Araújo, Alexandra M.
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Araújo
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Alexandra M.
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Alexandra M. Araújo
Biografia
Alexandra M. Araújo studied psychology at the University of Porto and finished her diploma in 2003. From 2004 to 2009, she received an FCT research scholarship to conduct her doctoral studies in Psychology. She worked as a graduate student at the Counselling Center at the University of Minho, receiving her doctoral degree in Psychology from the University of Minho in 2009, also funded by FCT. From 2009 to 2013, she was a consultant to educational organizations (Casa Pia de Lisboa), managed a counseling center, and was an Assistant Professor at Piaget Institute (Lisbon). From 2013 to 2015, she received a post-doctoral FCT research fellowship in Educational Sciences (specializing in Educational Psychology) to study the transition and adaptation to Higher Education and student development and learning in first-year students at the Institute of Education, University of Minho. During this period, she was the co-founder and coordinator of the University of Minho Student Observatory. Since 2015, she has worked at the Portucalense University (Porto) as a Professor of Educational and Vocational Psychology, Research Methods, and Advanced Data Analyses.
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F513-2F7A-A091
55749283100
F-5093-2012Projetos de investigação
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RISE-HEALTH@UPT
A RISE-Health tem seis linhas de investigação: Investigação Clínica e Translacional em Ciências Cardiovasculares; Investigação Clínica e Translacional em Oncologia; Investigação Clínica e Translacional em Doenças Inflamatórias e Degenerativas; Política de Saúde, Tecnologia e Transformação Digital; Saúde Comunitária e Desafios Societais.
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Publicação Acesso Restrito Integration of Sustainable Development Goals (SDG) in the curriculum: Findings based on the analysis of higher education programmes2023-07 - Barros, Elisabete; Morais, Paula; Fernandes, Sandra; Araújo, Alexandra M.; Albuquerque, Ana SílviaHigher education institutions play a vital role in achieving Sustainable Development Goals (SDGs). Therefore, the integration of SDGs in higher education curriculum and pedagogic practices is essential to ensure that students are equipped with the knowledge, skills, and values needed to address complex social and environmental challenges and promote sustainable development in their personal and professional lives. This study aims to investigate the extent to which higher education programmes integrate SDGs into their curricula. The research was conducted in a private higher education institution located in the north of Portugal. In this context, faculty training was developed as an institutional strategy to facilitate the incorporation of SDGs in higher education policies and practices. The study was based on a mixed-methods approach, including content analysis and semi-structured interviews. The content analysis was performed on the course outlines of selected graduate programmes from three different fields of study: business, engineering, and social sciences. To complement the content analysis, semi-structured interviews were conducted with faculty members responsible for curriculum design in the selected programmes. The preliminary results show that there is a growing trend in the integration of SDGs in the curriculum, especially in courses from the social sciences field. This integration is mainly focused on awareness-raising rather than action-oriented learning. The interviews, to be carried out in the second phase of the study, will allow to identify the main barriers and challenges to effective integration. The study also highlights the need for greater faculty support to effectively integrate the SDGs into the curriculum. The research contributes to the literature on SDGs integration in higher education and provides insights for policymakers, curriculum designers, and faculty members to better address the challenges and opportunities in sustainability education and the importance of educating students on sustainability issues.Publicação Acesso Aberto Gender differences in first-year college students’ academic expectations2016-06 - Diniz, António M.; Alfonso, Sónia; Deaño, Manuel; Costa, Alexandra R.; Conde, Ângeles; Almeida, Leandro S.; Araújo, Alexandra M.Based on a multidimensional definition of academic expectations (AEs), the authors examine students’ AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries. No significant differences in factor means were found between countries, indicating that AEs are not an obstacle to student mobility. Gender differences were found in some AE factor means, Training for employment, Personal and social development, Student mobility, Political engagement and citizenship, and Social pressure, with males exhibiting higher scores. Because these differences are not supported by most literature in this domain, further studies are needed to clarify the causes of women’s lower expectations and, therefore, risk of adaptation difficulties.Publicação Acesso Aberto Autoconceito em estudantes universitários de Moçambique: Estudo das relações e diferenças em função de variáveis pessoais e contextuais dos alunos2017 - Campira, Farissai P.; Almeida, Leandro S.; Araújo, Alexandra M.O autoconceito é uma variável que acompanha a individualidade e os contextos de vida dos sujeitos. O Ensino Superior, pela sua complexidade, surge como um contexto que afeta a autoperceção dos estudantes, surgindo diferenças a ter em conta quando se trata de estudar os percursos de vida dos estudantes e como esses afectam a sua identidade. Neste artigo analisam-se as relações e diferenças no autoconceito em função de variáveis pessoais e de contexto dos alunos universitários de Moçambique. Participaram neste estudo 250 alunos da Universidade Pedagógica na Beira com idades entre 16 a 55 anos (M= 29.08; DP= 7.75), sendo 103 (41.2%) do sexo masculino. Destes 102(40.8%) tem até 23 anos de idade. Foi administrado o Questionário de Autoconceito para Estudantes Universitários de Moçambique. Os resultados mostram diferenças em função do género apenas nas dimensões do autoconceito religioso, do autoconceito académico e do autoconceito social, estas duas últimas dimensões a favor do género masculino. Tomando agora a variável idade, surgem diferenças com significado estatístico a favor dos estudantes com idade superior a 23 anos nas dimensões do autoconceito académico e autoconceito social. Finalmente verifica-se alguma associação do autoconceito com algumas variáveis, nomeadamente o ano do curso e o nível de escolaridade dos pais, sugerindo alguma diversidade nos alunos que frequentam hoje o Ensino Superior e que merece ser atendida pelas instituições.Publicação Acesso Aberto Autoconceito, vivências académicas e satisfação coma vida: Estudo com alunos universitários de Moçambique2016 - Campira, Farissai P.; Almeida, Leandro S.; Araújo, Alexandra M.Publicação Acesso Aberto Serviços de apoio psicológico no Ensino Superior: Contextualização, atualidade e desafios para o futuro2024-09-01 - Araújo, Alexandra M.; Teixeira, Fátima M.; Seco, GraçaA adaptação ao Ensino Superior (ES) implica, por parte do estudante, a resposta a desafios multifacetados, do domínio pessoal, interpessoal, académico e de carreira [...].Publicação Acesso Aberto The mediating effects of approaches to learning on the academic performance of first-year college students2016 - Valadas, Sandra T.; Almeida, Leandro S.; Araújo, Alexandra M.Students’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students.Publicação Acesso Aberto Observatório de estudantes da Universidade Portucalense: Uma experiência de monitorização do sucesso académico [resumo]2024-07-08 - Araújo, Alexandra M.; Fernandes, Sandra; Morais, Paula; Real, ElizabethEm alinhamento com o seu compromisso com a qualidade do ensino e aprendizagem e o desenvolvimento integral dos estudantes, a Universidade Portucalense Infante D. Henrique (UPT, Porto) desenvolveu os primeiros estudos de Observatório de Estudantes no ano letivo de 2015/2016, tendo recolhido desde então dados junto dos seus estudantes. [...]Publicação Acesso Aberto Funções executivas na infância: Avaliação e dados normativos preliminares para crianças portuguesas em idade pré-escolar2018 - Pereira, Ana Paula Prust; Dias, Natália Martins; Seabra, Alessandra Gotuzo; Araújo, Alexandra M.O presente estudo investigou evidências de validade do Teste de Atenção por Cancelamento (TAC) e Teste de Trilhas para pré-escolares (TT-PE) e disponibilizou normas preliminares para pré-escolares portugueses. Participaram 105 crianças, com 5 e 6 anos, avaliadas no TAC (atenção) e TT-PE (flexibilidade cognitiva). Houve efeito da idade para o TAC, com melhor desempenho das crianças de 6 anos, sugerindo trajetórias de desenvolvimento distintas para as habilidades avaliadas. Relações baixas a altas foram observadas entre índices de um mesmo instrumento, e baixas a moderadas entre desempenhos nos dois testes. Houve diferença significativa entre desempenhos da amostra portuguesa e a normatização brasileira na maioria das medidas. Pontuações-padrão foram calculadas. São fornecidas evidências de validade e normalização preliminar para instrumentos de avaliação de crianças portuguesas em idade pré-escolar.Publicação Acesso Aberto Facilitating successful school and career transitions: A strengths-based approach2021-03 - Araújo, Alexandra M.Life in school and at work is marked by many transitions, some more expected than others, through development and between contexts. Preparedness is key in managing such transitions. Personal resources, such as career adaptability, in the interaction with the elements of the environment, influence the quality and outcome of these transitions. Positive transitions are supported by optimal human strength and well-being. This chapter presents the elements that describe school and career transitions, explores the factors that influence such transitions, and presents a strengths-based approach to the study and intervention for successful transitions. Career counsellors assist in the quality of developmental and contextual transitions when they pay attention to students’ preparedness for the transition and assist in building students’ strengths.Publicação Acesso Aberto Perspetivas e experiências de formação pedagógica e desenvolvimento profissional docente no Ensino Superior [Abstract]2024-12-01 - Fernandes, Sandra; Valdivieso-León, Lorena; Araújo, Alexandra M.; Soares, Diana; Gil, Maitê; Mesquita, Diana; Conde, AnaSem resumo disponível.