| Code |
14842
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
3
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| Workload |
TP(30H)
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| Scientific area |
Psychology
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Entry requirements |
not aplly
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Mode of delivery |
Face-to-face
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Learning outcomes |
It is expected that students developed self-regulatory skills of learning and interpersonal relationships anchored in facilitating the processes of adaptation to higher education. At the end of the course students should be able to:
1. Reflect on their academic experience in higher education;
2. Understand different processes of self-regulated learning;
3. Develop a planning process focused on self-awareness and interpersonal relationships;
4. Reflect on ethical issues in practical aspects of academic experience;
5. Explore and test academic and interpersonal plans.
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Syllabus |
1. Adaptation to university: personal, social and learning factors
2. Self-regulated learning skills (e.g. goal setting, time management, strategy choice, organization and processing of information)
3. Skills of communication and management of interpersonal relationships (e.g. assertiveness, problem solving)
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Main Bibliography |
. Freeman, R. P., & Stone T. (2006). Study skills for psychology: Succeeding in your degree. London: Sage Publications.
.Hirisch, G. (2001). Helping College Students Succeed. A Model for Effective Intervention. Philadelphia: Brunner Routledge.
.Plummer, D. (2005). Helping adolescents and adults to build self-esteem: a photocopiable resource book. London: Jessica Kingsley Publishers.
.Rosário, P., Núñez, J. & Pienda, J. (2006). Cartas do Gervásio ao seu umbigo. Comprometer-se com o estudar na universidade. Coimbra: Almedina.
. Sokol, B. W., Grouzet, F.M.E. & Müller, U. (Eds.). (2013). Self-Regulation and Autonomy. Cambridge: Cambridge University Press.
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Teaching Methodologies and Assessment Criteria |
The evaluation process is continuous and the criteria include the observation of communication skills and interpersonal relationship, group dynamics, resolution of theoretical and practical exercises and reflective activities that make up the portfolio an work tool co-built with teacher. The portfolio supports the student to acquire more knowledge about their strategies and will be presented and orally discussed with the teacher. In all areas are still stimulated processes of reflection and assessment of performance. There is also group work, analysis and critical reflection of a scientific article, promoting interpersonal and communication skills. There is also group work, analysis and critical reflection of a scientific article, promoting interpersonal and communication skills.
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Language |
Portuguese. Tutorial support is available in English.
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