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- Curiosity saved the cat: socio-emotional skills mediate the relationship between parental support and career explorationPublication . GAMBOA, VITOR; Rodrigues, Suzi; Bértolo, Filipa; Marcelo, Beatriz; Paixão, OlímpioAccording to career literature, greater parental support seems to be associated with higher levels of career exploration. This relationship may be mediated by self-regulatory processes, such as social-emotional skills, as curiosity. However, despite the large number of empirical studies that analyze the antecedents of career exploration, there are no references, to our knowledge, to the role of socio-emotional skills. Following this gap, the present study aims to examine the extent to which perceived parental support is associated with career exploration through the mediating effect of curiosity (socio-emotional skill), among a group of 8th and 9th grade students from public schools in southern Portugal (N = 540). An integrated model was conducted using AMOS 20.0 and the results revealed that curiosity is a partial mediator of the relationship between perceived parental support and career exploration. These results highlight the importance of considering socio-emotional skills (such as curiosity) when designing interventions to foster adaptive career behaviors. Theoretical and practical implications are discussed to open the opportunity to progressively extend the participation of proximal contexts (e.g., families) to career and socio-emotional skills development processes.
- Socio-emotional skills profiles and their relations with career exploration and perceived parental support among 8th grade studentsPublication . Gamboa, Vítor; Rodrigues, Suzi; Bértolo, Filipa; Marcelo, Beatriz; Paixão, OlímpioSocio-emotional skills can play a crucial role in students career development. This study used a person-centered approach to explore socio-emotional skills (curiosity, optimism, empathy, sociability, and responsibility) profiles among 8 degrees grade students (N = 310). We also explored the relations of these profiles with career exploration (self and environmental), perceived parental support (emotional support, instrumental assistance, career-related modeling, and verbal encouragement) and school achievement. Using Latent Profile Analysis (LPA), four distinct profiles emerged that differed in terms of level and shape, namely: Other and Task oriented profile, Socio-emotional Adaptive profile, Socio-emotional non-Adaptive profile, Self- Oriented profile. Our results show that the "Socio-emotional Adaptive" profile can be clearly differentiated from the "Socio-emotional non-Adaptive" profile given the higher values it presents regarding all the variables in study. However, the differences between the "Other and Task Oriented" profile and "Self-Oriented" profile (intermediate profiles) were analyzed and discussed from qualitative point-of-view and adopting an exploratory approach. Overall, the findings of this study indicate that socio-emotional profiles have the potential to account for variations in career behaviors and academic performance. These results provide valuable insights for the development and implementation of career-oriented interventions targeted at 8th grade students and their immediate relational environments.
- The Volunteer Satisfaction Survey (VSS): adaptation and psychometric properties among Portuguese VolunteersPublication . Martins, Cátia; De jesus, Saúl; da Silva, José Tomás; Ribeiro, Conceição; Nunes, C.; Ferreira Cunha, Francisca; Marcelo, Beatriz(1) Background: Volunteering satisfaction is one significant construct that nourishes the sustaining of volunteer work, and it is present in reference models such as the three-stage volunteer process model (VPM). The volunteer satisfaction survey (VSS), created by Vecina, Chacón and Sueiro, evaluates three different domains of volunteer satisfaction: specific motivations, organization management and volunteering tasks. The aim of this study was to adapt the instrument and explore the psychometric properties of the 17 items of the VSS in a sample of Portuguese volunteers. (2) Methods: The sample was composed of 335 Portuguese volunteers (aged between 14 and 81 years), mainly women (76.4%). Measures included volunteer satisfaction, work engagement and organizational commitment. (3) Results: The original three-factor model was tested with a confirmatory factor analysis (CFA) and the model fitted the data. Satisfactory levels of internal consistency, discriminant and convergent validity were found. (4) Conclusions: The VSS reveals good psychometric properties and can be considered a useful tool for professionals and future research for volunteers’ satisfaction assessment.
- Parental involvement in school and quality of life: a longitudinal study with Portuguese parents during the COVID-19 pandemic periodPublication . BELÉM MOCHO ALCAPARRA, HELENA SOFIA; Martins, Cátia; Marcelo, Beatriz; Ferreira Cunha, Francisca; Nunes, CristinaObjectivesDuring the COVID-19 pandemic in Portugal, the lockdown periods were particularly challenging for families, and were marked by school closures and disruptions in work and educational routines, that may have significantly impacted children's well-being. The present study aims to analyse Parental Involvement in School (PIS) during the period of COVID-19 in Portugal and its relation to children's Quality of Life (QoL). The level of PIS was assessed at two times: (T1) during the first lockdown and (T2) at the end of the school year.MethodThe sample consisted of 131 parents, aged between 29 and 55 years, and 71.8% were mothers. The family's sociodemographic characteristics were assessed, as well as the Parental Involvement in School and the children's QoL.ResultsIn general, the results revealed that families evaluate child's QoL as higher in T2 and PIS and authoritative style were significant predictors of children's QoL in the two times and a mediation effect of the authoritative style was found.ConclusionBased on these results, the article discusses practical implications to promote PIS and children's QoL. What is already known about this topic: During the pandemic, different contexts provided children with different learning opportunities.Parental involvement in school is associated with better outcomes, however its relationship with quality of life remains understudied.There are few studies that investigate inequalities in parental involvement in school during the COVID-19 lockdown period.What does this topic add: Parents reveal more positive perceptions regarding their involvement and children's quality of life after a period of lockdown due to COVID-19.Parental involvement in school could be a protective factor that allows families to thrive in the face of adversity, in this case a period of lockdown.The higher socio-economic status and higher educational level of the parents seem to have a positive contribution to parental involvement in school.