| 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 |
This course aims to develop self-regulatory competences in learning and interpersonal relationships, anchored in facilitating the processes of adaptation of new students to higher education. At the end of the course, the student should be able to:
1. Reflect on their academic experience in higher education;
2. Understand the different self-regulatory processes of learning and regulate the effects of their action in exercising them;
3. Develop a personal planning process centred on self-knowledge and interpersonal relationships, promoting their social competence;
4. Contribute to collaborative teamwork;
5. Use self-regulatory learning strategies (e.g. organising information, self-assessment).
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Syllabus |
1. Adaptation to university: personal, social and learning factors.
2. Self-regulatory learning skills (e.g. setting objectives; time management, defining/selecting strategies, organising and transforming information).
3. Communication skills and interpersonal relationship management (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.
. Nilson, L. (2013). Creating Self-Regulated Learners. Stylus Publishing.
. 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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