DSpace Collection:http://hdl.handle.net/10174/11402024-03-28T15:37:30Z2024-03-28T15:37:30ZAttentional Bias Toward Forest Fires-Related Stimuli Among Firefighters and General PopulationRodrigues, F.Bártolo, A.Santos, I.Pereira, A.Silva, C.http://hdl.handle.net/10174/345872023-02-16T16:54:49Z2022-01-01T00:00:00ZTitle: Attentional Bias Toward Forest Fires-Related Stimuli Among Firefighters and General Population
Authors: Rodrigues, F.; Bártolo, A.; Santos, I.; Pereira, A.; Silva, C.
Editors: Ribeiro-Gonçalves, J.; Garcês, S.; Leal, I.
Abstract: Firefighters are first responders in emergencies, being repeatedly exposed to
traumatic events and extreme conditions, much more so than the general
population (Berger et al., 2012; Meda et al., 2012). There seems to be a
relationship between emotions, cognitions and trauma, with critical incidents
inducing more traumatic symptoms (Hayes et al., 2012; Pinto et al., 2015).
Emotional reactions are organized by motivational systems – namely
appetitive and defensive – that engage processes facilitating attention
allocation to specific cues (Bradley et al., 2001; Lang & Bradley, 2013).
Attentional bias is the phenomenon of hyper-attention to stimuli with ....2022-01-01T00:00:00ZRelationship between socio-demographic characteristics and perceived dispositional mindfulness among Portuguese teachersEspaim, A.Pinto, L.Oliveira, D.Pereira, Anabelahttp://hdl.handle.net/10174/345782023-02-16T16:44:52Z2022-01-01T00:00:00ZTitle: Relationship between socio-demographic characteristics and perceived dispositional mindfulness among Portuguese teachers
Authors: Espaim, A.; Pinto, L.; Oliveira, D.; Pereira, Anabela
Editors: Jardim, J.; Rodrigues, E.
Abstract: This study investigates potential relations between perceived mindfulness levels of awareness and acceptance of Portuguese teachers and a set of their socio-demographic characteristics. A total of 631 participants were surveyed. The participation was voluntary and anonymous, through an online survey, which took place between 12/04/2022 and 06/05/2022. The survey followed all ethical and deontological procedures. Dispositional mindfulness was measured through the Philadelphia Mindfulness Scale (PHLMS), adapted to the Portuguese population. Socio-demographic variables include: age group; gender; type of professional bond; service time; lecturing status; district of residence; living status (living alone or with partner/children/family/friends); academic qualifications; attendance to courses in personal wellbeing, mindfulness, or emotional regulation; interest in mindfulness; and satisfaction with teaching. Results suggest that while the PHLMS awareness subscale shows a mean positive evaluation (27.09 from
0 to 40), PHLMS acceptance subscale shows a mean negative evaluation (18.21 from 0 to 40). PHMS awareness subscale is significantly correlated with age group, professional bond, service time, lecturing in the district of residence, having previously attended courses in personal wellbeing/mindfulness/emotional
regulation, and satisfaction with teaching. PHLMS acceptance subscale is significantly correlated with gender and satisfaction with teaching. Satisfaction with teaching is the only socio-demographic variable significantly correlated with both subscales. PHLMS awareness and acceptance subscales show a significant negative correlation between them. This study is part of a larger study including the dimensions of well-being, emotional regulation, and psychological distress2022-01-01T00:00:00ZSoft Skills Training on Women Developments in The Stem Areas: The Challenge to Empowering Iran Women in The Entrepreneurship EducationRahmani, H.Pereira, AnabelaMingueis, M.http://hdl.handle.net/10174/345502023-02-16T16:11:41Z2022-01-01T00:00:00ZTitle: Soft Skills Training on Women Developments in The Stem Areas: The Challenge to Empowering Iran Women in The Entrepreneurship Education
Authors: Rahmani, H.; Pereira, Anabela; Mingueis, M.
Editors: Jardim, J.; Rodrigues, E.
Abstract: Nowadays, is given that women who graduate in Technology, Engineering, and Mathematics (STEM) fields make up a high percentage of the community, and very few are succeeded in the labor market. To succeed in any profession and academic context a set of skills is required, known as soft or non-technical skills. These skills increase women’s ability to deal with the problems and adversities they face in the workplace. The greatest assets of any country are the creative learners and entrepreneurs who play a key role in the production of goods and services. Thus, empowerment of their skills through training in soft skills such as communication, preceptive, and decision-making skills of self and others can reduce economic and employment problems as well as increase productivity and efficiency of employees in different sectors. In this study, various soft skills are presented, which highlight the importance of training these skills for all citizens and in particular for women in the field of STEM, in order to develop entrepreneurial skills and promote personal empowerment and development. This research also examines the barriers women entrepreneurs are facing in Ira ,which include behavioral and personality restrictions, family and role restrictions, social and cultural restrictions, educational and training restrictions, infrastructural restrictions, and soft skills optimization solutions. Some implications are suggested regarding the contribution that entrepreneurship offers to the promotion of citizens’ health and well-being.2022-01-01T00:00:00ZPerceção do conflito interparental e perceção de si enquanto alunoPires, HeldemerinaMartinho, RitaPereira, Cátiahttp://hdl.handle.net/10174/343622023-02-14T15:56:59Z2021-01-01T00:00:00ZTitle: Perceção do conflito interparental e perceção de si enquanto aluno
Authors: Pires, Heldemerina; Martinho, Rita; Pereira, Cátia
Editors: Silva, B.; Almeida, L.; Barca, L.; Peralbo, M.; Alves, R.
Abstract: Os conflitos nem sempre têm consequências negativas. Contudo, o conflito interparental pode ter
uma capacidade destrutiva, afetando vários aspetos da vida dos filhos na adolescência, bem como
em fases anteriores do desenvolvimento. Assim, o presente estudo tem como objetivo avaliar a
perceção do conflito interparental em função da perceção de si enquanto aluno. Participaram no
estudo 139 adolescentes de ambos os géneros, com idades compreendidas entre os 15 e os 18
anos, alunos do 10º ao 12º ano de escolaridade do Ensino profissional. Para a recolha dos dados
foi utilizada a Escala de Perceção da Criança dos Conflitos Interparentais (CPIC). Os resultados
obtidos evidenciam a existência de uma relação entre a perceção do conflito interparental e a
perceção de si enquanto aluno. Verifica-se que os alunos com médias mais elevadas nas
dimensões avaliadas pelo instrumento percecionam-se como sendo “alunos fracos”.2021-01-01T00:00:00Z