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- Advantages and Disadvantages, Concerns, and Solutions for Emergency Remote Teaching During COVID-19: Portuguese Lecturers’ PerspectivesPublication . Marques dos Santos, José Paulo; Serrão, Carla; Amorim-Lopes, Teresa Sofia; Rodrigues, Ana Rita; Marina, Silvia; Teixeira, Andreia; Castro, Luísa; Duarte, IvoneCOVID-19 pandemic impacted the world dramatically and how communities and societies behaved. The purpose of this study was to explore lecturers’ perspectives on emergency remote teaching, not only from technology-prone lecturers but encompassing contributions from disparate academic fields, which brought assorted experiences into the data. The qualitative study analyses the perspectives of 344 lecturers from 35 higher education institutions in Portugal instigated by the COVID-19 outbreak. The thematic analysis revealed three themes related to the advantages and disadvantages: the lecturing process, learning process, and life and society. Regarding the concerns, four themes emerged: learning process, self-regulation and compromising the future, resources, the assessment process, and well-being. Finally, solutions encompass three themes: pedagogy and innovation, normative framework, and digital literacy. With a special focus on the solutions, all these themes contribute to designing the structure of a training program for the 21st-century higher education lecturer, emphasizing the digital domain. The themes cluster in digital-based innovative pedagogies (mastering digital education software, active pedagogies for digital environments, lecturer posture in digital environments, ‘‘for-digital’’ studying material production, e-proctoring, and transferable competences besides the digital), and digital competences (transgenerational digital-base communication, webcam behavior, well-being in digital settings, and general digital competences).
- Mediation of Self-Compassion on Pathways from Stress and Anxiety to Depression among Portuguese Higher Education StudentsPublication . Serrão, Carla; Valquaresma, A.; Rodrigues, Ana Rita; Duarte, IvoneHigher education is a context that requires students to develop academic, social and institutional tasks. As a result of this complex and multidimensional process, students tend to experience greater stress, anxiety and depression, making it crucial for students to mobilize a set of essential personal, social and instrumental resources, for a more positive adaptation to the academic context. Self-compassion is an adaptative emotion-regulation strategy and may help students to better adjust to academic issues. The purpose of this study was to investigate the role of self-compassion as a mediator in the relationship between anxiety and depression, as well as stress and depression. Methods: A cross-sectional study was conducted using an online questionnaire distributed through social media. Stress and anxiety were found to be positively related to depression scores and negatively related to self-compassion. A bootstrapped mediation model confirmed the existence of a significant positive partial mediation effect exerted by self-compassion on the relationship between stress and depression (b = 0.12, 95% CI [0.05, 0.18]). The analysis also showed a significant positive partial mediation effect exerted by self-compassion in the relationship between anxiety and depression (b = 0.13, 95% CI [0.08, 0.18]). Conclusions: Self-compassion might partially mediate the relationship between stress and depression and between anxiety and depression. Findings underscore self-compassion as a potentially protective factor against negative psychological symptoms.
- Burnout, resilience, and subjective well-being among Portuguese lecturers’ during the COVID-19 pandemicPublication . Castro, Luísa; Serrão, Carla; Rodrigues, Ana Rita; Marina, Sílvia; dos Santos, José Paulo Marques; Amorim-Lopes, Teresa Sofia; Miguel, Carla; Teixeira, Andreia; Duarte, IvoneBackground: Lecturers face a large wide of occupational stressors. If the prolonged stress and the symptomatology associated with the working conditions to which lecturers were exposed were already a concern before the pandemic, the pandemic may have exacerbated this psychosocial vulnerability. Burnout is a psychological syndrome that develops in response to chronic work stress. This study aims to describe burnout amongst lecturers working in Portugal and to analyse potential determinants of burnout during the COVID-19 pandemic. Methods: A cross-sectional study was performed using an online questionnaire distributed via social networks. The survey collected sociodemographic and sleep patterns data in addition to applying the Copenhagen Burnout Inventory (personal, work- and student-related burnout), the Resilience Scale, the Depression Anxiety and Stress Scales, and the Satisfaction with Life Scale. Results: The sample included 331 lecturers from 35 different colleges and faculties. Three significant models explained personal (R2 = 54%), work- (R2 = 47%) and student- (R2 = 19%) related burnout. Lower levels of resilience and higher levels of depression and stress were significantly associated with personal and work-related burnout. Changes in sleep patterns were additionally associated with both personal and work-related burnout. Conclusion: Higher education institutions must recognize the impact of the work environment and organizational culture on faculty mental health and take proactive measures to improve this environment. These institutions can implement support strategies such as educational technology training, professional development programmes, emotional support resources, and workload flexibility. Implementing measures to enhance lecturers’ resilience and overall life satisfaction could potentially help mitigate burnout and improve the well-being of educators, ultimately contributing to the overall quality of education.