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Sílvia Monteiro
Research Center on Education, University of Minho, 4710-057 Braga, Portugal

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Journal article
Published: 24 March 2021 in Sustainability
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The interactions between the higher education sector and society and industry have been attracting increased attention in terms of ways to develop social innovation solutions to societal problems. Despite calls from politicians and the existence of some guidelines, we know little about how higher education could incorporate social innovation activities into its structure and missions. This study examines some practice experiences in two southern European public universities in Portugal and Spain. We show that the third mission of universities, which includes social innovation, is both linked to the first two missions of teaching and research, depending on the university’s historical and social context. The high dependence of higher education institutions on economic returns increases the importance of political action to drive the development of social innovation activities. This conditioning factor seems to be intrinsic to some of the barriers that have been identified, such as lack of legitimization and recognition of social innovation practices at the formal governmental level.

ACS Style

Sílvia Monteiro; Rosa Isusi-Fagoaga; Leandro Almeida; Adela García-Aracil. Contribution of Higher Education Institutions to Social Innovation: Practices in Two Southern European Universities. Sustainability 2021, 13, 3594 .

AMA Style

Sílvia Monteiro, Rosa Isusi-Fagoaga, Leandro Almeida, Adela García-Aracil. Contribution of Higher Education Institutions to Social Innovation: Practices in Two Southern European Universities. Sustainability. 2021; 13 (7):3594.

Chicago/Turabian Style

Sílvia Monteiro; Rosa Isusi-Fagoaga; Leandro Almeida; Adela García-Aracil. 2021. "Contribution of Higher Education Institutions to Social Innovation: Practices in Two Southern European Universities." Sustainability 13, no. 7: 3594.

Conference paper
Published: 01 November 2020 in ICERI2020 Proceedings
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ACS Style

Sílvia Monteiro; Leandro Almeida. FACILITATORS AND BARRIERS OF THE LABOR MARKET TRANSITION: PERCEPTIONS OF NEW HIGHER EDUCATION GRADUATES. ICERI2020 Proceedings 2020, 3547 -3547.

AMA Style

Sílvia Monteiro, Leandro Almeida. FACILITATORS AND BARRIERS OF THE LABOR MARKET TRANSITION: PERCEPTIONS OF NEW HIGHER EDUCATION GRADUATES. ICERI2020 Proceedings. 2020; ():3547-3547.

Chicago/Turabian Style

Sílvia Monteiro; Leandro Almeida. 2020. "FACILITATORS AND BARRIERS OF THE LABOR MARKET TRANSITION: PERCEPTIONS OF NEW HIGHER EDUCATION GRADUATES." ICERI2020 Proceedings , no. : 3547-3547.

Articles
Published: 12 May 2020 in Studies in Higher Education
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Theoretical and empirical literature developed over recent years supports the concept of employability as a construct combining complex interactions of individual and contextual dimensions. This study aimed to identify differentiated profiles in graduates, combining personal and contextual variables related to employability. For this, 182 graduates from a public university were surveyed about their sociodemographic and educational pathways and employment status 18 months after university-to-work transition. Then, a latent class analysis was performed, which allowed the emergence of four distinct groups: well-equipped, high demand, vulnerable and non-traditional pathways. By adopting a person-centered approach, this study allowed the identification of different combinations of factors that, although recognized in current literature, seem to organize themselves differently among the heterogeneous population that presently obtain a higher education degree. This study also raises some practical implications, namely the importance of differentiated interventions, taking into consideration the specificities of each group.

ACS Style

Sílvia Monteiro; Leandro Almeida; Cristiano Gomes; Jorge Sinval. Employability profiles of higher education graduates: a person-oriented approach. Studies in Higher Education 2020, 1 -14.

AMA Style

Sílvia Monteiro, Leandro Almeida, Cristiano Gomes, Jorge Sinval. Employability profiles of higher education graduates: a person-oriented approach. Studies in Higher Education. 2020; ():1-14.

Chicago/Turabian Style

Sílvia Monteiro; Leandro Almeida; Cristiano Gomes; Jorge Sinval. 2020. "Employability profiles of higher education graduates: a person-oriented approach." Studies in Higher Education , no. : 1-14.

Earlycite article
Published: 24 April 2020 in Higher Education, Skills and Work-Based Learning
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Purpose This study addresses the specific topic of transition between higher education and the world of work, taking differences naturally inherent to the individual and to the surrounding micro and macro contexts. With a holistic approach, this paper aimed to provide a deeper understanding about the university-to-work transition process in a period of turbulence and continuous changes in the labour market. Design/methodology/approach The three research questions that guide this qualitative study are as follows: (1) What are the factors that facilitate the transition to the labour market? (2) What are the factors that constrain the transition to the labour market? (3) What are graduates' perceptions of their employability? To answer these questions, eleven graduates were interviewed about facilitators and barriers of the transition process and perceptions of employability. Data collected from the interviews were then related to categories previously defined from the literature review. Version 12.0 of the NVivo software was used to support the process of data analysis. Findings Overall, participants' discourse refer to a multidimensional and dynamic perspective of factors related with work transition and employability. The obtained results indicate that the lack of career agency during graduation and professional experiences, together with late career exploration processes, represent possible barriers of transition, especially in study fields with targeted job offers. Likewise, experiences promoting the development of competencies through supportive practice from teachers, mentors and colleagues are referred as facilitators of transition. Practical implications One of the most consistent outcomes of the interviews conducted concerns the importance of a stronger focus on developing practical experiences during higher education studies. This empirical study demonstrated how this type of experience can mitigate the impact of the transition from university to the labour market. Originality/value This empirical study demonstrated how work being integrated into learning in curricula can mitigate the impact of the transition from university to the labour market. It offers important insights about possible strategies that could be adopted to promote graduates' employability from a perspective of shared responsibility.

ACS Style

Sílvia Monteiro; Leandro Almeida; Adela García-Aracil. “It's a very different world”: work transition and employability of higher education graduates. Higher Education, Skills and Work-Based Learning 2020, 11, 164 -181.

AMA Style

Sílvia Monteiro, Leandro Almeida, Adela García-Aracil. “It's a very different world”: work transition and employability of higher education graduates. Higher Education, Skills and Work-Based Learning. 2020; 11 (1):164-181.

Chicago/Turabian Style

Sílvia Monteiro; Leandro Almeida; Adela García-Aracil. 2020. "“It's a very different world”: work transition and employability of higher education graduates." Higher Education, Skills and Work-Based Learning 11, no. 1: 164-181.

Conference paper
Published: 01 November 2019 in ICERI2019 Proceedings
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ACS Style

Eliana Costa e Silva; Aldina Correia; Fátima De Almeida; Sílvia Monteiro. IT’S MATHEMATICS!: A MODELLING DAY TO DEVELOP REAL-WORLD PROBLEM SOLVING. ICERI2019 Proceedings 2019, 6226 -6231.

AMA Style

Eliana Costa e Silva, Aldina Correia, Fátima De Almeida, Sílvia Monteiro. IT’S MATHEMATICS!: A MODELLING DAY TO DEVELOP REAL-WORLD PROBLEM SOLVING. ICERI2019 Proceedings. 2019; ():6226-6231.

Chicago/Turabian Style

Eliana Costa e Silva; Aldina Correia; Fátima De Almeida; Sílvia Monteiro. 2019. "IT’S MATHEMATICS!: A MODELLING DAY TO DEVELOP REAL-WORLD PROBLEM SOLVING." ICERI2019 Proceedings , no. : 6226-6231.

Earlycite article
Published: 03 October 2019 in Education + Training
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Purpose In a socioeconomic context that is undergoing continuous change, career adaptability emerges as a central construct for understanding the employability of graduates. The purpose of this paper is twofold: first, to analyze intra-individual differences in career adaptability among graduates between the end of graduation (time 1) and integration into the labor market 18 months later (time 2); and second, to analyze the effect of career adaptability on graduates’ employment status 18 months after completing graduation. Design/methodology/approach A sample of 183 graduates in four different study fields (Economics, Engineering, Social Sciences and Humanities and Law) completed the Career Adapt-Abilities Scale at two different points in time: when they graduated and 18 months after graduation. To assess intra-individual differences over time and the effect of career adaptability on graduates’ employment status, a repeated measures design was used. Findings The obtained results confirmed a positive association of the four dimensions of career adaptability, with higher scores for the group of employed graduates, in the two measurement times. No statistical differences emerged within personal variables. Practical implications This study evidences the relation of career adaptability and employability and demonstrates that it is possible to identify those students who are more vulnerable in terms of career adaptability resources before university-to-work transition and, on this basis, to outline specific interventions to promote their employability. Originality/value By adopting a design with two repeated measures of career adaptability, this study offers new insights about the specific role of adaptability in a university-to-work transition period.

ACS Style

Sílvia Monteiro; Maria Do Céu Taveira; Leandro Almeida. Career adaptability and university-to-work transition. Education + Training 2019, 61, 1187 -1199.

AMA Style

Sílvia Monteiro, Maria Do Céu Taveira, Leandro Almeida. Career adaptability and university-to-work transition. Education + Training. 2019; 61 (9):1187-1199.

Chicago/Turabian Style

Sílvia Monteiro; Maria Do Céu Taveira; Leandro Almeida. 2019. "Career adaptability and university-to-work transition." Education + Training 61, no. 9: 1187-1199.

Conference paper
Published: 01 July 2019 in EDULEARN19 Proceedings
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ACS Style

Sílvia Monteiro; Leandro Almeida; Adela Garcia-Aracil. (MIS)MATCHED PERCEPTIONS: GRADUATES AND EMPLOYERS’ VIEWS ABOUT COMPETENCIES IN PROFESSIONAL ACTIVITIES. EDULEARN19 Proceedings 2019, 8662 -8666.

AMA Style

Sílvia Monteiro, Leandro Almeida, Adela Garcia-Aracil. (MIS)MATCHED PERCEPTIONS: GRADUATES AND EMPLOYERS’ VIEWS ABOUT COMPETENCIES IN PROFESSIONAL ACTIVITIES. EDULEARN19 Proceedings. 2019; ():8662-8666.

Chicago/Turabian Style

Sílvia Monteiro; Leandro Almeida; Adela Garcia-Aracil. 2019. "(MIS)MATCHED PERCEPTIONS: GRADUATES AND EMPLOYERS’ VIEWS ABOUT COMPETENCIES IN PROFESSIONAL ACTIVITIES." EDULEARN19 Proceedings , no. : 8662-8666.

School and educational psychology
Published: 01 January 2019 in Paidéia (Ribeirão Preto)
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Our study seeks to (i) explore the factor structure of the perceived employability scale - Higher Education version; (ii) identify the biographical and contextual predictors of the perceived employability. For this purpose, 373 Portuguese graduates participated in our study. Based on collected data, we performed confirmatory factor analysis and regression analysis. The data allow to confirm a four-factor solution with a 67% total variance explained (34% for factor 1, 14% for factor 2, 12% for factor 3 and 7% for factor 4), based on the theorical framework. Regarding the predictors of the perceived employability, gender and study area arose as negative predictors, while the previous work experience showed to be a negative predictor. Based on the results we can provide theorical and practical explanations regarding the evaluation and intervention in the graduates’ employability.

ACS Style

Sílvia Monteiro; Adela García-Aracil; Leandro Silva Almeida. Adaptation and Initial Validation of the Perceived Employability Scale. Paidéia (Ribeirão Preto) 2019, 29, 1 .

AMA Style

Sílvia Monteiro, Adela García-Aracil, Leandro Silva Almeida. Adaptation and Initial Validation of the Perceived Employability Scale. Paidéia (Ribeirão Preto). 2019; 29 ():1.

Chicago/Turabian Style

Sílvia Monteiro; Adela García-Aracil; Leandro Silva Almeida. 2019. "Adaptation and Initial Validation of the Perceived Employability Scale." Paidéia (Ribeirão Preto) 29, no. : 1.

Journal article
Published: 20 December 2018 in Journal of Further and Higher Education
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ACS Style

Sílvia Monteiro; Joaquim Armando Ferreira; Leandro S. Almeida. Self-perceived competency and self-perceived employability in higher education: the mediating role of career adaptability. Journal of Further and Higher Education 2018, 44, 408 -422.

AMA Style

Sílvia Monteiro, Joaquim Armando Ferreira, Leandro S. Almeida. Self-perceived competency and self-perceived employability in higher education: the mediating role of career adaptability. Journal of Further and Higher Education. 2018; 44 (3):408-422.

Chicago/Turabian Style

Sílvia Monteiro; Joaquim Armando Ferreira; Leandro S. Almeida. 2018. "Self-perceived competency and self-perceived employability in higher education: the mediating role of career adaptability." Journal of Further and Higher Education 44, no. 3: 408-422.

Research article
Published: 06 August 2018 in Active Learning in Higher Education
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This study explores the factors that contribute to students’ perceptions of their preparedness for transition from university to work, taking a multidimensional perspective on their academic experience. To that end, a questionnaire was designed and administered to students enrolled in the final year of their master’s degree programme. Students were asked to self-assess their preparedness for the transition to the world of work and also self-assess their academic experience by exploring their academic engagement and the knowledge and competencies they developed during their study. Regarding academic engagement, we find that they consider that participation in lectures and the quality in developing collective work have a positive influence on their preparedness for work, while regular attendance at lectures appears to be negatively associated with their perceptions of their preparedness. The results also show that the practical and theoretical content, together with methodological and employability competencies, have a positive impact on students’ perceptions of their preparedness for transition to work. Thus, the promotion of learning experiences fostering methodological and practical competencies, together with more collective career-related experience and employability skills, may better help prepare graduates for the transition to work.

ACS Style

Adela García-Aracil; Sílvia Monteiro; Leandro S Almeida. Students’ perceptions of their preparedness for transition to work after graduation. Active Learning in Higher Education 2018, 22, 49 -62.

AMA Style

Adela García-Aracil, Sílvia Monteiro, Leandro S Almeida. Students’ perceptions of their preparedness for transition to work after graduation. Active Learning in Higher Education. 2018; 22 (1):49-62.

Chicago/Turabian Style

Adela García-Aracil; Sílvia Monteiro; Leandro S Almeida. 2018. "Students’ perceptions of their preparedness for transition to work after graduation." Active Learning in Higher Education 22, no. 1: 49-62.

Journal article
Published: 27 February 2018 in Revista Portuguesa de Educação
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Tendo por base a literatura em torno dos processos de aprendizagem e a literatura em torno da excelência, o presente artigo pretende analisar a percepção de cinco alunos de excelência em cursos de engenharia sobre a influência dos professores no seu percurso de desenvolvimento e formação. Foram realizadas entrevistas semi-estruturadas aos participantes neste estudo, sendo posteriormente efectuada a análise de conteúdo da informação obtida relativamente ao papel dos professores, da qual emergiram sete variáveis. Os aspectos mais referenciados pelos participantes dizem respeito à aprendizagem propriamente dita (instrução), ao ambiente de aprendizagem (motivação, incentivo/estímulo e disciplina/exigência) e às características pessoais dos professores (componente afectivo-emocional e figura modelo do professor). Por último, são apresentadas algumas implicações práticas para o papel dos professores enquanto potenciais promotores do desenvolvimento destes alunos.Palavras-chave: Excelência; Professores; Ensino Superior; Engenharia

ACS Style

Sílvia Monteiro; Leandro S. Almeida; José Fernando A. Cruz; Rosa Maria Vasconcelos. Percepções de alunos de excelência relativamente ao papel dos professores: um estudo com alunos de engenharia. Revista Portuguesa de Educação 2018, 23, 213 -238.

AMA Style

Sílvia Monteiro, Leandro S. Almeida, José Fernando A. Cruz, Rosa Maria Vasconcelos. Percepções de alunos de excelência relativamente ao papel dos professores: um estudo com alunos de engenharia. Revista Portuguesa de Educação. 2018; 23 (2):213-238.

Chicago/Turabian Style

Sílvia Monteiro; Leandro S. Almeida; José Fernando A. Cruz; Rosa Maria Vasconcelos. 2018. "Percepções de alunos de excelência relativamente ao papel dos professores: um estudo com alunos de engenharia." Revista Portuguesa de Educação 23, no. 2: 213-238.

Conference paper
Published: 01 November 2016 in INTED2017 Proceedings
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ACS Style

S. Monteiro; L. Almeida; R. Vasconcelos. ENGINEERING GRADUATES’ PERCEPTION OF COMPETENCIES AND PREPARATION TO THE LABOR MARKET TRANSITION. INTED2017 Proceedings 2016, 1, 3785 -3790.

AMA Style

S. Monteiro, L. Almeida, R. Vasconcelos. ENGINEERING GRADUATES’ PERCEPTION OF COMPETENCIES AND PREPARATION TO THE LABOR MARKET TRANSITION. INTED2017 Proceedings. 2016; 1 ():3785-3790.

Chicago/Turabian Style

S. Monteiro; L. Almeida; R. Vasconcelos. 2016. "ENGINEERING GRADUATES’ PERCEPTION OF COMPETENCIES AND PREPARATION TO THE LABOR MARKET TRANSITION." INTED2017 Proceedings 1, no. : 3785-3790.

Journal article
Published: 09 May 2016 in Higher Education, Skills and Work-Based Learning
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Purpose – The purpose of this paper is to explore the influence of work experience and gender on graduates’ perception of competencies, preparation and expectations of success in labour market (LM) transition. The research questions that guide this study are: How do graduates evaluate the competencies acquired during their masters’ degree? How do graduates evaluate their preparation for transition to the LM and their expectations of success? Design/methodology/approach – Within the framework of employability models, the authors explore the perception of competencies developed during higher education (HE). Given previous reported effects of gender and work experience on the process of work transition, these two variables are also considered. A questionnaire was administered to 411 students in their final masters’ degree year. Descriptive and inferential statistics, namely, univariate analysis of variance (F-anova 2×3) with post-hoc multiple comparison test (post-hoc HSD of Tukey), are developed to analyse the data and address the research questions. Findings – The main results show that there are no significant group differences concerning perception of the development of competencies; the effect of work experience on perceptions related to preparation for transition to the LM depends on gender; and expectations of successful transition to the LM are related to gender, with no significant influence of prior work experience. Originality/value – These data suggest that, in developing their programmes, it is important for HE institutions to consider self-beliefs related to students’ diversity, in order to maximize the development and effective use of competencies and individual resources in work contexts, for all students. Exploration of the effect of gender and work experience on perceptions of competencies and preparation for the LM should help HE institutions define curricular programmes and support graduates in preparing for entry to the LM.

ACS Style

Sílvia Monteiro; Leandro Almeida; Adela Garcia Aracil. Graduates’ perceptions of competencies and preparation for labour market transition. Higher Education, Skills and Work-Based Learning 2016, 6, 208 -220.

AMA Style

Sílvia Monteiro, Leandro Almeida, Adela Garcia Aracil. Graduates’ perceptions of competencies and preparation for labour market transition. Higher Education, Skills and Work-Based Learning. 2016; 6 (2):208-220.

Chicago/Turabian Style

Sílvia Monteiro; Leandro Almeida; Adela Garcia Aracil. 2016. "Graduates’ perceptions of competencies and preparation for labour market transition." Higher Education, Skills and Work-Based Learning 6, no. 2: 208-220.

Journal article
Published: 01 December 2015 in Journal of Vocational Behavior
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This study analyzed the psychometric properties and the factor structure of the Career Adapt-Abilities Scale (CAAS)—Portugal HE Form with 406 graduate students and explored the relationship between career adaptability, work experience, extracurricular activities and work transition. The analysis allows us to conclude that CAAS can be a valid and useful measurement for assessing career adaptability in Portuguese graduates. The differential analysis evidenced that participants with student worker status and with work experiences reported displayed higher scores on the subscales of control and curiosity, respectively. No statistical differences emerged regarding experience of extracurricular activities. Also, participants who referred to anticipating difficulties in work transition scored significantly lower on the subscales of control than did their peers who do not anticipate difficulties in such transitions. The obtained results support the importance of considering practical experiences and fostering career adaptability during higher education studies as a way to help graduates manage the transition to professional contexts.

ACS Style

Sílvia Monteiro; Leandro S. Almeida. The relation of career adaptability to work experience, extracurricular activities, and work transition in Portuguese graduate students. Journal of Vocational Behavior 2015, 91, 106 -112.

AMA Style

Sílvia Monteiro, Leandro S. Almeida. The relation of career adaptability to work experience, extracurricular activities, and work transition in Portuguese graduate students. Journal of Vocational Behavior. 2015; 91 ():106-112.

Chicago/Turabian Style

Sílvia Monteiro; Leandro S. Almeida. 2015. "The relation of career adaptability to work experience, extracurricular activities, and work transition in Portuguese graduate students." Journal of Vocational Behavior 91, no. : 106-112.

Journal article
Published: 29 July 2015 in Revista de Estudios e Investigación en Psicología y Educación
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Current models of employability are rather broad and complex, including not only a set of skills as determinant factors in employability, but also a subjective dimension that considers individual self-beliefs and attitudes. This study presents the preliminary results of a research project focused on the factors that impact employability with 214 participants, senior students taking a masters’ degree. Results pointed to a closer interconnection between the practical competencies, employability competencies, preparedness to work transition, and expectations of success. These findings stress the importance of a stronger practical component in the curriculum, as a way to promote employability.

ACS Style

Sílvia Monteiro; Leandro S. Almeida; Adela García-Aracil. Students’ perceptions of competencies by the end of a masters’ degree. Revista de Estudios e Investigación en Psicología y Educación 2015, 2, 41 -46.

AMA Style

Sílvia Monteiro, Leandro S. Almeida, Adela García-Aracil. Students’ perceptions of competencies by the end of a masters’ degree. Revista de Estudios e Investigación en Psicología y Educación. 2015; 2 (1):41-46.

Chicago/Turabian Style

Sílvia Monteiro; Leandro S. Almeida; Adela García-Aracil. 2015. "Students’ perceptions of competencies by the end of a masters’ degree." Revista de Estudios e Investigación en Psicología y Educación 2, no. 1: 41-46.

Journal article
Published: 10 March 2015 in Análise Psicológica
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In the present study, a group of high-achieving students is characterized, and the relationship between personality traits, study practices and learning environments is explored. Thirty three engineering students with outstanding academic achievement were assessed using a mixed method approach, consisting of a semi-structured interview and two questionnaires: the NEO-PI-R (Portuguese version) and the Study Skills Scale. The resulting data indicates a convergence between qualitative and quantitative data, associating study practices with personality traits, namely consciousness and deep approach to learning and learning motivation. Participants also revealed to be work oriented, self-disciplined, determined and highly involved with their academic work.

ACS Style

Silvia Monteiro; Leandro Almeida; Jose Cruz; Amanda Franco. The relationship of personality, study practice and learning environments on excelent engineering students. Análise Psicológica 2015, 33, 97 -111.

AMA Style

Silvia Monteiro, Leandro Almeida, Jose Cruz, Amanda Franco. The relationship of personality, study practice and learning environments on excelent engineering students. Análise Psicológica. 2015; 33 (1):97-111.

Chicago/Turabian Style

Silvia Monteiro; Leandro Almeida; Jose Cruz; Amanda Franco. 2015. "The relationship of personality, study practice and learning environments on excelent engineering students." Análise Psicológica 33, no. 1: 97-111.

Dataset
Published: 01 January 2015 in PsycTESTS Dataset
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ACS Style

Sílvia Monteiro; Leandro S. Almeida. Career Adapt-Abilities Scale—Portugal Higher Education Form. PsycTESTS Dataset 2015, 1 .

AMA Style

Sílvia Monteiro, Leandro S. Almeida. Career Adapt-Abilities Scale—Portugal Higher Education Form. PsycTESTS Dataset. 2015; ():1.

Chicago/Turabian Style

Sílvia Monteiro; Leandro S. Almeida. 2015. "Career Adapt-Abilities Scale—Portugal Higher Education Form." PsycTESTS Dataset , no. : 1.

Articles
Published: 03 July 2014 in High Ability Studies
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This study explores the factors affecting the development of academic excellence on a group of 33 high-achieving engineering students. Participants were interviewed individually to explore several personal and contextual aspects of their past and current academic pathways. The results obtained reflect three main contributions to the conceptualization and understanding of excellence in academic contexts: the need to adopt a multidimensional and dynamic view about the concept of excellence; the existence of a variety of possible pathways and environmental conditions to achieve excellence; and the understanding of excellence as a process undergoing continuous development, which thrives within the family context and school environment, and that seems to be continuously nurtured by individuals in interaction with their contexts.

ACS Style

Sílvia Monteiro; Leandro S. Almeida; Rosa M. Vasconcelos; José Cruz. Be(com)ing an excellent student: a qualitative study with engineering undergraduates. High Ability Studies 2014, 25, 169 -186.

AMA Style

Sílvia Monteiro, Leandro S. Almeida, Rosa M. Vasconcelos, José Cruz. Be(com)ing an excellent student: a qualitative study with engineering undergraduates. High Ability Studies. 2014; 25 (2):169-186.

Chicago/Turabian Style

Sílvia Monteiro; Leandro S. Almeida; Rosa M. Vasconcelos; José Cruz. 2014. "Be(com)ing an excellent student: a qualitative study with engineering undergraduates." High Ability Studies 25, no. 2: 169-186.

Journal article
Published: 01 July 2014 in Revista de Estudios e Investigación en Psicología y Educación
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Este estudo objetivou comparar as duas versões da Escala de Competência de Estudo –ECE (C&T), uma a original com 54 itens e outra reduzida com 19 itens, por meio da Teoria de Resposta ao Item (modelo Rasch). Participaram 126 universitários de ambos os sexos, com idades variando de 17 a 48 anos (M = 24.65, DP = 6.54). Os coeficientes de precisão obtidos foram de .91 para a escala com 54 itens e de .90 para a de 19, indicando um alto nível de precisão para ambas. Ao ajustar os dados ao modelo Rasch, o erro médio da medida dos itens foi de 0.11 (DP = 0.02). As médias do infit dos itens foram de 1,00 (DP = 0.18) para a escala com 54 itens e de 1.01 (DP = 0.20) para a de 19 itens, e o valor médio do outfit foi de 1,02 (DP = 0.41). A dificuldade dos itens foi semelhante nas duas escalas. Constatou-se que a escala de 19 itens apresentou o melhor ajuste, pois diminuíram os itens que estavam desajustados, tanto na quantidade como no valor.

ACS Style

Maria Cristina Joly; Dario Cecilio-Fernandes; Anelise S. Dias; Sandra M. Da S. S. Oliveira; Maria Inês Bustamante; Ana Cristina Ávila-Batista; Leandro S. Almeida; Alexandra M. Araújo; Silvia C. Monteiro. Comparação das versões completa e reduzida da Escala de Competência de Estudo utilizando Rasch com universitários brasileiros || Comparative analysis of full and reduced versions of Competence Scale Study using Rasch with brazilian college students. Revista de Estudios e Investigación en Psicología y Educación 2014, 1, 35 -43.

AMA Style

Maria Cristina Joly, Dario Cecilio-Fernandes, Anelise S. Dias, Sandra M. Da S. S. Oliveira, Maria Inês Bustamante, Ana Cristina Ávila-Batista, Leandro S. Almeida, Alexandra M. Araújo, Silvia C. Monteiro. Comparação das versões completa e reduzida da Escala de Competência de Estudo utilizando Rasch com universitários brasileiros || Comparative analysis of full and reduced versions of Competence Scale Study using Rasch with brazilian college students. Revista de Estudios e Investigación en Psicología y Educación. 2014; 1 (1):35-43.

Chicago/Turabian Style

Maria Cristina Joly; Dario Cecilio-Fernandes; Anelise S. Dias; Sandra M. Da S. S. Oliveira; Maria Inês Bustamante; Ana Cristina Ávila-Batista; Leandro S. Almeida; Alexandra M. Araújo; Silvia C. Monteiro. 2014. "Comparação das versões completa e reduzida da Escala de Competência de Estudo utilizando Rasch com universitários brasileiros || Comparative analysis of full and reduced versions of Competence Scale Study using Rasch with brazilian college students." Revista de Estudios e Investigación en Psicología y Educación 1, no. 1: 35-43.

Journal article
Published: 23 November 2012 in Análise Psicológica
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Várias perspectivas teóricas procuram explicar os altos níveis de desempenho. Factores de índole contextual, cognitiva, motivacional e de personalidade parecem descrever o percurso de vida dos sujeitos com elevados níveis de rendimento, sugerindo a complexidade e a multidimensionalidade da excelência humana. O presente estudo analisa o percurso académico de alunos com elevado rendimento académico nas áreas da engenharia e ciência da computação. Recorrendo à análise qualitativa do conteúdo das entrevistas identificaram-se os pontos em comum e as singularidades nos percursos dos participantes e a forma como tais variáveis se combinam no desenvolvimento e expressão dos desempenhos excelentes. Os resultados obtidos sugerem a presença de uma combinação de variáveis explicativas do sucesso académico nos seus discursos. Entre elas destacam-se as competências de auto-regulação e de auto controlo, assim como o envolvimento e esforço dispendido na realização das tarefas.

ACS Style

Sílvia Monteiro; Marlene Castro; Leandro Almeida; José Fernando Cruz. Alunos de excelência no ensino superior: Comunalidades e singularidades na trajectória académica. Análise Psicológica 2012, 27, 79 -87.

AMA Style

Sílvia Monteiro, Marlene Castro, Leandro Almeida, José Fernando Cruz. Alunos de excelência no ensino superior: Comunalidades e singularidades na trajectória académica. Análise Psicológica. 2012; 27 (1):79-87.

Chicago/Turabian Style

Sílvia Monteiro; Marlene Castro; Leandro Almeida; José Fernando Cruz. 2012. "Alunos de excelência no ensino superior: Comunalidades e singularidades na trajectória académica." Análise Psicológica 27, no. 1: 79-87.