Loading...
3 results
Search Results
Now showing 1 - 3 of 3
- YES, WE COPE: dyadic coping as a mediator between perceived relationship quality and emotional representation of COVID-19Publication . Relvas, Ana Paula; Lacomba-Trejo, Laura; Portugal, Alda; Chiarolanza, Claudia; Major, Sofia; Rosa, Catarina; Sotero, Luciana; Randall, Ashley K.; Portugal, AldaBackground The COVID-19 pandemic has brought about social changes that have impacted the functioning and dynamics of couples in a romantic relationship, arising from the overwhelming amount of added stress they have endured. Specifically, the divorce rate in Portugal has increased after lockdown, which underscores the adverse consequences of COVID-19 on couples. A lower quality of the couple’s relationship may worsen the emotional representation of COVID-19; however, the literature suggests that perceived partner dyadic coping responses have a great influence on adverse events. The aim of the present study was to assess the mediating role of partner coping in the association between relationship quality and emotional representation of COVID-19. We also sought to observe whether the length of the relationship moderates this association. Methods Participants (N=528) were adults living in Portugal (84.7% female) currently in a romantic relationship with their current partner for at least 1 year. Online data collection. Results We found that relationship quality predicted COVID-19 emotional representation, but this association was fully mediated by total dyadic coping. This association was especially significant in couples with a shorter length of time in the relationship. Conclusions We point out the importance of dyadic coping as a protective factor against emotional distress to cope with the ongoing stressors associated with the COVID-19 pandemic. These data suggest the need for relationship education programs that promote positive coping between partners.
- Escala do impacto da dor na família (FIPS)Publication . Branco, Sandra; Portugal, Alda; Sotero, Luciana; Relvas, Ana Paula; Portugal, Alda; Marques Portugal, Alda PatríciaA Escala do Impacto da Dor na Família é a versão portuguesa da The Family Impact of Pain Scale (FIPS; Newton-John, 2005), um questionário de auto-resposta composto por 10 itens que permite avaliar o impacto da dor crónica na família. A partir de uma amostra de 51 sujeitos com dor crónica foram realizados estudos de tradução e adaptação para a população portuguesa, assim como estudos descritivos, de precisão e de validade de constructo. Os resultados demonstram uma elevada con sistência interna dos itens (α = .91). Na análise fatorial confirmatória não se verificou uma correspondência com os fatores da escala original. As correlações, com base no coeficiente de Spearman, permitem concluir que existe uma relação estatisticamente significativa entre o impacto da dor crónica na família e as crenças de autoeficácia e a depressão (r = -.754, p < .01; r = .332, p < .05, respetivamente). Futuramente, o estudo da dor crónica na família deverá contemplar, não só os sujeitos com dor crónica, como também os seus familiares.
- Epistemological development in higher education: a study at University of MadeiraPublication . Beja, Maria João; Beja, Maria João; Franco, Glória; Sousa, Fábia; Portugal, Alda; Portugal, Alda; Maria JoãoThe present study fits into the emerging adult cognitive development domain, more precisely in the analysis of higher education student’s epistemological beliefs development. The scientific literature of the area considers that student’s epistemological beliefs evolve, throughout the academic formation, of more sim plistic/absolutist forms to more complex/relativistic forms (Baxter-Magolda, 2004; Perry, 1999). However, most of the students do not reveal higher levels of epistemological complexity (Figueiredo, Pinheiro, & Huet, 2015). In this paper we present and compare the results of two studies carried out at the University of Madeira, in 2010 and 2016, respectively, which main goal was to ana lyse the epistemological development of students of higher education and the influence of social and academic variables in the epistemological development. The research adopted a quantitative methodology and the sample was composed of students from the University of Madeira (295 in study 1 and 232 in study 2), of the 1st and 2nd cycle, distributed by different academic areas. The data were evaluated through the portuguese version of the Parker Cognitive Development Inventory (Ferreira, & Bastos, 1995). The analysis of the results revealed, in both studies, a predominance of absolut ist thinking in the students of the University of Madeira, Contrary to the litera ture and the studies carried out in this field, there has not been a developmental progression in terms of an absolutist for a more relativistic thought, but rather an increase of absolutism as one advances in the academic formation, being that the students of the 2nd cycle have proved to be more absolutist than students in the 1st cycle. Concomitantly, in both studies, the epistemological development of students varies according to social and academic variables.