Digital learning Is an educational format towards sustainable education

The year 2020, due to the pandemic, was a milestone in the history of digital technology in the education sector, allowing a sustainable education although the world was facing a pandemic crisis without precedents. Therefore, in a few days occur a transformation from traditional classroom teaching to online teaching and consequently forced to use digital learning. Nevertheless, more researches are needed to know how was this experience and if there is the intention to maintain the online format. The main goal of this article is to study how digital learning can be an educational format focused on sustainable education. This paper presents a systematic literature review on digital learning through PRISMA methodology, based on a literature search and field research aimed to analyze the significant predictors related to the digital learning experience on the likelihood of choosing to “keep” the online format in the next academic year. An online survey was conducted with 173 university students. The results obtained showed that the significant predictors were factor 1-”Characteristics of online classes; factor 2-”Support from the School and Professors; factor 3-”Online classes vs. face-to-face classes” and gender. The probability of choosing to keep online classes increases exponentially with the characteristics of online classes, with Support from school and teachers; Online classes vs. Face-to-face classes, and keeping factors 1, 2, and 3 constant the probability if a man chooses the online format compared to a woman is higher. This online format thus acquires central importance in the contemporary sustainability debate. The kind of life, education, and society we will have in the future will depend on the quality, depth, and extent of the learning processes we can create and exercise individually and socially. Education, and educators in particular, who concentrate on the tasks of designing and implementing social teaching and learning models, have a unique responsibility in this process. Although the reduced sample size the present work can provide strategic information for university staff, contributing to designing and implementation a sustainable education.info:eu-repo/semantics/publishedVersio

Interventions for improving recovery from work

ObjectivesThis is a protocol for a Cochrane Review (intervention). The objectives are as follows:To compare the effectiveness of different individual interventions in recovery from work.info:eu-repo/semantics/publishedVersio

Validación del Nursing Activities Score en unidades de cuidados intensivos portuguesas

Objective: to describe the process of adaptation and validation of the Nursing Activities Score to the Portuguese context. Method: this was a pilot study of adaptation and validation of the Nursing Activities Score with a sample consisting of 67 patients hospitalized in the intensive care units of three Portuguese hospitals. The construct validity was assessed through factor analysis procedures and the internal consistency of the items was measured through the Cronbach’s alpha coeffi cient. Results: a mean workload value of 63.04% (SD = 14.25; Median = 61.30) was obtained. Psychometric data revealed a Cronbach’s alpha of 0.71 in the total scale, indicating an acceptable accuracy. Confi rmatory factor analysis suggested an appropriate adjustment between the model and the data (χ2 (199) = 214.5, p = 0.214; CFI = 0.95; RMSA = 0.035). Conclusion: in the present study, the Portuguese version of the Nursing Activities Score was found to be a valid instrument, enabling a safe assessment of the workload of nurses.Objetivo: descrever o processo de adaptação e validação do Nursing Activities Score para o contexto português. Método: trata-se de um estudo-piloto de adaptação e validação do Nursing Activities Score, com amostra de 67 doentes internados em unidades de cuidados intensivos de três hospitais portugueses. A validade de constructo avaliou-se mediante procedimentos de análise fatorial e a consistência interna dos itens através do coefi ciente Alpha de Cronbach. Resultados: obteve-se um valor médio da carga de trabalho de 63,04% (DP = 14,25; Mediana = 61,30). Os dados psicométricos revelaram um Alpha de Cronbach de 0,71, na escala total, indicando uma fi delidade aceitável. A análise fatorial confi rmatória sugeriu um ajustamento adequado entre o modelo e os dados (χ2(199) = 214,5, p = 0,214; CFI = 0,95; RMSA = 0,035). Conclusão: neste estudo, a versão portuguesa do Nursing Activities Score revelou-se um instrumento válido, permitindo avaliar a carga de trabalho dos enfermeiros com segurançaObjetivo: describir el proceso de adaptación y validación del Nursing Activities Score al contexto portugués. Método: estudio piloto de adaptación y validación del Nursing Activities Score, con muestra de 67 pacientes internados en unidades de cuidados intensivos de tres hospitales portugueses. La validez del constructo se evaluó mediante análisis factorial y por consistencia interna de los ítems evaluados a través del coefi ciente Alpha de Cronbach. Resultados: se obtuvo un valor medio de carga de trabajo de 63,04% (SD=14,25; Mediana=61,30). Los datos psicométricos expresaron un Alpha de Cronbach de 0,71 en la escala total, indicando fi delidad aceptable. El análisis factorial confi rmatorio sugirió un ajuste adecuado entre el modelo y os datos (χ2 (199)=214,5; p=0,214; CFI=0,95; RMSA=0,035). Conclusión: en este estudio, la versión portuguesa del Nursing Activities Score demostró ser un instrumento válido, permitiendo evaluar la carga de trabajo de los enfermeros con precisión

University student engagement inventory (USEI): psychometric properties

Academic engagement describes students’ investment in academic learning and achievement and is an important indicator of students’ adjustment to university life, particularly in the first year. A tridimensional conceptualization of academic engagement has been accepted (behavioral, emotional and cognitive dimensions). This paper tests the dimensionality, internal consistency reliability and invariance of the University Student Engagement Inventory (USEI) taking into consideration both gender and the scientific area of graduation. A sample of 908 Portuguese first-year university students was considered. Good evidence of reliability has been obtained with ordinal alpha and omega values. Confirmatory factor analysis substantiates the theoretical dimensionality proposed (second-order latent factor), internal consistency reliability evidence indicates good values and the results suggest measurement invariance across gender and the area of graduation. The present study enhances the role of the USEI regarding the lack of consensus on the dimensionality and constructs delimitation of academic engagement.Jorge Sinval received funding from the William James Center for Research, Portuguese Science Foundation (FCT UID/PSI/04810/2013). Leandro S. Almeida and Joana R. Casanova received funding from CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. Joana R. Casanova received funding from the Portuguese Science Foundation (FCT) as a Doctoral Grant, under grant agreement number SFRH/BD/117902/2016.info:eu-repo/semantics/publishedVersio

Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries

The outbreak of the COVID-19 pandemic has dramatically shaped higher education and seen the distinct rise of e-learning as a compulsory element of the modern educational landscape. Accordingly, this study highlights the factors which have influenced how students perceive their academic performance during this emergency changeover to e-learning. The empirical analysis is performed on a sample of 10,092 higher education students from 10 countries across 4 continents during the pandemic’s first wave through an online survey. A structural equation model revealed the quality of e-learning was mainly derived from service quality, the teacher’s active role in the process of online education, and the overall system quality, while the students’ digital competencies and online interactions with their colleagues and teachers were considered to be slightly less important factors. The impact of e-learning quality on the students’ performance was strongly mediated by their satisfaction with e-learning. In general, the model gave quite consistent results across countries, gender, study fields, and levels of study. The findings provide a basis for policy recommendations to support decision-makers incorporate e-learning issues in the current and any new similar circumstances.info:eu-repo/semantics/publishedVersio

Kindergarten Children Solving Additive Problems: Which Strategies?

Os estudos desenvolvidos em diferentes contextos ressaltam a capacidade que as crianças têm de resolver corretamente problemas de adição e subtração, antes ainda destas operações lhes serem formalmente ensinadas. O estudo aqui descrito procura perceber como as crianças dos 4 aos 6 anos (N=90) entendem os problemas de estrutura aditiva. Para tal, tenta responder às seguintes questões: 1) Que desempenhos apresentam as crianças quando resolvem problemas de estrutura aditiva? 2) Que estratégias usam para resolver os problemas de estrutura aditiva? Adotou-se uma metodologia quantitativa que analisa os desempenhos e as estratégias das crianças quando resolvem 28 problemas de estrutura aditiva, apresentados a partir de entrevistas estruturadas individuais. Os resultados sugerem que as crianças resolvem com facilidade os problemas propostos e utilizam estratégias adequadas para responderem corretamente, chegando mesmo a recorrer a estratégias abstratas como a contagem e os fatos numéricos.Several studies report young children's ability to solve addition and subtraction problems before receiving any formal instruction. This study focuses on how 4-6-year-old children (N=90) understand additive structure problems. It addresses two questions: 1) How do children perform when solving additive structure problems? 2) What strategies do children use when solving additive structure problems? Quantitative methods were used to analyse children's performance and strategies when solving 28 additive structure problems presented to them using individual interviews. Results suggest that children easily solved the given problems using adequate strategies, some could even count and rely on numerical factsApoio financeiro do CIEC (Centro de Investigação em Estudos da Criança, IE, UMinho; UI 317 da FCT, Portugal) através do Projeto Estratégico UID/CED/00317/2013, financiado através dos Fundos Nacionais da FCT (Fundação para a Ciência e a Tecnologia), cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

The role of emotions on consumers’ satisfaction within the fitness context

Previous studies have suggested that consumption-related emotions are important to understand post-purchase reactions. This study examines the relationship between fitness consumers’ emotions and overall satisfaction. After an initial step of free-thought listing and content validity, followed by a pre-test, a survey was conducted among consumers of five different fitness centers (n=786). The questionnaire included measures to assess positive and negative emotions, as well as overall satisfaction with the fitness center. The results gathered through a structural equation model provide evidence that negative emotion experienced by consumers impacts negatively overall satisfaction, while positive emotion have a positive effect on overall satisfaction. These findings suggest managerial implications, such as the need to collect consumers’ perceptions of both tangible and intangible aspects of the services, listen costumers’ opinions in a regular basis, and provide regular training to staff members, in order to identify the triggers of positive emotions and contribute to increased levels of overall satisfaction. Guidelines for future research within the fitness context are also suggested.Estudos precedentes sugerem que as emoções relacionadas com o consumo são importantes para compreender as reações dos consumidores após a compra. Este estudo analisa a relação entre as emoções dos consumidores de fitness e satisfação global. Depois de uma etapa inicial de listagem de pensamento-livre e validade de conteúdo, seguido de um pré-teste, foi realizada uma pesquisa entre os consumidores de cinco centros de fitness diferentes (n = 786). O questionário incluiu medidas para avaliar as emoções positivas e negativas, bem como a satisfação global com o centro de fitness. Os resultados obtidos através de um modelo de equações estruturais forneceram evidências de que as emoções negativas vivenciadas pelos consumidores impactam negativamente a satisfação global, enquanto as emoções positivas têm um efeito positivo sobre a satisfação global. Estes resultados sugerem implicações para os gestores, tais como a necessidade de recolher informação sobre a perceção dos consumidores dos aspetos tangíveis e intangíveis dos serviços, ouvir regularmente as opiniões dos consumidores e facultar formação regular aos colaboradores. Isto permitirá identificar os aspetos que desencadeiam emoções positivas e contribuir para o aumento dos níveis de satisfação global. Orientações para futuras pesquisas no contexto de fitness também são sugeridas.Sin financiación0.185 SJR (2015) Q3, 1090/1779 Medicine (miscellaneous); Q4, 177/229 Health (social science), 112/128 Sports scienceUE

Transitioning from recruit to officer : An investigation of how stress appraisal, and coping influence engagement

This study investigated stress, coping, and work engagement among Portuguese police officers while undergoing academy training and then 1 year later, when on duty. It was hypothesized that stress appraisal and coping preferences predicted engagement. Additionally, in order to test a full cross‐lagged prediction model, it was hypothesized that stress, coping, and engagement in recruits predicted these variables later when working as police officers. Structural equation modeling was used to test the research hypotheses. Results suggest that coping and stress appraisals do not seem to be strong predictors of work engagement among recruits and police officers on duty. With the exception of self‐blame, that seems to be a strong predictor of work engagement among police officers on duty. These results highlight the need to investigate other potential variables such as working conditions that may better explain work engagement. Considering the positive influence of engagement on health, wellbeing, and performance of police recruits and officers future applied and theoretical implications are discussed.Fundação para a Ciência e a Tecnologia - FCT; FEDERinfo:eu-repo/semantics/acceptedVersio