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- A test of the 2 × 2 model of perfectionism with perceived distress, cognitive emotion regulation, and perfectionist cognitionsPublication . Pereira Guerreiro, Mariana; Faisca, Luis; Brás, Marta; Carmo, CláudiaBased on within-person combinations of self-oriented perfectionism (SOP) and socially prescribed perfectionism (SPP), the 2 x 2 model asserts four personality subtypes: Non-Perfectionism, Pure SOP, Pure SPP, and Mixed Perfectionism. We tested whether these subtypes can be distinctively associated with perceived distress, cognitive emotion regulation (CER) strategies, and perfectionist cognitions. Results of multiple regressions with 213 adults (72.8% female, M = 34.07, SD = 12.04 years old) revealed that Pure SOP (compared with Non-Perfectionism) and Mixed Perfectionism (compared with Pure SPP) perceived similar levels of distress but reported more perfectionist cognitions and both adaptive and maladaptive CER strategies. The two subtypes associated with high SPP reported less adaptive CER strategies than the Pure SOP and Non-Perfectionism. The presence of the SOP facet did not mitigate the detrimental effects of the SPP facet on negative outcomes. On the contrary, the SOP facet seems to have a positive influence on the adoption of adaptive CER strategies and helps attenuate the detrimental effects of the SPP. Studies about the 2 x 2 model of perfectionism should focus on comparing the predicted values between each subtype of perfectionism.
- The role of peer mentoring program elements in promoting academic success and preventing student dropout in higher education: a systematic literature reviewPublication . Pereira Guerreiro, Mariana; Neves de Jesus, SaúlPeer mentoring programs have been implemented to address higher education institutions' demands for promoting academic success and preventing student dropout. However, it is still unclear what elements best contribute to their effectiveness. A systematic literature review on the peer mentoring programs' elements focused on promoting academic success and preventing dropout was conducted to understand better how to improve peer mentoring effectiveness in academia. Twenty-three studies were included and evaluated for quality. A thematic analysis was developed to report patterns in the elements of the included peer mentoring programs. Results demonstrate the effectiveness of formal peer mentoring programs where participation is voluntary, no financial incentives are provided, and faculty members are involved. Future research must ensure a more detailed description of the peer mentoring programs' elements and robust methodology quality. It is necessary to evaluate the mentoring program's effectiveness by considering mentor screening based on academic performance, matching characteristics, mentoring models, and program coordination feedback, in addition to analysing mentor training efficacy.