Araújo, Alexandra M.
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Araújo
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Alexandra M.
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Alexandra M. Araújo
Biography
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.
F513-2F7A-A091
55749283100
F-5093-2012Research Projects
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CINTESIS.UPT - Centro de Investigação em Tecnologias e Serviços de Saúde
Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS.UPT), former I2P, is an R&D unit devoted to the study of cognition and behaviour in context. With an interdisciplinary focus, namely on Education, Translational and Applied Psychology
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Publication Open Access Are perceptions of grandparenthood related to family and life satisfaction? A study with emerging adults2021-01-08 - Carneiro, Luísa; Fernandes, Paula; Araújo, Alexandra M.; Miguel, Isabel; Fernandes, SandraGiven the crucial role that grandparents play in the upbringing and well-being of their grandchildren, research regarding the perceived importance of grandparents for their emerging adult grandchildren is of particular relevance. This study examined the relations between perceived grandparents’ roles and family and life satisfaction in Portuguese emerging adults. Participants (N ¼ 387), aged 18–25, completed a structured self-report questionnaire. Findings of structural equation modeling showed that emerging adults’ perceptions of grandparental roles of counselor, enjoying the relationship, and indulgence are positively related to their family and life satisfaction. The mediation analysis showed that family satisfaction mediated the relation between perceptions of grandparents acting as counselors and the life satisfaction of emerging adult grandchildren. Implications of family relationships and grandparenting in the context of emerging adulthood are discussed.Publication Open Access 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.Publication Open Access Estudo das propriedades psicométricas do Mayer-Salovey-Caruso Emotional Intelligence Test - MSCEIT V2.0: Uma revisão sistemática da literatura2018 - Teixeira, Fátima M.; Araújo, Alexandra M.O presente trabalho pretendeu identificar e examinar criticamente estudos das propriedades psicométricas do Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0) publicados entre 2005 e 2016, em amostras do Brasil, Espanha e Portugal. Para tal, realizou-se uma revisão sistemática da literatura de 14 artigos que testam a validade e a fiabilidade do instrumento, relacionando-o com variáveis como inteligência, personalidade, bem-estar, comportamentos pró-sociais e desempenho profissional. Os estudos com o MSCEIT V2.0 recorreram sobretudo a análises fatoriais exploratórias, assim como a análises da consistência interna através do cálculo do alfa de Cronbach, demonstrando indicadores globais adequados. O instrumento revelou ainda um satisfatório poder preditivo. Sugere-se a revisão do estudo das propriedades psicométricas do MSCEIT V2.0 em outras culturas, de modo a atestar a adequação da medida independentemente do contexto.Publication Open Access Sucesso no Ensino Superior: Uma revisão e conceptualização2017 - Araújo, Alexandra M.Ter sucesso no Ensino Superior é hoje muito mais do que concluir um curso ou obter um elevado rendimento académico. As instituições e as políticas educativas estão atualmente preocupadas com o valor que a educação superior acrescenta às vidas dos indivíduos e à sociedade, de forma coletiva, procurando avaliar indicadores diferenciados para o perfil de estudante bem-sucedido. Contudo, a monitorização deste sucesso não tem sido plenamente conseguida, em grande medida devido à fraca sistematização da avaliação do sucesso e problemas na sua definição. O presente artigo de cariz teórico procura sistematizar indicadores de sucesso no ensino superior, incluindo aqui quer descritores objetivos e de resultado, quer indicadores experienciais e processuais. Assim, o sucesso no ES pode ser definido através do rendimento do estudante, da sua satisfação, dos ganhos pessoais experimentados, do seu envolvimento e da sua adaptação, de um ponto de vista multidimensional. Analisam-se ainda, brevemente, fatores que contribuem para a diferenciação destes processos e resultados e apontam-se pistas orientadoras para os serviços de apoio ao estudante e investigação no domínio.Publication Open Access 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.Publication Open Access Construção e validação de uma escala de autoconceito para estudantes universitários de Moçambique2015 - Campira, Farissai P.; Almeida, Leandro S.; Araújo, Alexandra M.Publication Open Access Ecology of children’s career development: A review of the literature2016 - Taveira, Maria do Céu; Oliveira, Íris Martins; Araújo, Alexandra M.Previous efforts to elaborate an organizing framework for the study of children’s career development identified its main dimensions and processes. However, the existing literature on children’s ecological subsystems is scarce. This article presents a literature review of the context of children’s career development. Based on Bronfenbrenner’s theory, 36 eligible articles covered the following subjects: the microsystems family and school; the mesosystems family-school/peer-school relations and antecedents of transitions; the exosystems parents’ work situation, social class, curriculum and teachers’ professional development; the macrosystems ethnicity and culture; and the chronosystems passage of time over the life-course and across generations. An ecological perspective can be included in an organizing framework of children’s careers and support further research and intervention. Empirical and practical implications are discussed.Publication Open Access Teacher professional development in higher education: The impact of pedagogical training perceived by teachers2023-03-15 - Miguel, Isabel; Fernandes, Sandra; Abelha, Marta; Araújo, Alexandra M.This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixedmethods approach, the study evaluates the satisfaction of 36 higher education teachers with the pedagogical training program offered and discusses its impact on teachers’ perceptions of teaching practices, conceptions, and professional development. The results from the questionnaires applied to participants, including multiple choice questions and open-ended answers, indicate high satisfaction with the implemented training program. Based on this case study, the authors discuss the implications of findings for teacher professional development and identify key characteristics for the design of successful pedagogical training programs in higher education.Publication Restricted Access Gamification in the workplace: A systematic literature review2017-03-28 - Ferreira-Oliveira, Ana Teresa; Miguel, Isabel; Fernandes, Sandra; Araújo, Alexandra M.Gamification has increasingly been applied to various life domains and environments, including work and the workplace. Accordingly, research on gamification has grown considerably in the past years. This study presents a systematic review of the theoretical and empirical literature produced in the past 11 years about the application of gamification to the work domain. We analyze the available literature about why gamification is important in work and human resources management, how it can be guided, and which are the examples of gamification in this domain. The systematic review was based on 35 articles, including theoretical papers, empirical (quantitative, qualitative, and mixed-methods) studies, case studies, and other types of papers (presentation of new resources for gamification). Findings are summarized in terms of the sample, country of the study, study type, main results, and gamification and work dimensions associated. The results show that research on the applications of gamification in the workplace is scarce and mostly exploratory. Most studies were conducted using quantitative methods, but with small samples and simple research designs. Although the literature suggests evidence for the usefulness and appropriateness of gamification in the workplace, there are significant limitations in the research, translating a gap between HR practitioners’ concerns and academic developments in this field.Publication Open Access Editorial [Número temático “Adaptação, desenvolvimento e aprendizagem no Ensino Superior”]2016 - Almeida, Leandro S.; Araújo, Alexandra M.