Joana Carneiro Pinto

Análise fatorial confirmatória da prova de avaliação de competência social face à carreira

Social competence is concerned to how people perceive and act in a variety of social situations. This study evaluates the psychometric characteristics of the Perceived Social Competence Scale (PSC-Car). Participants were 572 Portuguese adolescents (M=13.28 years; SD=.59) who are in the 8th grade. Results of the Confirmatory Factor Analysis suggest a factorial solution consisting of eight factors. The global indices of fitness of the model are quite robust, proving that it is a good solution in the adjustment of empirical data (X2/df=4.097, CFI=.895, GFI=.851, RMSEA=.079). The results stimulate the development of new researches and interventions that approach social skills in order to develop socially intelligent behaviors for career adaptation, advancement and success of young people.

Autogestión de la carrera profesional y el emprendimiento: una experiencia con estudiantes de doctorado

Introduction. This study presents an experience developed with PhD students aimed to analyze the extent to which career self-management should be approached along with entrepreneurship issues to promote students’ career development. Method. An intervention group who attended a Career Self-Management Seminar (EG1), a comparison group who attended the CSMS followed by a Seminar on Entrepreneurship (EG2), and a control group (CG) were compared, in three different moments (pre-test, posttest, and follow-up). Results. Results at an intra and inter-group level indicate that the EG1 and the EG2 significantly increased the extent of self-exploration, the intended-systematic exploration, and the amount of acquired information over time, and also their concerns related to holding and updating their careers. According to the longitudinal research plan, the EG1 participants benefited most of this career intervention. Discussion and Conclusion.The results suggest the effectiveness of the career seminar in most of the career development measures, particularly in comparison with the nonintervention. Implications are drawn to the development of career services and interventions that promote a reflection about entrepreneurship as a career path.

Construção da carreira: o papel da perceção dos filhos acerca dos estilos educativos parentais na exploração vocacional

Este trabalho analisa os estilos educativos parentais percebidos pelos jovens e os seus niveis de exploracao vocacional, atendendo aos referenciais conceptuais da teoria da construcao da carreira e a investigacao previa sobre a relacao entre a influencia parental e o desenvolvimento vocacional. Participam 296 estudantes portugueses, 109 (36,82%) do sexo feminino e 187 (63,18%) do sexo masculino, com uma idade media de 17,03 anos (DP = 1,45; Min = 14; Max = 23), que preencheram a Escala de Exploracao Vocacional e o Questionario de Estilos Educativos Parentais. Verificaram-se diferencas na percepcao do estilo educativo parental e na exploracao vocacional em funcao de variaveis sociodemograficas, e uma associacao positiva significativa entre a exigencia e as crencas e os comportamentos de exploracao vocacional. Discutem-se implicacoes acerca da participacao parental na construcao de carreira.

Intra and inter-individual differences in social intelligence of Portuguese students

Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542, 49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2). Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations. These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions.A inteligencia social constitui uma condicao favoravel a tomada de decisao e ao desenvolvimento vocacional. Este trabalho visa caracterizar os niveis de inteligencia social, e analisar as diferencas intra e interindividuais, em alunos portugueses em anos de pre-transicao vocacional. Participaram 1095 alunos (552, 50% mulheres), com uma media de idades de 14,78 anos (DP = 1,86), do 8o, 10o, e 11o niveis escolares. Administrou-se a Prova Cognitiva de Inteligencia Social (PCIS), em dois momentos (T1 e T2), com seis meses de intervalo. Os resultados indicam que o 8o ano obteve resultados medios superiores, nos indices de Resolucao de Problemas, Motivacao e Autoconfianca (T1), enquanto o 10o ano obteve resultados superiores, em Resolucao de Problemas, Motivacao e Familiaridade (T2). Entre momentos de avaliacao, registra-se, para todos os niveis escolares, um aumento em Resolucao de Problemas e Autoconfianca em situacoes sociais. Estes resultados constituem condicoes psicologicas favoraveis a promocao do questionamento etico nas intervencoes de orientacao vocacional.

Validation of a three-dimensional model about sleep: Habits, personal factors and environmental factors.

Objectives The present study aims to test the factor structure of two sleep questionnaires and their internal consistency in a sample of adolescents and their respective parents and to evaluate the validity and robustness of a three-dimensional model about sleep, addressing nine subcategories related to sleep habits, personal and environmental factors. Methods Participants were 654 adolescents from Portuguese schools, who completed “My Sleep and I” questionnaire, and 664 parents who completed “My child׳s sleep” questionnaire; to them confirmatory factor analysis was applied. Results Confirmatory factor analysis indicate that a nine-factor model has better fit indices compared with the others tested models for both samples (adolescents: χ2/df (Chi-square/degrees of freedom)=2.59, Comparative Fit Index (CFI)=.82, Goodness-of-Fit Index (GFI)=.92, Root Mean Square Error of Approximation (RMSEA)=.049, Expected Cross-Validation Index (ECVI)=1.416; Parents: χ2/df=2.89, CFI=.85, GFI=.91, RMSEA=.053, ECVI=1.528). Moreover, the comparison of the models through Δχ2 index (chi-square difference between rival models) indicates a better fit for this model, Δχ2 (24)=186.5, p<.001 for adolescents and Δχ2 (24)=209, p<.001 for parents. Also, the three second-order factors have good internal consistency, convergent and discriminant validity for all factors in both samples. Conclusions Results postulate that the three factors and their nine subcategories account for correlations between sleep habits, self-perceptions and knowledge about sleep.

Identification of psychological intervention needs: a pilot study in Portuguese higher education

Este estudo analisa as necessidades de intervencao psicologica dos estudantes da Faculdade de Ciencias Humanas da Universidade Catolica Portuguesa. Participaram 157 alunos, avaliados nas suas preocupacoes e necessidades pessoais, de carreira e de aprendizagem, bem como nas preferencias relativas ao apoio, por meio do questionario de identificacao de necessidades de intervencao psicologica. Os resultados indicam necessidade de apoio nas areas: (i) controlo de ansiedade e nervosismo, (ii) medo de falhar, (iii) estrategias de procura de emprego, (iv) escolha de uma carreira e (v) competencias de gestao do tempo. Verifica-se uma preferencia, no apoio pretendido, pelas modalidades de aconselhamento individual e cursos breves. Registram-se diferencas em funcao do sexo, da media no curso, da regularidade de contato com a familia e dos niveis de satisfacao academica e satisfacao global com a vida. Retiram-se implicacoes para a disponibilizacao de sistemas, estrategias e atividades de apoio psicologico que possam responder as preocupacoes dos estudantes.This study aims to explore the psychological intervention needs of the students attending the Faculty of Human Sciences of the Portuguese Catholic University. 157 students were evaluated on their personal, career and learning needs and concerns, as well as on their possible support preferences, through the questionnaire of identification of psychological intervention needs. The results indicate that participants need more information or support in the following areas: (i) management of anxiety and nervousness, (ii) fear of failure, (iii) job search, (iv) career choice and (v) time management skills. There is a preference for individual counseling and workshops. There are differences according to sex, academic grades, regularity of family contact and academic and global life satisfaction. Implications are drawn for the availability of systems, strategies and activities of psychological support for students that can respond appropriately to their different needs.

Identificação de necessidades de intervenção psicológica: um estudo-piloto no ensino superior português

Este estudo analisa as necessidades de intervencao psicologica dos estudantes da Faculdade de Ciencias Humanas da Universidade Catolica Portuguesa. Participaram 157 alunos, avaliados nas suas preocupacoes e necessidades pessoais, de carreira e de aprendizagem, bem como nas preferencias relativas ao apoio, por meio do questionario de identificacao de necessidades de intervencao psicologica. Os resultados indicam necessidade de apoio nas areas: (i) controlo de ansiedade e nervosismo, (ii) medo de falhar, (iii) estrategias de procura de emprego, (iv) escolha de uma carreira e (v) competencias de gestao do tempo. Verifica-se uma preferencia, no apoio pretendido, pelas modalidades de aconselhamento individual e cursos breves. Registram-se diferencas em funcao do sexo, da media no curso, da regularidade de contato com a familia e dos niveis de satisfacao academica e satisfacao global com a vida. Retiram-se implicacoes para a disponibilizacao de sistemas, estrategias e atividades de apoio psicologico que possam responder as preocupacoes dos estudantes.This study aims to explore the psychological intervention needs of the students attending the Faculty of Human Sciences of the Portuguese Catholic University. 157 students were evaluated on their personal, career and learning needs and concerns, as well as on their possible support preferences, through the questionnaire of identification of psychological intervention needs. The results indicate that participants need more information or support in the following areas: (i) management of anxiety and nervousness, (ii) fear of failure, (iii) job search, (iv) career choice and (v) time management skills. There is a preference for individual counseling and workshops. There are differences according to sex, academic grades, regularity of family contact and academic and global life satisfaction. Implications are drawn for the availability of systems, strategies and activities of psychological support for students that can respond appropriately to their different needs.

Identificación de necesidades de intervención psicológica: estudio piloto en la educación superior portuguesa

Este estudo analisa as necessidades de intervencao psicologica dos estudantes da Faculdade de Ciencias Humanas da Universidade Catolica Portuguesa. Participaram 157 alunos, avaliados nas suas preocupacoes e necessidades pessoais, de carreira e de aprendizagem, bem como nas preferencias relativas ao apoio, por meio do questionario de identificacao de necessidades de intervencao psicologica. Os resultados indicam necessidade de apoio nas areas: (i) controlo de ansiedade e nervosismo, (ii) medo de falhar, (iii) estrategias de procura de emprego, (iv) escolha de uma carreira e (v) competencias de gestao do tempo. Verifica-se uma preferencia, no apoio pretendido, pelas modalidades de aconselhamento individual e cursos breves. Registram-se diferencas em funcao do sexo, da media no curso, da regularidade de contato com a familia e dos niveis de satisfacao academica e satisfacao global com a vida. Retiram-se implicacoes para a disponibilizacao de sistemas, estrategias e atividades de apoio psicologico que possam responder as preocupacoes dos estudantes.This study aims to explore the psychological intervention needs of the students attending the Faculty of Human Sciences of the Portuguese Catholic University. 157 students were evaluated on their personal, career and learning needs and concerns, as well as on their possible support preferences, through the questionnaire of identification of psychological intervention needs. The results indicate that participants need more information or support in the following areas: (i) management of anxiety and nervousness, (ii) fear of failure, (iii) job search, (iv) career choice and (v) time management skills. There is a preference for individual counseling and workshops. There are differences according to sex, academic grades, regularity of family contact and academic and global life satisfaction. Implications are drawn for the availability of systems, strategies and activities of psychological support for students that can respond appropriately to their different needs.

O sono em adolescentes portugueses: Proposta de um modelo tridimensional

O sono e uma necessidade basica que influencia e e simultaneamente influenciada pela diversidade de atividades, papeis e contextos de vida, assumindo particular importância nos adolescentes. Apresenta-se um estudo com 400 alunos do 9o e 11o anos de escolaridade, de duas escolas da regiao de Lisboa, avaliados atraves do Questionario Sobre Sono para Adolescentes - QSSA. Os resultados quantitativos da caracterizacao do sono incidiram sobre habitos, auto percecoes e conhecimentos. Da exploracao qualitativa dos fatores invocados por uma subamostra de 100 adolescentes como fundamento das suas auto percecoes, emergiram as categorias de qualidade, importância e atitudes. Com base nestes resultados, propoe-se um modelo tridimensional acerca do sono dos adolescentes que contempla habitos de sono, fatores pessoais e fatores ambientais.

Diferenças Intra e Inter Individuais na Inteligência Social de Estudantes Portugueses

Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542, 49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2). Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations. These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions.A inteligencia social constitui uma condicao favoravel a tomada de decisao e ao desenvolvimento vocacional. Este trabalho visa caracterizar os niveis de inteligencia social, e analisar as diferencas intra e interindividuais, em alunos portugueses em anos de pre-transicao vocacional. Participaram 1095 alunos (552, 50% mulheres), com uma media de idades de 14,78 anos (DP = 1,86), do 8o, 10o, e 11o niveis escolares. Administrou-se a Prova Cognitiva de Inteligencia Social (PCIS), em dois momentos (T1 e T2), com seis meses de intervalo. Os resultados indicam que o 8o ano obteve resultados medios superiores, nos indices de Resolucao de Problemas, Motivacao e Autoconfianca (T1), enquanto o 10o ano obteve resultados superiores, em Resolucao de Problemas, Motivacao e Familiaridade (T2). Entre momentos de avaliacao, registra-se, para todos os niveis escolares, um aumento em Resolucao de Problemas e Autoconfianca em situacoes sociais. Estes resultados constituem condicoes psicologicas favoraveis a promocao do questionamento etico nas intervencoes de orientacao vocacional.