Browsing by Author "Santos, Sandra"
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- Avaliação da maleabilidade dos recursos de carreira: Impacto de uma intervenção de carreira a distância com estudantes universitáriosPublication . Santos, Sandra; Monteiro, Sílvia; Seabra, Filipa; Almeida, Leandro
- Avaliação do Programa Boost 4 Career: programa a distância de promoção da empregabilidade de estudantes do ensino superiorPublication . Santos, Sandra; Monteiro, Sílvia; Seabra, Filipa; Sampaio, Célia; Almeida, Leandro
- Boost 4 Career: a distance intervention for the promotion of career resourcesPublication . Santos, Sandra; Seabra, Filipa; Monteiro, Sílvia; Almeida, Leandro
- Boost 4 Career: assessment of a distance-based career resource intervention according to social class and work statusPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro
- Boost 4 Career: programa a distância de promoção da empregabilidade de estudantes do ensino superiorPublication . Monteiro, Sílvia; Seabra, Filipa; Almeida, Leandro S.; Santos, Sandra; Silva, Ana Daniela; Sampaio, CéliaO programa Boost for Career é um programa de intervenção a distância destinado à promoção dos recursos de carreira de estudantes do ensino superior. Registado no IGAC (Inspeção-Geral das Atividades Culturais - Direção de Serviços de Propriedade Intelectual), com o número: Registo de obra em co-autoria n.º 750/2023. Data de registo - 04/04/2023.
- Boost 4 Career: um programa de intervenção nos recursos de carreira. Relação com o currículoPublication . Seabra, Filipa; Monteiro, Sílvia; Santos, Sandra; Almeida, Leandro; Almeida, Ana Tomás de
- Boost 4 Career: uma experiência de ensino híbrido em infusão curricularPublication . Seabra, Filipa; Santos, Sandra; Monteiro, Sílvia; Tomás, Ana
- Career development support among university students with special educational needsPublication . Martins, Ana Paula Loução; Seabra, Filipa; Monteiro, Sílvia; Santos, Sandra; Grandinho, PatríciaWithin an inclusive society every individual has rights and responsibilities, belongs to community life, has an active role to play, and has the right to feel valued, safe, connected, and cared for. Creating an inclusive society and higher education system is a worldwide challenge, particularly when related to employment and career resources. Therefore, we carried out a qualitative study to explore salient career development support among university students with special educational needs. Thus, influenced by an interpretative paradigm and qualitative methods, we developed a research based on multiple realities of a purposive sample of four students, two of them feminine and two male, aged between 18 and 41 years old, and self-reported having a diagnosis of specific learning disabilities (SLD) and attention deficit hyperactivity disorder (ADHD). They were enrolled in graduation degrees from the 1st and 2nd cycles of study, related to technologies, teaching, and social sciences, at two public Portuguese universities. This study was approved by the two universities’ ethics committees, participation was informed and voluntary, and ethics guidelines for educational research were carefully considered and implemented. We used partially structured open-ended interviews and inductive and deductive thematic analysis using MAXQDA, version 24. Criteria of credibility, transferability, dependability, and confirmability were considered. The two over-arching themes identified were the facilitators and the challenges of the career resources development throughout participants’ educational pathways from secondary to university. Preliminary results suggested that those students who had a diagnosis as children were able to recognize facilitators within their pre-university pathways, being those related to the inclusive legislation that since 1991 exist in all Portuguese schools, as well as the existence of specialized supports within the school system. Additionally, as examples of facilitators throughout the university pathway, participants reported: informal support from professors, friends and family, their own ability to self-motivate and learn, their own characteristics related to SLS or ADHD, and intervention of the university support office (one student). In what concerns challenges in their pre-university pathways, participants highlighted the impact that special educational needs had on academic and social adjustment, negative experiences regarding social and learning inclusion, lack of knowledge regarding the transition to adulthood, an atypical pathway in school development, and lack of support in what concerns career decisions. Among the challenges participants faced during their time at the university, the most notable were the fact that three of the participants did not ask for formal support from the university, and the lack of support and preparation they felt from some of their teachers to accommodate their needs and characteristics. On a more personal level, two participants mentioned difficulties with time management. Implications from this study will be discussed, focusing on its potential for higher education institutions to contribute to the development of graduates’ employability. Considering the lack of research concerning this topic, these results can promote awareness, curiosity, and suggest a major shift in how educational institutions promote career development for students with special educational needs.
- Career intervention effectiveness and motivation: blended and distance modalities comparisonPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, Leandro; Almeida, Ana PatríciaThis study evaluates the effectiveness of an intervention program on career resources in the blended and distance modalities and explores the relationship between changes in career resources and self-determined motivation. For this purpose, two groups of 68 and 72 higher education students participated in blended and distance career interventions, respectively. The blended program took place in a curricular infusion context, and was subject to assessment, while the distance program was fully voluntary. Students were assessed with pre- and post-tests regarding four career resources’ dimensions. Motivation over program experience was assessed after the intervention. The results indicate that despite some differences between the two modalities, both career interventions were effective, with gains in three of the four assessed career resources’ dimensions. Relatedness was higher in the blended format of the program, while participants in the distance format reported experiencing higher levels of autonomy during the program. Despite that, motivation variables did not present a relevant predictive power in career resources’ gains obtained through participation in the program. Implications for practice include the possibility of infusing the program into curricula of higher education degrees as a way of increasing program completion and reaching different audiences and highlighting the importance of using multiple approaches to broaden its reach.
- Career resources in higher education: characterization and diagnosis of psychoeducational needsPublication . Monteiro, Sílvia; Seabra, Filipa; Santos, Sandra; Almeida, LeandroHirschi, Nagy, Baumeler, Johnston and Spurk (2018) propose a comprehensive framework to assess key predictors of career success based on meta-analytic research. Four types of career resources, defined as “anything that helps an individual attain his or her career goals” (p. 4, Hirschi et al., 2018), are identified as predictors of subjective and objective career success. Those resources integrate: (a) human capital resources, which refer to knowledge, skills, abilities and other characteristics that are important to meet performance expectations for a given occupation; (b) social capital resources, referring to resources external to the individual in terms of developmental networks, mentors, and available social support; (c) psychological resources, that include different positive psychological traits and states; and (d) career identity resources, which concern the conscious awareness of oneself as a worker and the subjective meanings linked with the work role. One crucial question from this theoretical proposal is to what extent different career resources can be fostered through e-learning, and what is the effect of such development? This study aims to contribute to responding to that question. A preliminary study was conducted to assess career resource needs among higher education students, in order to conceptualize and develop a distance career intervention program. For the needs´ diagnosis, the Career Resources Questionnaire (CRQ, Monteiro & Almeida, 2021, adapted from Hirschi et al., 2018), composed of twelve dimensions – Occupational Expertise; Job Market Knowledge; Soft Skills; Organizational Career Support; Job Challenge; Social Career Support; Career Involvement; Career Confidence; Career Clarity; Networking; Career Exploration; Learning -, was applied to 1898 students from the 1st, 3rd and 5th year of different graduation courses at two Portuguese universities. Most participants identify themselves with the feminine gender (67.7%), and their ages range from 17 to 74 years old (M = 23.33, SD = 8.52). Part of the students is engaged in a paid professional activity (24.5%). The percentage of students with special educational needs is 1.8%. Descriptive and inferential statistics of the collected data were computed in order to inform the intervention planning about: (I) the career resources with higher and lower scores among the total sample; (ii) the correlation between the different career resources dimensions; (iii) the potential needs related to singular characteristics (social and cultural background, course year, institution, professional experience and special education needs). The obtained results indicated higher scores for the dimensions of Social Support, Study Challenge and Course Involvement. Lower scores were identified in the dimensions of Market Knowledge, Career Exploration and Institutional Support. The CRQ dimensions were positively correlated with each other, which means an overall need for a homogeneous intervention across the dimensions was identified as relevant. Regarding singular characteristics, differences were identified according to the course year and professional experience.