Percorrer por autor "Albuquerque, Sara"

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    COVID-19 and disenfranchised grief
    (Frontiers Media SA, 2021-02-12) Albuquerque, Sara; Teixeira, Ana Margarida; Rocha, José Carlos; HEI-LAB - Human Environment Interaction Lab
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    “In the same storm, but not on the same boat” : children grief during the COVID-19 pandemic
    (Frontiers Media SA, 2021-01-26) Albuquerque, Sara; Santos, Ana R.; HEI-LAB - Human Environment Interaction Lab
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    Predictors of higher education dropout intention in the post-pandemic era : The mediating role of academic exhaustion
    (Public Library of Science, 2025-07-08) GONZALEZ, BARBARA ISABEL DINIZ; MENDES, TERESA PAULA GAMEIRO POMPEU; Pinto, Ricardo José Martins; Correia, Sónia Vladimira; Albuquerque, Sara; Paulino, Ana Paula Oliveira; HEI-LAB - Human Environment Interaction Lab; CIDEFES - Research group in Sports behavior, Physical Education, and Exercise and Health Sciences
    Introduction The phenomenon of dropout in higher education needs the acknowledging of its multi-domain complexity. In the post-pandemic era, exhaustion may be a relevant feature affecting students. This cross-sectional study aimed primarily to test a predictive model of five domains of variables (background, academic, social, psychological, and economic) on dropout intention, in a relation mediated by academic exhaustion. Secondarily, it aimed to assess the structural invariance of this model across working status (working vs. non-working students) and residence status (living away from family’s residence vs. living in family residence). If these groups are differently affected by dropout determinants, specific dropout prevention measures should be implemented. Method A stratified sample of 1402 Portuguese university students aged between 19 and 45 years (M=22.87, SD=3.64), selected through a convenience quota method, was assessed for background, academic, social, psychological, and economic variables using self-report instruments. Structural equation modelling was used. Results The predictive model explained 51% of the variance in dropout intention. Academic exhaustion was the stronger predictor (β=0.523, p<.001), followed by social connecteness to the campus (β=−31, p<.001), vocational difficulties (β=0.274, p<.001), and course value (β=−0.256, p<.001). Except for the course value, and family educational level, all significant predictors had their effect on dropout intention through academic exhaustion. The model was invariant across working and residence status. Discussion This study shows the relevance of students’ academic exhaustion experiences as a pathway through which different types of factors exert their influence on students´ dropout intentions. The invariance of the predictive model of dropout intention across different groups points the robustness of the model and the relevance of the integrated variables. The results emphasize the importance of student´s individual factors (e.g., academic exhaustion, lack of fit with the course) in dropout decisions, also stressing the role of academic institutions and of the education system in addressing this phenomenon, concerning academic workload, vocational orientation, social environment, and financing.
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    When being at university (also) means leaving home : Can family support make a difference to dropout intentions?
    (inScience Press, 2025) MENDES, TERESA PAULA GAMEIRO POMPEU; GONZALEZ, BARBARA ISABEL DINIZ; Albuquerque, Sara; Correia, Sónia Vladimira; Paulino, Ana Paula Oliveira; Pracana, Clara; Wang, Michael; HEI-LAB - Human Environment Interaction Lab; CIDEFES - Research group in Sports behavior, Physical Education, and Exercise and Health Sciences
    Dropout is a major concern in higher education (HE) across countries, with long-lasting consequences. Previous research has shown that undergraduate students living away from home may be at higher risk of dropping out of HE, comparatively to those that keep living with their families, but results have been inconsistent. Moving away from home, living and studying independently are major steps for young people. While studying outside family homes may give HE students greater opportunities to exercise autonomy, it also brings added challenges that may interfere with students’ academic adaptation, and lead to dropout. One factor for optimum academic integration may be the support students receive from their families. This study aimed to: (1) compare students away from home with students living with their families in their levels of dropout intentions (DOI), and in a set variables potentially related to dropout; (2) identify predictors of DOI and (3) examine the moderating role of perceived family support on the links between specific predictors and DOI. A stratified sample of 584 Portuguese undergraduate students aged <23 years (mean age = 20.18, SD = 1.3), selected through a convenience quota method, was assessed for psychological, academic and economic variables through self-report instruments. Descriptive, (M)ANOVA, regression and moderation analyses were conducted. The findings showed that students away from home (n = 300; 51.4%) presented higher levels of dropout intentions, academic exhaustion, vocational, and economic difficulties, and lower levels of academic self-efficacy, well-being, perception of course value, and satisfaction with education. Students away from home also perceived higher levels of social support, namely family support. No differences were found in the levels of social connectedness to campus or autonomy difficulties between the two groups. Academic exhaustion, vocational, autonomy difficulties, perception of course value and social connectedness to the campus were significant predictors of DOI, explaining 43% of the variance. Moderation analyses showed that the effects of academic exhaustion, autonomy difficulties and vocational difficulties (the three strongest predictors of DOI) were weakened when students perceived moderate levels of family support (but not for higher levels). Overall, students away from home are at greater risk of emotional, academic and economic difficulties, and should receive differentiated attention from HE institutions. Despite being at distance, families play a protective role in preventing student dropout. Families may need help in providing support that enables their young adult students to thrive on their academic path, while fostering autonomy and competence.