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- 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
- The role of motivation in a distance career intervention with higher education studentsPublication . Santos, Sandra; Monteiro, Sílvia; Seabra, Filipa; Almeida, LeandroDue to the challenges faced by higher education (HE) students in integrating or reintegrating into the workforce, career interventions have gained prominence for their critical role in enhancing students' readiness to tackle professional challenges. Distance career interventions have increasingly been adopted to reach a broader and more diverse audience, encompassing varying personal characteristics, socioeconomic contexts, and geographical regions, being its efficacy influenced by a range of variables. Based on the Self-Determination Theory, this study aims to analyze the influence of motivational variables on the gains obtained in a distance intervention program focused on promoting four dimensions of career resources – Knowledge and skills, Environment, Motivation, and Career management. Motivational variables include students' perception of Autonomy, Relatedness, Competence, Interest/Satisfaction, and Utility. The sample included 188 Portuguese university students from different academic years and fields of study enrolled in a distance career intervention for six weeks. Paired samples tests were run to analyze pre- and post-test results, and the differences between career resources' scores before and after the intervention were calculated. Pearson correlation coefficients were computed to examine the association between the career resources and the gains obtained with the program. Results showed an increase in career resources after the intervention. Results also evidenced: a) a positive association between the gains obtained in the Knowledge and skills dimension and every motivational variable; b) a lack of association between the gains obtained in the Environment dimension and any motivational variable; c) an influence of the motivational variables Autonomy, Competence, and Utility in the gains observed in the Motivation dimension; and d) an association between the gains in the Career management dimension and the variable Competence. These results suggest that the distance intervention program had an effect on the promotion of university students' career resources and that gains achieved with the intervention were either not associated or only weakly associated with motivational variables. Implications for practice and research will be discussed.
- 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.