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Desenvolvimento e avaliação de uma intervenção online de competências transversais com universitários
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| 2.73 MB | Adobe PDF |
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Abstract(s)
As competências transversais tornaram-se importantes no complemento das competências técnicas dos estudantes do ensino superior. Elas podem melhorar as interações, o desempenho e o desenvolvimento da carreira. A presente tese tem como objetivo elaborar e avaliar os possíveis efeitos de um programa online de competências transversais com estudantes do ensino superior, dividida em seis estudos: 1) compreender o conceito de competências transversais pela perspectiva da Teoria Cognitivo-Comportamental Positiva e indicar possíveis lacunas na literatura; 2) analisar as propriedades psicométricas da Escala de Autoeficácia em Competências Transversais e Profissionais (ACT-Prof); 3) desenvolver e avaliar os efeitos do programa piloto; 4) avaliar os efeitos da intervenção em um estudo quase-experimental; 5) descrever detalhadamente a intervenção para replicação (TIDieR); 6) apresentar as percepções dos estudantes referente à intervenção. Todos os estudantes da Universidade do Algarve foram convidados a participar do Programa Competências para Vida (CPV), que aconteceu entre 2018 e 2021. O CPV é um web-based intervention que foi dinamizado pela Tutoria Eletrônica (Moodle). Para isso, a intervenção foi dividida em três anos diferentes, composta por 12 módulos ao total, cada um relativo a um conjunto de competências que se considera importante ser desenvolvida num estudante universitário. O programa é composto por sessões assíncronas constituídas por vídeos que procuram ensinar os participantes a desenvolver as competências com exercícios que devem aplicar e praticar no dia a dia. Os resultados avaliados pré-intervenção, pós-intervenção e a após três meses de follow-up indicaram que houve uma diferença estatisticamente significativa nas seguintes variáveis: competências transversais (interpessoais, pessoais complexas e profissionais técnicas), aspectos psicológicos positivos (espiritualidade, otimismo, satisfação com a vida, satisfação com o suporte social e gratidão) e aspectos emocionais (regulação emocional, ansiedade, depressão e estresse). Recomenda-se que futuros estudos possam avaliar a manutenção do desenvolvimento das competências transversais a longo prazo e utilizar uma amostra randomizada.
Soft skills have become important in complementing the technical skills of students in higher education. They can improve interactions, performance, and career development. This thesis aims to design and evaluate the possible effects of an online soft skills program with higher education students, divided into six studies: 1) understand the concept of soft skills from the perspective of Positive Cognitive-Behavioral Theory and indicate possible gaps in the literature; 2) analyze the psychometric properties of the Transversal and Professional Skills Self-Efficacy Scale (TPS-SE); 3) develop and evaluate the effects of the pilot program; 4) evaluate the effects of the intervention in a quasi-experimental study; 5) describe in detail the intervention for replication (TIDieR); 6) present the students' perceptions concerning the intervention. All students at the University of Algarve were invited to participate in the Soft Skills for Life program (SSL), which took place between 2018 and 2021. SSL is a web-based intervention that was streamlined by Electronic Tutoring (Moodle). For this, the intervention was divided into three different years, consisting of 12 modules in total, each relating to a set of skills that are deemed important to be developed in a university student. The program is composed of asynchronous sessions consisting of videos that seek to teach participants how to develop the skills with exercises that they should apply and practice in their daily lives. The results evaluated pre-intervention, post-intervention, and a three-month follow-up indicated that there was a statistically significant difference in the following variables: soft skills (interpersonal, complex personal, and technical professional), positive psychological aspects (spirituality, optimism, life satisfaction, satisfaction with social support, and gratitude), and emotional aspects (emotional regulation, anxiety, depression, and stress). It is recommended that future studies could evaluate the maintenance of the development of soft skills in the long term and use a randomized sample.
Soft skills have become important in complementing the technical skills of students in higher education. They can improve interactions, performance, and career development. This thesis aims to design and evaluate the possible effects of an online soft skills program with higher education students, divided into six studies: 1) understand the concept of soft skills from the perspective of Positive Cognitive-Behavioral Theory and indicate possible gaps in the literature; 2) analyze the psychometric properties of the Transversal and Professional Skills Self-Efficacy Scale (TPS-SE); 3) develop and evaluate the effects of the pilot program; 4) evaluate the effects of the intervention in a quasi-experimental study; 5) describe in detail the intervention for replication (TIDieR); 6) present the students' perceptions concerning the intervention. All students at the University of Algarve were invited to participate in the Soft Skills for Life program (SSL), which took place between 2018 and 2021. SSL is a web-based intervention that was streamlined by Electronic Tutoring (Moodle). For this, the intervention was divided into three different years, consisting of 12 modules in total, each relating to a set of skills that are deemed important to be developed in a university student. The program is composed of asynchronous sessions consisting of videos that seek to teach participants how to develop the skills with exercises that they should apply and practice in their daily lives. The results evaluated pre-intervention, post-intervention, and a three-month follow-up indicated that there was a statistically significant difference in the following variables: soft skills (interpersonal, complex personal, and technical professional), positive psychological aspects (spirituality, optimism, life satisfaction, satisfaction with social support, and gratitude), and emotional aspects (emotional regulation, anxiety, depression, and stress). It is recommended that future studies could evaluate the maintenance of the development of soft skills in the long term and use a randomized sample.
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Keywords
Competencias transversais Estudantes universitários Terapia cognitivo-comportamental positiva Web-based intervention