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Between kisses and bytes: cyber dating abuse and internet use in emerging adulthood
Publication . Saial, Ana Cristina; Portugal, Alda; Gouveia, Élvio Rúbio; Nascimento, Paulo; Satar, Muhammad; Relvas, Ana Paula; Portugal, Alda; Gouveia, Élvio Rúbio
Abstract
Emerging adults use the internet to connect with intimate partners, which can promote closeness but also increase vulnerability to abusive behavior, such as cyber dating abuse (CDA). In this study, we explored the use of the internet and information and communication technologies (ICT) and determined the prevalence of CDA among 105 emerging adults, with an average age of 23.2 years (SD = 3.65). Through an online cross-sectional study, our results indicate that emerging adults spend an average of 6.67 h a day online (SD = 3.34), with 37.6% communicating with their partner for more than 5 h daily via ICT. A high prevalence of CDA was observed: 62.9% victimization and 74.3% perpetration, with an emphasis on controlling behaviors. This study explores the relationship between problematic internet use (PIU) and CDA and highlights the normalization of CDA behaviours.
O GeoGebra e o Excel na aprendizagem da matemática
Publication . Fernandes, Carla Maria Melim; Fernandes, Elsa Maria dos Santos
A integração das Tecnologias de Informação e Comunicação no ensino é
reconhecida como necessária e reflexo de uma sociedade cada vez mais informatizada e
em constante transformação. A mudança implica capacidade de adaptação e a Escola,
não pode ficar à margem das grandes mudanças que estão a ocorrer, utilizando modelos
herdados do passado, teimando em resistir aos avanços tecnológicos.
As escolas têm sido dotadas de meios técnicos, os professores são alvo de
formação e mesmo os recém licenciados já chegam alertados para novas realidades e
necessidades face às Tecnologias da Informação e da Comunicação.
Inicialmente, apresento uma pequena pesquisa, feita na Região Autónoma da
Madeira, sobre o apetrechamento dos estabelecimentos de ensino com material
informático e tecnológico. Apresento, também, as iniciativas realizadas com o intuito de
dotarem docentes e alunos com computadores, como tentativa de minimizarem os
efeitos da infoexclusão.
Este estudo, no qual sou professora e investigadora, tem como objetivo geral
compreender como é que o uso das tecnologias de informação e comunicação, mais
concretamente, dos softwares educativos, GeoGebra e Excel, contribuem para a
aprendizagem da Matemática.
Para melhor analisar a questão de investigação subdividi-a nas questões
seguintes:
Qual o papel das TIC, nomeadamente o GeoGebra na representação gráfica
de funções afins?
Qual o papel das TIC, nomeadamente o Excel na compreensão dos sistemas
de Equações?
Em que medida o uso das TIC amplia a cooperação dos alunos na aula de
Matemática?
Para atingir este objetivo foram realizadas três tarefas de
exploração/investigação utilizando os recursos acima mencionados, numa turma de 8º
ano, da Escola Básica e Secundária Gonçalves Zarco, no ano letivo 2011/2012. Em duas
das referidas tarefas usou-se o software GeoGebra e na outra usou-se o Excel.
A investigação seguiu uma metodologia qualitativa, através de estudo de caso de
um grupo de alunos, com o objetivo de descrever, analisar e compreender a atividade
desenvolvida pelos alunos na realização das tarefas.
A recolha de dados envolveu a análise dos registos dos alunos na resolução das
tarefas, bem como da discussão realizada em grupo e em grande grupo.
Depois de uma análise profunda dos dados recolhidos pude concluir que: (i) os
softwares utilizados foram uma mais-valia para a aprendizagem dos conteúdos; (ii) os
resultados mostram com clareza que os alunos com dificuldades de aprendizagem
beneficiam da utilização das TIC e, simultaneamente, aumentam a sua motivação para o
estudo; (iii) o trabalho cooperativo, em contexto de utilização educativa das TIC,
contribui para criar ambientes de aprendizagem que estimulam a comunicação entre
alunos, e para o aperfeiçoamento da sua dimensão humana.
When play gets serious: can a game-based mobile application serve as an intervention for preventing intimate partner violence among emerging adults?
Publication . Saial, Ana Cristina; Rúbio, Élvio Gouveia; Portugal, Alda; Peres, Beatriz Jardim; Satar, Muhammad; Relvas, Ana Paula; Gouveia, Élvio Rúbio; Portugal, Alda
Games have been an approach used to facilitate increased knowl edge and changes in attitudes and behaviors related to well-being
and mental health. However, the design and application of games
to sensitive topics such as intimate partner violence (IPV) needs
more exploration. Therefore, this 120-minute game-based work shop aims to analyze the perceptions collected from stakeholders
(emerging adults aged 18-24; N=19) regarding the acceptability of
using games and mobile applications to raise awareness of IPV,
through a qualitative cross-sectional study. This research presents
a preliminary study to inform the development of a game-based
mobile intervention designed to increase knowledge and prevent
IPV among emerging adults. This study contributes to a better un derstanding of the application of games to IPV among emerging
adults, also highlighting the value of digital tools, such as mobile
applications. More studies are needed on the design of games and
digital tools that respond to the IPV problem. However, this work
is still preliminary, and the insights gained from it will help to
improve future work.
Exploring the role of relationship dynamics and chronic illness in psychological outcomes among cohabiting couples during the COVID-19 pandemic
Publication . Lacomba-Trejo, Laura; Portugal, Alda; Vieira, Ana Diniz; Randall, Ashley K.; Relvas, Ana Paula; Portugal, Alda
Background: The Coronavirus Disease 2019 (COVID-19) pandemic has exacerbated mental health difficulties among couples. Factors such as chronic physical illness, perceived threat of COVID-19, dyadic coping, and relationship quality may influence levels of psychological distress, including symptoms of anxiety, depression, and stress. This study aimed to examine how these individual and relational variables are associated with psychological outcomes in cohabiting couples during the first national lockdown in Portugal.
Methods: A mixed-methods study was conducted with a sample of 956 individuals (83.9% women), aged 18 to 81 years (M = 40.76, SD = 10.42), living with a romantic partner for at least one year. Participants completed validated self-report instruments: Depression, Anxiety, and Stress Scales - 21 Items (DASS-21) to assess anxiety, depression, and stress; the Brief Illness Perception Questionnaire (B-IPQ) to evaluate COVID-19 threat perception; the Perceived Relationship Quality Component – Short Version (PRQC-SV) to assess relationship quality; and the Dyadic Coping Inventory (DCI) to measure dyadic coping. Hierarchical linear regression and fuzzy-set Qualitative Comparative Analysis (fsQCA) were used to examine associations between variables. The study received prior approval from the Ethics Committee of the Faculty of Psychology and Educational Sciences of the University of Coimbra.
Results: The regression models accounted from between 17% to 21% of the variances of the dependent variables. In the case of the Qualitative Comparative Analysis (QCA) models, the models explained between 11% and 85% of the cases. Hierarchical regression models (HRMs) showed that COVID-19 threat perception and relationship quality were significantly associated with mental health outcomes. In QCA models, low threat perception and high relationship quality and coping skills correlated with lower psychological distress.
Conclusions: Chronic illness was not significantly associated with psychological distress when compared to COVID-19 threat perception, relationship quality, and dyadic coping. These insights are vital for managing mental health of couples during crises. By underscoring the importance of threat perception, relationship quality, and coping for psychological well-being management during health crises, this study offers valuable insights for supporting couples through periods of adversity.
(Dis)Connected: finding the link between problematic use of internet, parent-child communication and academic performance in emerging adults
Publication . Portugal, Alda; Almada, Carina; Sotero, Luciana; Relvas, Ana Paula; Portugal, Alda
Information and Communication Technologies (ICT) play a central role in the lives of emerging adults, offering both opportunities and challenges. While ICT facilitates communication and access to information, its problematic use has raised concerns about its impact on family relationships and academic performance during this developmental stage. This cross-sectional study aims to describe the use of ICT in academic context and analyse differences between groups considering the problematic use of the internet, the perception of academic performance and parent-child communication in a sample of college students (N = 201, aged between 18 to 29). In addition to instruments for sociodemographic characterisation and of ICT use, Generalized Problematic Internet Use Scale-2 and Perception Scale of Parenting Communication-Emerging Adults were used. The results suggest that young people with problematic use of internet for non-academic purposes tend to report poorer communication with their parents, particularly their fathers. Additionally, half of the sample exhibited moderate problematic use of the internet. These results are relevant for professionals working with young adults, such as college professors, as well as for young adults themselves and their parents. Professors may benefit from implementing structured guidelines for ICT use in the classroom to promote academic engagement while minimizing distractions. For young adults, the findings emphasize the importance of developing self-regulation strategies to balance digital life, enhance academic performance, and maintain healthy relationships. Parents are encouraged to foster open communication and support positive family dynamics to mitigate the negative effects of problematic internet use.