https://repositorio.ufpb.br/jspui/handle/tede/6874 PPGPS 2026-03-13T04:31:27Z https://repositorio.ufpb.br/jspui/handle/123456789/37793 Título: “O que vão pensar de mim?”: relação entre orientação para comparação social, fenômeno do impostor e a procrastinação acadêmica em universitários Autor(es): Pereira, Rayssa Soares Orientador: Fonseca, Patrícia Nunes da Abstract: Academic procrastination is a common behavior among universities and can act as a maladaptive response to the context, manifesting itself as a strategy to deal with the difficulties arising from expectations and the demand for good performance. This behavior can be enhanced by the tendency to make social comparisons, the characteristics of which influence the emergence of impostor experiences. In this way, the impostor phenomenon functions as a mediating variable between social comparison orientation and academic procrastination. The general objective of this thesis is to analyze to what extent social comparison orientation and the impostor aspect explain academic procrastination.To achieve this, the thesis consists of three articles: Article 1: carried out a theoretical review on the conceptual and empirical contributions of social comparison and the impostor phenomenon in explaining academic procrastination. Evidence suggests that the constructs addressed are significant variables for understanding how the impostor phenomenon and social comparison, when considered together, can contribute to the development of academic procrastination. Article 2: gathered evidence of validity and accuracy of the Behavioral and Emotional Academic Procrastination Scale (BEAPS) for the Brazilian context. Two studies were carried out: the first was exploratory, with 238 participants (age = 24.65; SD = 7.74), 53.7% women, from public (52.1%) and private (47%) institutions in the state of Paraíba. A 6-item bifactor structure was suggested (3 items per factor), with adequate reliability indices: Delay: α and ω = 0.83; Subjective Discomfort: α= 0.86. The second was confirmatory, with 218 participants (age = 24.17; SD = 7.85), 63% women, from public (72.9%) and private (27.9%) institutions in the state of Paraíba. The confirmatory analyses (CFAs) indicate satisfactory indicators in the bifactor model: (CFI = 0.99, TLI = 0.98, RMSEA (90%CI) = 0.07), with adequate reliability indices: Subjective Discomfort: α and ω = 0.91 and Delay: α and ω = 0.86. Evidence of external validity was also gathered, resulting in positive and significant relationships (p < 0.001) with the Tuckman Procrastination measures (Subjective discomfort: r = 0.27; Delay: r = 0.76), Impostor Phenomenon (Subjective Discomfort: r= 0.44; Delay: r= 0.45) and Social Comparison (Aptitude: Subjective Discomfort: r = 0.21; Delay: r = 0.37; Opinion: Subjective Discomfort: r = 0.14; Delay: r= 0.30). The results suggest that university students more affected by symptoms of impostorism and social comparison tend to use academic procrastination as an avoidance strategy and to manifest distorted beliefs about their abilities, since the cognitive component may be linked to emotional maladjustments. It is concluded that the BEAPS is a parsimonious measure, with psychometric evidence, useful for assessing AP and its correlates. Finally, Article 3 tested an explanatory model of academic procrastination, verifying the mediating role of the impostor phenomenon in the relationship between social comparison orientation and academic procrastination. The participants were 362 university students (age 24.26; SD=7.57), mostly women (53.5%), from Paraíba (91.8%), from public (68.7%) and private (31.3%) institutions. The correlations and regressions were positive and significant (p < 0.001), which made it possible to test two mediation models: 1) the impostor phenomenon as a (partial) mediator of the relationship between social comparison orientation (aptitude) and academic procrastination (delay model) [b = 0.26 (95% BCa CI = 0.17 / 0.36)]; 2) the impostor phenomenon as a (total) mediator of the relationship between social comparison orientation (aptitude) and academic procrastination (subjective discomfort model) [b = 0.25 (95% BCa CI = 0.16 / 0.34)]. In addition, there is evidence of a difference between the levels of subjective discomfort of academic procrastination, in which women may suffer more subjective discomfort during procrastination than men. It is concluded that the objectives of the thesis were achieved, indicating that social comparison and the impostor phenomenon are important variables in explaining academic procrastination among university students. It is hoped that the results will direct researchers, professionals and other interested parties to investigate the implications of the relationship between the variables, broadening the theoretical-practical discussion to foster effective educational and psychological interventions to mitigate the negative effects of academic procrastination among university students.; RESUMEN. La procrastinación académica es un comportamiento común entre los universitarios y puede actuar como una respuesta desadaptativa al contexto, manifestándose como una estrategia para hacer frente a las dificultades derivadas de las expectativas y la exigencia de un buen rendimiento. Este comportamiento puede verse potenciado por la tendencia a realizar comparaciones sociales, cuyas características influyen en la aparición de experiencias impostoras. De este modo, el fenómeno del impostor funciona como una variable mediadora entre la orientación a la comparación social y la procrastinación académica. El objetivo general de esta tesis es analizar en qué medida la orientación de comparación social y el aspecto impostor explican la procrastinación académica. Para ello, la tesis se compone de tres artículos: Artículo 1: realiza una revisión teórica de las aportaciones conceptuales y empíricas de la comparación social y el fenómeno del impostor en la explicación de la procrastinación académica. La evidencia sugiere que los constructos abordados son variables significativas para comprender cómo el fenómeno del impostor y la comparación social, cuando se consideran conjuntamente, pueden contribuir al desarrollo de la procrastinación académica. Artículo 2: reunió evidencias de la validez y precisión de la Escala Comportamental y Emocional de Procrastinación Académica (BEAPS) para el contexto brasileño. Se realizaron dos estudios: el primero fue exploratorio, con 238 participantes (edad = 24,65; DE = 7,74), 53,7% mujeres, de instituciones públicas (52,1%) y privadas (47%) del estado de Paraíba. Se propuso una estructura bifactorial de 6 ítems (3 ítems por factor), con índices de fiabilidad adecuados: Demora: α y ω = 0,83; Malestar Subjetivo: α= 0,86. La segunda fue confirmatoria, con 218 participantes (edad = 24,17; DE = 7,85), 63% mujeres, de instituciones públicas (72,9%) y privadas (27,9%) del estado de Paraíba. Los análisis confirmatorios (AFC) indican indicadores satisfactorios en el modelo bifactorial: (CFI = 0,99, TLI = 0,98, RMSEA (90%CI) = 0,07), con índices de fiabilidad adecuados: Malestar subjetivo: α y ω = 0,91 y Retraso: α y ω = 0,86. También se recogieron evidencias de validez externa, resultando relaciones positivas y significativas (p < 0,001) con las medidas de Procrastinación de Tuckman (Malestar subjetivo: r = 0,27; Retraso: r = 0,76), Fenómeno del Impostor (Malestar subjetivo: r = 0,44; Retraso: r = 0,45) y Comparación Social (Aptitud: Malestar subjetivo: r = 0,21; Retraso: r = 0,37; Opinión: Malestar subjetivo: r = 0,14; Retraso: r = 0,30). Los resultados sugieren que los estudiantes universitarios más afectados por síntomas de impostorismo y comparación social tienden a utilizar la procrastinación académica como estrategia de evitación y manifiestan creencias distorsionadas sobre sus capacidades, ya que el componente cognitivo puede estar vinculado a desajustes emocionales. Se concluye que la BEAPS es una medida parsimoniosa, con evidencia psicométrica, útil para evaluar la PA y sus correlatos. Finalmente, el artículo 3 puso a prueba un modelo explicativo de la procrastinación académica, verificando el papel mediador del fenómeno del impostor en la relación entre la orientación a la comparación social y la procrastinación académica. Los participantes fueron 362 estudiantes universitarios (edad 24,26; DE=7,57), en su mayoría mujeres (53,5%), de Paraíba (91,8%), de instituciones públicas (68,7%) y privadas (31,3%). Las correlaciones y regresiones fueron positivas y significativas (p < 0,001), lo que permitió probar dos modelos de mediación: 1) el fenómeno del impostor como mediador (parcial) de la relación entre la orientación a la comparación social (aptitud) y la procrastinación académica (modelo del retraso) [b = 0,26 (IC 95% BCa = 0,17 / 0,36)]; 2) el fenómeno del impostor como mediador (total) de la relación entre la orientación a la comparación social (aptitud) y la procrastinación académica (modelo del malestar subjetivo) [b = 0,25 (IC 95% BCa = 0,16 / 0,34)]. Además, es evidente la diferencia entre los niveles de malestar subjetivo de la procrastinación académica, en la que las mujeres pueden sufrir más malestar subjetivo durante la procrastinación que los hombres. Se concluye que los objetivos de la tesis fueron alcanzados, indicando que la comparación social y el fenómeno del impostor son variables importantes en la explicación de la procrastinación académica entre estudiantes universitarios. Se espera que los resultados conduzcan a investigadores, profesionales y otras partes interesadas a investigar las implicaciones de la relación entre las variables, ampliando la discusión teórico-práctica para fomentar intervenciones educativas y psicológicas eficaces para mitigar los efectos negativos de la procrastinación académica entre los estudiantes universitarios. Editor: Universidade Federal da Paraíba Tipo: Tese 2025-03-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37489 Título: Modelo multidimensional do reconhecimento: evidências psicométricas e correlatos psicológicos Autor(es): Silva, Flávia Marcelly de Sousa Mendes da Orientador: Gouveia, Valdiney Veloso Abstract: The present thesis aimed to test a multidimensional psychological model of the recognition construct, as well as to investigate the psychological and intersubjective correlates of this variable in the Brazilian context. Three articles were elaborated. The Article 1 consisted of a theoretical essay proposing a multidimensional model of recognition within psychology encompassing four different and related dimensions: love, family, work, and friendship. Thus, we implemented a theoretical revision on the theme of recognition within social contemporary theories, as well as in psychology literature in order to support the plausibility of such recognition dimensions. Article 2, a psychometric study, aimed to elaborate and gather psychometric evidence of the internal and external structure of the Multidimensional Recognition Scale (MRS). In Study 1 (n = 210), 40 initial items of the MRS were elaborated. After the phase of content analysis, a final list of 32 items was provided. An exploratory factor analysis (extraction method: parallel analysis) revealed four factor solution with adequate reliability indices: work (ω = .90), love (ω = .86), family (ω = .61), and friendship (ω = .94). In addition, through Item Response Theory, a brief version with 20 items (MRS-20) was provided, maintaining a good range of information across the latent trait among the four dimensions. In Study 2 (n = 235), the four-factor solution of the MRS proved to be adequate, with the reduced model being statistically superior in the confirmatory analysis (i.e., MRS-20). Finally, evidence was found based on relationships with external variables by observing relationships in the expected directions with the constructs of positivity, gratitude, vitality, life satisfaction, and flourishing. Finally, in Article 3 (n = 235), we aimed at identify the relationships between the Multidimensional Recognition Model (MRM), human values and the dark and bright personality traits. The data were analyzed using the technique of network analysis. The results showed moderate magnitude relationships between the variables analyzed. With regard to the dimensions of multidimensional recognition, the dataset showed the centrality and strength of the variables Psychopathy and Forgiveness (i.e., personality) and the interactive, normative and existence value subfunctions. In conclusion, the perception of feeling recognized in multiple spheres can be explained both from stable variables (i.e., personality) and from intersubjective processes, more dependent on the socialization context (i.e., human values). In conclusion, the objectives were reached by proposing a multidimensional psychology model of the recognition construct. The empirical evidence, psychometric and correlational, indicated the practical plausibility of the mentioned results since the operationalization of recognition and its relations with intraindividual constructs and classical variables of the field of social psychology. In short, we hope to encourage future studies that investigate new practical implications of the phenomenon of recognition in a wide range of social spheres of individuals.; RESUMEN. Esta tesis tuvo como objetivo probar un modelo psicológico multidimensional del constructo de reconocimiento, así como investigar los correlatos psicológicos e intersubjetivos de esta variable en el contexto brasileño. Para tal fin se elaboraron tres artículos. En el artículo 1, de carácter teórico, se propone un modelo multidimensional del constructo de reconocimiento en el ámbito psicológico, abarcando cuatro dimensiones distintas pero relacionadas: amor, familia, trabajo y amistad. Para ello, se recurrió a una revisión teórica del reconocimiento en el ámbito de las teorías sociales contemporáneas, así como de la ciencia psicológica, con el fin de sustentar la posibilidad de tales dimensiones del reconocimiento. El artículo 2, un artículo psicométrico empírico, abordó el desarrollo y la recopilación de evidencia psicométrica de la estructura interna y externa de la Escala de Reconocimiento Multidimensional (MSR). En el estudio (n=210) 1, se desarrollaron 40 elementos preliminares del EMR. Luego de la fase de validación de contenidos, se encontró disponible la versión compuesta por 32 ítems. Un análisis factorial exploratorio (método de extracción: análisis paralelo) indicó una estructura de cuatro factores con índices de consistencia interna adecuados: trabajo (ω = 0,90), amor (ω = 0,86), familia (ω = 0,61) y amistad (ω = 0,94). Además, a través de la Teoría de Respuesta al Ítem, se propuso una versión reducida de la escala compuesta por 20 ítems (EMR-20), manteniendo una amplitud adecuada en la medición del rasgo latente. La estructura de cuatro factores del EMR resultó adecuada en el Estudio 2 (n=235), siendo el modelo reducido, el EMR-20, estadísticamente superior en los análisis confirmatorios. Además, se ratificó la evidencia basada en relaciones con variables como positividad, gratitud, vitalidad, satisfacción con la vida y florecimiento. Finalmente, en el Artículo 3 (n=235) se buscó identificar las relaciones entre el Modelo de Reconocimiento Multidimensional (MRM), los valores humanos y los rasgos de personalidad aversivos y luminosos. Los datos fueron analizados utilizando la técnica de análisis de redes. Los resultados mostraron relaciones de magnitud moderada entre las variables investigadas. En vista de las dimensiones del reconocimiento multidimensional, los datos resaltaron la centralidad y fortaleza de las variables Psicopatía y Perdón (es decir, personalidad) y las subfunciones evaluativas interactiva, normativa y existencial. Se concluye que la percepción de sentirse reconocido en múltiples esferas puede explicarse tanto por variables estables (i.e., la personalidad) como por procesos intersubjetivos, más dependientes del contexto de socialización (i.e., los valores humanos). Finalmente, los objetivos se lograron mediante la propuesta de un modelo psicológico multidimensional de reconocimiento. Además, la evidencia empírica, de naturaleza psicométrica y correlacional, apunta a la plausibilidad práctica de los resultados aquí presentados a la luz de la operacionalización del reconocimiento y sus relaciones con constructos psicológicos intraindividuales y variables clásicas en el campo de la psicología social. En definitiva, se espera estimular futuros estudios que investiguen nuevas implicaciones prácticas del fenómeno del reconocimiento en las más diversas esferas sociales de los individuos. Editor: Universidade Federal da Paraíba Tipo: Tese 2022-09-23T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37488 Título: Atuação do psicólogo escolar no acompanhamento a ações coletivas da escola: um estudo na rede pública municipal de educação de João Pessoa - PB Autor(es): Nascimento, Ana Rogélia Duarte do Orientador: Aquino, Fabíola de Sousa Braz Abstract: The school is a social context where psychosocial processes and intergroup relations unfold. In this sense, the psychology professional within the educational sphere, by articulating knowledge from both social psychology and school psychology, can develop transformative practices with the institution's actors. Such interventions must consider historical and social factors and contribute to the development of more conscious individuals, fostering critical, ethical thinking and the construction of relationships that promote human development. This study understands School Psychology as a field closely connected to community social psychology. Therefore, the practices of this professional must involve the institutional collective, grounded in a psychosocial, critical, and preventive perspective. Based on the principles of historical-cultural psychology, particularly those developed by Vygotsky, it is possible to understand the importance of individuals' interaction with their social and cultural environment for knowledge production and integral development. Furthermore, drawing from the work of Martín-Baró and Paulo Freire, the study advocates for practices that regard the participation of the school collective as essential to a critical and socially committed approach, aiming to transform both consciousness and reality. Thus, the school psychologist mediates relationships and engages in mutual exchanges across the various segments of the school. This doctoral research aimed to analyze the work of school psychologists in institutional pedagogical meetings (pedagogical planning, class council, parent-teacher meetings, and departmental meetings) in municipal public schools in João Pessoa-PB. It is a qualitative field study conducted in two stages. In the first stage, 62 professionals responded to a digital questionnaire—57 female and 5 male participants, aged between 29 and 69 years. The results revealed a variety of theoretical foundations adopted by the participating professionals. Although some of the authors and perspectives guiding their practices diverge from those aligned with school demands, most postgraduate programs were found to engage with the field of school psychology. The study also identified school psychologists' participation in the investigated meetings and in other types of collective gatherings, either with external institutions or arising from the school community's needs. These professionals participated in all types of meetings, contributing from the planning stage through to implementation and follow-up actions stemming from their involvement. In the second stage, participant observations were conducted with two school psychologists during pedagogical meetings. Field diaries documented their participation in each type of meeting, the strategies and tools used in their interventions, and their dialogue with different actors and sectors within the schools. It was observed that active participation in these meetings, the relationships built in these spaces, the strategies employed, and the ways in which discussions and collective decisions were mediated helped to evidence the psychologist’s role in the school setting. Additionally, this contributed to expanding the professional’s work with other school groups through partnerships focused on the institutional context as a whole. Editor: Universidade Federal da Paraíba Tipo: Tese 2025-06-13T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37463 Título: Condutas socialmente desviantes : medidas, correlatos de valores e personalidade Autor(es): Nunes, Jéssyca Cristina Moura Orientador: Gouveia, Valdiney Veloso Abstract: The general objective of this thesis is to analyze the extent to which human values and personality traits explain socially deviant behavior (i.e., antisocial and criminal behavior). To this end, it is divided into two parts: theoretical and empirical. The first part presents three chapters that address the constructs used in this thesis; and the second consists of three studies conducted in Brazil and Spain. Study 1 aimed to map national and international publications on "antisocial and criminal behavior" in the scientific literature, which were searched in three electronic databases: Scopus, Web of Science, and Pepsic. The findings yielded 15 studies considered eligible for inclusion in the main analysis. Six thematic categories of analysis were identified: risk factors and predictors of antisocial behavior in adolescents; correlates and mechanisms associated with antisocial behavior; consequences and outcomes related to antisocial behavior; differences in gender, age group, and sociocultural context; instruments used to assess antisocial behavior; and preventive and educational strategies. Study 2, conducted in Brazil, assessed the psychometric parameters of the Antisocial and Criminal Behavior Questionnaire (ACD). The resulting factors were correlated with human values, considering each specific sample and the total number of participants. An explanatory model for these behaviors was developed, considering demographic variables (gender, age, and religiosity) and human values as explanatory factors. The results confirmed the bifactor structure of the ACD, revealing the two expected factors related to antisocial and criminal behavior. Multidimensional scaling analysis provided a two-dimensional spatial representation: severity of the behavior and the person-environment relationship. The positive and significant correlation between antisocial and criminal behaviors and experimental values, and a negative and significant correlation with interactive and normative values, stood out. Regarding the explanatory model, it was found that values proved to be adequate predictors of socially deviant behavior, with experimental values functioning as a risk factor, and suprapersonal, interactive, and normative values as protective factors. Finally, study 3, conducted in Spain, aimed to determine the extent to which human values (regardless of the measurement and model of values) and personality explain socially deviant behavior. To this end, two value models were tested (V. V. Gouveia's functionalist theory of human values and S. H. Schwartz's Theory of Basic Human Values). Thus, it was found that values are better explainers of antisocial and criminal behavior than the Big Five personality traits, with both models being equivalent in explaining such behavior.; RESUMEN El objetivo general de esta tesis es analizar hasta qué punto los valores humanos y los rasgos de personalidad explican la conducta socialmente desviada (es decir, la conducta antisocial y delictiva). Para ello, se divide en dos partes: teórica y empírica. La primera parte presenta tres capítulos que abordan los constructos utilizados en esta tesis; y la segunda consta de tres estudios realizados en Brasil y España. El Estudio 1 tuvo como objetivo mapear publicaciones nacionales e internacionales sobre conducta antisocial y delictiva en la literatura científica, las cuales se buscaron en tres bases de datos electrónicas: Scopus, Web of Science y Pepsic. Los resultados arrojaron 15 estudios considerados elegibles para su inclusión en el análisis principal. Se identificaron seis categorías temáticas de análisis: factores de riesgo y predictores de la conducta antisocial en adolescentes; correlatos y mecanismos asociados con la conducta antisocial; consecuencias y resultados relacionados con la conducta antisocial; diferencias de género, grupo de edad y contexto sociocultural; instrumentos utilizados para evaluar la conducta antisocial; y estrategias preventivas y educativas. El Estudio 2, realizado en Brasil, evaluó los parámetros psicométricos del Cuestionario de Conducta Antisocial y Delictiva (ACD). Los factores resultantes se correlacionaron con los valores humanos, considerando cada muestra específica y el número total de participantes. Se desarrolló un modelo explicativo para estos comportamientos, considerando variables demográficas (género, edad y religiosidad) y valores humanos como factores explicativos. Los resultados confirmaron la estructura bifactorial del ACD, revelando los dos factores esperados relacionados con el comportamiento antisocial y delictivo. El análisis de escalamiento multidimensional proporcionó una representación espacial bidimensional: gravedad del comportamiento y relación persona-entorno. Se destacó la correlación positiva y significativa entre los comportamientos antisocial y delictivo y los valores experimentales, y una correlación negativa y significativa con los valores interactivos y normativos. En cuanto al modelo explicativo, se encontró que los valores resultaron ser predictores adecuados del comportamiento socialmente desviado, con los valores experimentales funcionando como factor de riesgo, y los valores suprapersonales, interactivos y normativos como factores protectores. Finalmente, el estudio 3, realizado en España, tuvo como objetivo determinar en qué medida los valores humanos (independientemente de la medición y el modelo de valores) y la personalidad explican el comportamiento socialmente desviado. Para ello, se probaron dos modelos de valores (la teoría funcionalista de los valores humanos de V. V. Gouveia y la teoría de los valores humanos básicos de S. H. Schwartz). Se observó que los valores explican mejor la conducta antisocial y delictiva que los Cinco Grandes rasgos de personalidad, siendo ambos modelos equivalentes en la explicación de dicha conducta. Editor: Universidade Federal da Paraíba Tipo: Tese 2025-08-29T00:00:00Z