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Abstract(s)
Esta investigação propôs-se inicialmente a adaptar e validar a Escala de Autorregulação da Aprendizagem Online de Barnard, Lan, To, Paton e Lai (2009) para a população universitária portuguesa. Para isso, foi aplicado o questionário a 290 estudantes de várias universidades portuguesas. Após tratamento estatístico e verificação da validade da escala para esta população, a mesma foi utilizada no decorrer do trabalho. Seguidamente o estudo propôs-se a investigar a relação entre Inteligência Emocional, Resiliência, Burnout e autorregulação da aprendizagem móvel – (M-Learning) em estudantes do 1º ciclo do Ensino Superior e comparar as pontuações destas variáveis em função da idade, do género e do curso dos participantes. Para tal, foram aplicados a 110 estudantes da Universidade da Beira Interior, um questionário sociodemográfico, a Escala de Inteligência Emocional (Schutte, Malouff & Bhullar, 2009) a Escala de Resiliência (Deep & Pereira, 2012), a Escala de Burnout de Maslach (Maroco & Tecedeiro, 2009) e o questionário de autorregulação da aprendizagem móvel – M-Learning, adaptado e validado no decorrer deste trabalho.
Do estudo de validação obtiveram-se boas propriedades psicométricas. Verificou também uma relação positiva, forte e estatisticamente significativa entre a dimensão “Perceção das Prõprias Emoções” da escala de Inteligência Emocional e as dimensões “Perseverança” e “Sentido de Vida” da escala de Resiliência. Verificou-se ainda uma relação negativa, moderada e estatisticamente significativa entre a dimensão “Sentido de Vida” da escala de Resiliência e a dimensão “Descrença” da escala de Burnout, e ainda, uma relação negativa, moderada e estatisticamente significativa entre a dimensão “Estratégias de Desempenho” da escala de Autorregulação da Aprendizagem Móvel e a dimensão “Descrença” da escala de Burnout.
This study was aimed initially to validate and adjust the online Self-regulated Learning Questionnaire (Barnard, Lan, To, Paton & Lai, 2009), for the Portuguese University Population. For this, the adapted questionnaire was applied to 290 students from various Portuguese Universities. After statistical processing and verifying the validity of the scale for this population, it was used during this work. Then, the study was aimed to investigate the relationship between Emotional Intelligence, Resilience, Burnout and Mobile Self-regulated learning in students in the 1st cycle of higher education and compare the scores of these variables in relation to age, gender and the course participants. To this end, were applied to 110 students at the University of Beira Interior, a sociodemographic questionnaire, the Schutte Emotional Intelligence scale (Schutte, Malouff & Bhullar, 2009), the Resilience scale (Deep & Pereira, 2012), the Maslach Burnout Scale (Maroco & Tecedeiro, 2009) and the Mobile Self-regulated learning questionnaire. Validation study yielded good psychometric properties. Also found a positive, strong and statistically significant relationship between "Perception of Own Emotions" dimension of emotional intelligence scale and dimensions "Perseverance" and "Sense of Life" of Resilience Scale. There was also a negative, moderate and statistically significant relationship between the "Sense of Life" dimension of scale and Resilience "Disbelief" scale dimension of burnout, and even a negative relationship, moderate and statistically significant between the size "Performance strategies" of Mobile Learning Self-Regulated scale and the dimension "Disbelief" of Burnout scale.
This study was aimed initially to validate and adjust the online Self-regulated Learning Questionnaire (Barnard, Lan, To, Paton & Lai, 2009), for the Portuguese University Population. For this, the adapted questionnaire was applied to 290 students from various Portuguese Universities. After statistical processing and verifying the validity of the scale for this population, it was used during this work. Then, the study was aimed to investigate the relationship between Emotional Intelligence, Resilience, Burnout and Mobile Self-regulated learning in students in the 1st cycle of higher education and compare the scores of these variables in relation to age, gender and the course participants. To this end, were applied to 110 students at the University of Beira Interior, a sociodemographic questionnaire, the Schutte Emotional Intelligence scale (Schutte, Malouff & Bhullar, 2009), the Resilience scale (Deep & Pereira, 2012), the Maslach Burnout Scale (Maroco & Tecedeiro, 2009) and the Mobile Self-regulated learning questionnaire. Validation study yielded good psychometric properties. Also found a positive, strong and statistically significant relationship between "Perception of Own Emotions" dimension of emotional intelligence scale and dimensions "Perseverance" and "Sense of Life" of Resilience Scale. There was also a negative, moderate and statistically significant relationship between the "Sense of Life" dimension of scale and Resilience "Disbelief" scale dimension of burnout, and even a negative relationship, moderate and statistically significant between the size "Performance strategies" of Mobile Learning Self-Regulated scale and the dimension "Disbelief" of Burnout scale.
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Keywords
Autorregulação da Aprendizagem Móvel Burnout Inteligência Emocional Resiliência