motivational self-regulation. The data collected proved the expected correlation, being significant, between the three dimensions of selfregulation analyzed: cognitive and metacognitive, behavioral and motivational. Regarding the comparative analyses performed, significant differences were found between the self-regulation strategies and the year of schooling, finding that 6th grade students were more self-regulated in the three dimensions analyzed compared to 9th grade students. Significant differences were also found between all dimensions of selfregulation and academic performance, results in agreement with the literature, thus concluding that more self-regulated students had a higher academic performance. And finally, regarding the gender variable, the differences were only significant in the cognitive and metacognitive dimensions, concluding that girls have more adjusted cognitive and metacognitive self-regulation strategies than boys. The discussion will discuss the practical implications of these results and in the last chapter some final considerations will be made
Prey-switching to fishery discards does not compensate for poor natural foraging conditions in breeding albatross
Get PDFFishery discards supplement food for many seabirds, but the impacts of declining discards are poorly understood. Discards may be beneficial for some populations but have negative impacts by increasing bycatch risk or because they are junk-food. The Falkland Islands support > 70% of global black-browed albatross Thalassarche melanophris populations, which feed on discards. However, the effect of discards on population demographics, and implications of fishery management changes, are unknown. We analysed stomach contents of black-browed albatross chicks across eight breeding seasons (2004-2020) from New Island, Falkland Islands, to assess variation in discard consumption and how this relates to foraging conditions and breeding success. Across years, 68%-98% of samples contained natural prey, whilst 23%-88% of samples contained fishery discards. Discard consumption was positively related to fishery catches of hoki Macruronus magellanicus and sea surface temperature anomalies SSTA (degrees C), and negatively related to breeding success. These results suggest a diet-switching behaviour for Falkland Islands albatrosses, whereby birds switch from preferred natural prey to suboptimal discards when environmental conditions, and hence natural feeding opportunities, are unfavourable. Crucially, this study highlights that fishery discards do not compensate for poor natural foraging conditions for breeding albatrosses in the long term.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio