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BACKGROUND: Magnetic resonance imaging (MRI) generates patient anxiety (PA) and, therefore, it is important to understand individual and contextual variables that may cause it. In study one, we explored those anxiety predictors. In study two, we examined the effect of the experience of MRI on PA comparing anxiety pre- to post-MRI. METHODS: PA was measured with an anxiety and stress scale in an interview format. Data collection occurred at a public hospital with MRI outpatients aged 18 or older. In study one (n = 204), participants answered the questionnaire immediately after experiencing the MRI and the data were analyzed through structural equation modeling. In study two (n = 242), participants answered the questionnaire before and after the examination and the data were analyzed through Bayesian statistics. RESULTS: Being female, having a higher education level (EL), and not receiving information about the examination predicts higher PA after MRI. Patients with prior information have a decrease in PA from pre- to post-MRI. Those who do not have no change in PA. In low-educated patients, PA also decreases and no changes occur in highly educated patients. CONCLUSION: This study provides health professionals with valuable indicators about patients who are more likely to perceive and express anxiety during MRI.

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With this study, we aim to test the predictive relationships between determinants of major choice (DMC) and academic expectations (AEs) and to analyze gender differences, using six items of the Determinants of Major Choice Scale and the Academic Perceptions Questionnaire to assess AEs. A convenience sample of Portuguese (n = 839) and Spanish (n = 1,001) first-year students (age-range = 17-23 years), mostly composed of women (56.9%, n = 1,047), was selected from two public universities. The invariance of the multivariate regression model with latent variables of the effect of DMC on AEs, with determinants linked to Personal Characteristics (PCs; e.g., capacities) and Mediating Agents (MAs; e.g., parents) as AE predictors, was tested across gender with LISREL. The invariance test of the multivariate regression model across gender fit the data well and revealed an equivalence of slopes between women and men, which allows a unique interpretation of the model's predictive relationships for both genders. We also found statistically significant predictive relationships of PCs for six AE factors and MAs for five AE factors. The results showed theoretical relationships with the self-determination theory. At a practical level, they indicated the importance of PCs and MAs to design AE intervention programs in Higher Education (HE) institutions.

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Public engagement is vital to effectively manage Invasive Alien Species (IAS) and biosecurity campaigns directed to stakeholders are decisive to raise awareness regarding IAS regulations and problems. To design and implement adequate communication plans, stakeholders' perceptions and risk behaviors regarding IAS need to be monitored by surveys. IAS do not recognize borders and most countries are not biogeographically isolated. Therefore, international information and consensus are necessary when applying measures at a biogeographic scale. Our bilingual survey was performed at the Iberian Peninsula, targeting the general public, decision-makers and other stakeholders, covering all taxa associated to inland aquatic ecosystems. We found differences in IAS' awareness between countries, and between different stakeholder groups. Results showed that the awareness of socioeconomic and human health impacts is substantially lower when compared with impacts on biodiversity. We found that the perception regarding the predation impacts is consistent across groups and countries, while other perceptions differ. The negative socioeconomic impact on angling due to IAS introductions is widely recognized. However, angling is also the activity most referred as positively impacted by IAS due to fish introductions. Most responders knew what IAS are, providing correct species examples. For all three awareness types (Biodiversity, Socio-economic and Human health) the model regressions showed that the most important predictor was the country of provenance of the respondent, followed by Education level for the socio-economic and biodiversity regressions and the stakeholder group in the Human health regression. We can conclude that in Portugal and Spain the general public and other key target-groups have reduced understanding of some threats posed by IAS. We highlight that raising awareness about IAS impacts on humans, namely on socio-economic aspects and human health, may be more effective and it is certainly needed in education campaigns towards IAS.

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We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education students from two academic years, predominantly female (60%) and mainly with majors in the juridical-social field (66.2%). The Inventario sobre Estrategias Metacognitivas (IEM; Inventory of Metacognitive Strategies) and the Academic Perceptions Questionnaire (APQ) were applied at the beginning of the first semester to assess planning and academic expectations, respectively. Multigroup confirmatory factor analysis was used to test the IEM's structure after examining its psychometric properties with the sample from the first academic year (N = 338). The test of the alternative mediation models with the full sample indicates that the best model was that with planning as a mediator. In this model, gender directly predicted only two APQ academic expectations, but with the mediation of planning, gender predicted all seven academic expectations. Women showed higher levels of academic expectations and planning than did men. The results are discussed at both the theoretical and practical levels.

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Abstract We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education students from two academic years, predominantly female (60%) and mainly with majors in the juridical-social field (66.2%). The Inventario sobre Estrategias Metacognitivas (IEM; Inventory of Metacognitive Strategies) and the Academic Perceptions Questionnaire (APQ) were applied at the beginning of the first semester to assess planning and academic expectations, respectively. Multigroup confirmatory factor analysis was used to test the IEM's structure after examining its psychometric properties with the sample from the first academic year (N = 338). The test of the alternative mediation models with the full sample indicates that the best model was that with planning as a mediator. In this model, gender directly predicted only two APQ academic expectations, but with the mediation of planning, gender predicted all seven academic expectations. Women showed higher levels of academic expectations and planning than did men. The results are discussed at both the theoretical and practical levels.

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Resumen Este estudio presenta los resultados de una investigación sobre expectativas académicas de estudiantes universitarios de primer año de Enseñanza Superior (ES) pertenecientes al norte de Portugal y noroeste de España. Su objetivo es replicar las propiedades psicométricas del instrumento utilizado obtenidas con una versión anterior del mismo. La muestra está integrada por 1.268 estudiantes de primer año de ES con edades comprendidas entre los 17 y 52 años (Mdn = 18, siendo de más de 23 años el 7.4%). Proceden de la región noroeste de España 413 estudiantes (Galicia, Universidad de Vigo) y 855 de la región norte de Portugal (Minho, Universidade do Minho). El 58.1% del total de la muestra son mujeres. Por ámbito de estudio, el 58.4% cursa titulaciones del ámbito científico-tecnológico y los demás del ámbito jurídico-social. Se aplicó el Cuestionario de Percepciones Académicas-Expectativas (CPA-E), estructurado en siete dimensiones: Formación para el empleo/carrera, Desarrollo personal y social, Movilidad estudiantil, Implicación político/ciudadana, Presión social, Calidad de formación e Interacción social. La invarianza del modelo factorial oblicuo del CPA-E fue testada con el LISREL 8.80 mediante el método bivariado latente normal y la estimación de máxima verosimilitud, con la corrección de Satorra y Bentler (1994). Todos los ítems representaron bien a sus respectivos factores y los factores mostraron una buena validez y fiabilidad para los países y el género. Se obtuvo, por tanto, invarianza factorial del modelo para los países y el género. Se asume una versión final del cuestionario común para España y Portugal, así como para mujeres y hombres.

Abstract We present the results of a study conducted with first-year students from the Euro-region of Galicia-North Portugal, with the aim of replicating the psychometric properties of the instrument as obtained from a prior version. Participants included 1268 first-year students with ages ranging from 17 to 52 years (Mdn = 18; 7.4% with ages above 23 years). Four-hundred and thirteen students are from the North Spanish region (Galicia, University of Minho) and 855 are from the North Portuguese region (Minho, University of Minho), and 58.1% of the students are women. Students are enrolled in scientific-technological courses (58.4%) and juridical-social studies. We administered the Academic Perceptions Questionnaire- Expectations (APQ-E), which is structured in seven dimensions: Training for career development, Personal and social development, Student mobility, Political engagement and citizenship, Social pressure, Training quality, and Social interaction. The invariance of the factorial model of the APQ-E was tested with LISREL 8.80, based on a bivariate latent model and maximum likelihood estimation, with Satorra and Bentler correction (1994). All items contributed to the representation of the factors, and the factors showed good validity and reliability for country and gender. Therefore, we obtained factorial invariance of the measurement model for country and gender. We present the final version of the common questionnaire for Portugal and Spain, and for women and men.

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Desde una concepción multidimensional de las expectativas, este artículo pretende analizar la validez y precisión psicométrica de una escala para su medida en los estudiantes universitarios de primer año. La muestra (N = 759) estaba compuesta por alumnado de primer año, de diversas titulaciones académicas de la Universidad de Vigo-Campus de Ourense y de la Universidad de Minho. El valor de la Mdn de edad fue de 19, siendo sólo el 5.3% mayor de 23 años. A los participantes se les aplicó un conjunto de 56 ítems agrupados en siete dimensiones diferentes de expectativas. Los resultados del análisis factorial confirmatorio, se obtuvieron con el LISREL. Se garantizó la validez factorial, tanto convergente como discriminante de los factores. Ésta junto con su fiabilidad sugieren que el Cuestionario de Percepciones Académicas quedaría finalmente con 42 ítems distribuidos en siete dimensiones de expectativas: Formación para el empleo/carrera, Desarrollo personal y social, Movilidad estudiantil, Implicación política/ciudadanía, Presión social, Calidad de formación e Interacción social. Se comprobó la equivalencia del modelo de medida del instrumento en los dos idiomas y en dos grupos resultantes de la bipartición aleatoria de la muestra. Los resultados de la validez estructural de este estudio avalan la utilización del cuestionario para la medida de las expectativas de los estudiantes que inician por primera vez sus estudios en la Enseñanza Superior

This paper aims to test the psychometric validity and reliability of a measure of first-year university students’ expectations, based on a multidimensional conception of expectations. The sample consisted of 759 first-year students, attending various academic degrees at the Universities of Vigo - Ourense and University of Minho. The value Mdn age was 19,with only 5.3% with ages above 23 years. Participants answered a set of 56 items based on seven different dimensions of expectations. Results of confirmatory factor analysis, were carried out with LISREL. Factorial validity, and factors’ convergent and discriminant validity were assured. These results, along with evidences reliability, suggest that the Academic Perceptions Questionnaire presents a final structure composed of seven expectation dimensions, including 42 items: Training for employment/career, Personal and social development, Student mobility, Political and citizenship involvement, Social pressure, Quality of education, and Social interaction. The equivalence of measurement model in the two languages and in two groups randomly derived from the full sample was also verified. The results of this structural validity study support the assessment of the expectations of first-year students in Higher Education with the questionnaire

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The authors examined the mediation effect of the perceived motor ability (PMA) on the direct "effects" of age (third vs. fourth age) and residential status (institutionalized vs. communitarians) on selection, optimization, and compensation (SOC) strategies. With a non-probabilistic sample of 107 elders (Mdn = 80 years) from urban areas, and controlled for cognitive impairment and depression, the authors analysed the structural component of the path model with latent constructs that represents those relationships. This was made only after the structural validity of the constructs had been assured. Constructs were operationalized through the PMA questionnaire and a 16-item version of the SOC questionnaire. Only age had direct effects on the constructs: lower PMA and lower SOC of the elders in the fourth age. Authors also verified that the PMA mediation effect was partial.

Neste artigo examinou-se o "efeito" de mediação da capacidade motora percebida (CMP) nos efeitos diretos da idade (terceira vs. quarta idade) e do estatuto residencial (institucionalizados vs. comunitários) sobre estratégias de seleção, otimização e compensação (SOC). Com uma amostra não probabilística de 107 idosos (Mdn = 80 anos) residentes em meio urbano e controlados para demência e depressão, procedeu-se à análise da componente estrutural do modelo de trajetórias com construtos latentes que representa essas relações. Isto só foi feito depois de garantida a validade estrutural dos construtos, operacionalizados através do Questionário de CMP e de uma versão de 16 itens do Questionário SOC. Só a idade teve efeitos diretos sobre os construtos: menor CMP e menor SOC dos idosos na quarta idade. A CMP teve um efeito direto sobre as estratégias SOC: quanto menor CMP, menor SOC. Verificou-se, ainda, que o efeito de mediação da CMP foi parcial.

En este artículo se examinó el "efecto" de mediación de la capacidad motora percibida (CMP) en los efectos directos de la edad (tercera vs. cuarta edad) y del ámbito residencial (institucionalizados vs. comunitarios) sobre estrategias de selección, optimización y compensación (SOC). Con una muestra no probabilística de 107 ancianos (Mdn = 80 años) residentes en medio urbano y controlados para demencia y depresión, se procedió el análisis del componente estructural del modelo de trayectorias con constructos latentes que representan estas relaciones. Eso fue hecho después de garantizada la validez estructural de los constructos, operacionalizados a través del Cuestionario de CMP y de una versión de 16 ítems del Cuestionario SOC. Sólo la edad tuvo efectos directos sobre los constructos: menor CMP y menor SOC de los ancianos en la cuarta edad. La CMP tuvo un efecto directo sobre las estrategias SOC: cuanto menor CMP, menor SOC. Se verificó, aún, que el efecto de mediación de la CMP fue parcial.

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The authors examined the mediation effect of the perceived motor ability (PMA) on the direct "effects" of age (third vs. fourth age) and residential status (institutionalized vs. communitarians) on selection, optimization, and compensation (SOC) strategies. With a non-probabilistic sample of 107 elders (Mdn = 80 years) from urban areas, and controlled for cognitive impairment and depression, the authors analysed the structural component of the path model with latent constructs that represents those relationships. This was made only after the structural validity of the constructs had been assured. Constructs were operationalized through the PMA questionnaire and a 16-item version of the SOC questionnaire. Only age had direct effects on the constructs: lower PMA and lower SOC of the elders in the fourth age. Authors also verified that the PMA mediation effect was partial.(AU)

Neste artigo examinou-se o "efeito" de mediação da capacidade motora percebida (CMP) nos efeitos diretos da idade (terceira vs. quarta idade) e do estatuto residencial (institucionalizados vs. comunitários) sobre estratégias de seleção, otimização e compensação (SOC). Com uma amostra não probabilística de 107 idosos (Mdn = 80 anos) residentes em meio urbano e controlados para demência e depressão, procedeu-se à análise da componente estrutural do modelo de trajetórias com construtos latentes que representa essas relações. Isto só foi feito depois de garantida a validade estrutural dos construtos, operacionalizados através do Questionário de CMP e de uma versão de 16 itens do Questionário SOC. Só a idade teve efeitos diretos sobre os construtos: menor CMP e menor SOC dos idosos na quarta idade. A CMP teve um efeito direto sobre as estratégias SOC: quanto menor CMP, menor SOC. Verificou-se, ainda, que o efeito de mediação da CMP foi parcial.(AU)

En este artículo se examinó el "efecto" de mediación de la capacidad motora percibida (CMP) en los efectos directos de la edad (tercera vs. cuarta edad) y del ámbito residencial (institucionalizados vs. comunitarios) sobre estrategias de selección, optimización y compensación (SOC). Con una muestra no probabilística de 107 ancianos (Mdn = 80 años) residentes en medio urbano y controlados para demencia y depresión, se procedió el análisis del componente estructural del modelo de trayectorias con constructos latentes que representan estas relaciones. Eso fue hecho después de garantizada la validez estructural de los constructos, operacionalizados a través del Cuestionario de CMP y de una versión de 16 ítems del Cuestionario SOC. Sólo la edad tuvo efectos directos sobre los constructos: menor CMP y menor SOC de los ancianos en la cuarta edad. La CMP tuvo un efecto directo sobre las estrategias SOC: cuanto menor CMP, menor SOC. Se verificó, aún, que el efecto de mediación de la CMP fue parcial.(AU)

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Estudou-se a relação entre variáveis académicas e psicossociais da primeira fase da integração universitária (escolha e colocação num curso) e a Mudança de Curso (MC). As análises bivariadas dos dados de uma amostra de conveniência de 375 estudantes do primeiro ano mostraram que mudaram mais frequentemente de curso aqueles que: tinham Notas de Candidatura (NC) ao Ensino Superior mais baixas; frequentavam cursos ligados a Recursos Tecnológicos (RT); e, atribuíam menor importância aos Determinantes Intrínsecos (DI) na escolha de curso (competências e interesses). Para operacionalizar esta última variável recorreu-se à Escala de Determinantes da Escolha de Curso (EDEC). Entretanto, as variáveis atrás referidas, bem como as outras duas dimensões da EDEC (Agentes Mediadores e Estrutura Ocupacional), também discriminavam os estudantes de acordo com Género. Presume-se, então, que o Género se relaciona indirectamente com a MC, através da interveniência das variáveis NC, Área de Estudos e DI.

This study concerned the relationship between academic and psychosocial variables of the first half of college integration (choice and admission to a major) and the Change of Major (CM). Bivariate analyses of data collected using a convenience sample of 375 freshman students showed that those who had changed major more frequently were those who: had lower Access Grades (AG) to Higher Education; were from majors in the field of Technological Resources (TR); and, gave less importance to Intrinsic Determinants (ID) in the choice of major (skills, interests). The latter variable was measured by the Escala de Determinantes da Escolha de Curso (EDEC) [Choice of Major Determinants Scale]. The variables above, as well as the other two dimensions of EDEC (Mediation Agents and Occupational Structure), also significantly discriminated students by gender. Then, we presume that gender is indirectly related to CM, through the mediation of AG, Field of Studies, and ID.

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Estudou-se a relação entre variáveis académicas e psicossociais da primeira fase da integração universitária (escolha e colocação num curso) e a Mudança de Curso (MC). As análises bivariadas dos dados de uma amostra de conveniência de 375 estudantes do primeiro ano mostraram que mudaram mais frequentemente de curso aqueles que: tinham Notas de Candidatura (NC) ao Ensino Superior mais baixas; frequentavam cursos ligados a Recursos Tecnológicos (RT); e, atribuíam menor importância aos Determinantes Intrínsecos (DI) na escolha de curso (competências e interesses). Para operacionalizar esta última variável recorreu-se à Escala de Determinantes da Escolha de Curso (EDEC). Entretanto, as variáveis atrás referidas, bem como as outras duas dimensões da EDEC (Agentes Mediadores e Estrutura Ocupacional), também discriminavam os estudantes de acordo com Género. Presume-se, então, que o Género se relaciona indirectamente com a MC, através da interveniência das variáveis NC, Área de Estudos e DI.(AU)

This study concerned the relationship between academic and psychosocial variables of the first half of college integration (choice and admission to a major) and the Change of Major (CM). Bivariate analyses of data collected using a convenience sample of 375 freshman students showed that those who had changed major more frequently were those who: had lower Access Grades (AG) to Higher Education; were from majors in the field of Technological Resources (TR); and, gave less importance to Intrinsic Determinants (ID) in the choice of major (skills, interests). The latter variable was measured by the Escala de Determinantes da Escolha de Curso (EDEC) [Choice of Major Determinants Scale]. The variables above, as well as the other two dimensions of EDEC (Mediation Agents and Occupational Structure), also significantly discriminated students by gender. Then, we presume that gender is indirectly related to CM, through the mediation of AG, Field of Studies, and ID.(AU)

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A crescente preocupação com os aspectos técnicos e éticos da avaliação psicológica, em particular da utilização de técnicas de avaliação, tem-se reflectido na importância que lhes é internacionalmente atribuída. Neste enquadramento, procurámos descrever as percepções e as práticas dos psicólogos portugueses quanto à avaliação psicológica. Com base num inquérito nacional junto de psicólogos (N = 1259), respondido por 265 participantescom mais de três anos de actividade, descrevemo-los quanto ao percurso de formação, contexto profissional e utilização de técnicas de avaliação, e cruzámos as variáveis tempo e contextos de actividade com a utilização, e o valor e percepções quanto ao uso das técnicas. Destacamos a percepção positiva relativamente à formação recebidana área da avaliação psicológica, mesmo afirmando a necessidade de formação complementar ou o desconhecimento das orientações internacionais sobre o uso das provas (lacuna mais evidente no contexto escolar). As inovações passam, sobretudo, pelo recurso à informatização/novas tecnologias.

The growing attention given to the use of psychological assessment techniques is reflected on the importance attributed to it internationally. Our study is inscribed in this movement. We aim to characterize the use of psychological assessment techniques in Portugal, through data from a national survey of practicing psychologists (N= 1259). Responses were collected from 265 participants with more than three years of activity, and analysed in terms of graduation course, professional context and use of psychological assessment techniques. Then, we cross variables such as time practice and professional contexts with data referring to the use, and to the value and perceptions about psychological assessment techniques utilisation. Results suggest a positive perception about the adequacy of academic preparation on psychological assessment, although feeling the necessity of further preparationand unknowing the international standards concerning tests utilization (namely school psychologists). The principal innovation to consider is the wider utilization informatics/new technologies.

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A crescente preocupação com os aspectos técnicos e éticos da avaliação psicológica, em particular da utilização de técnicas de avaliação, tem-se reflectido na importância que lhes é internacionalmente atribuída. Neste enquadramento, procurámos descrever as percepções e as práticas dos psicólogos portugueses quanto à avaliação psicológica. Com base num inquérito nacional junto de psicólogos (N = 1259), respondido por 265 participantescom mais de três anos de actividade, descrevemo-los quanto ao percurso de formação, contexto profissional e utilização de técnicas de avaliação, e cruzámos as variáveis tempo e contextos de actividade com a utilização, e o valor e percepções quanto ao uso das técnicas. Destacamos a percepção positiva relativamente à formação recebidana área da avaliação psicológica, mesmo afirmando a necessidade de formação complementar ou o desconhecimento das orientações internacionais sobre o uso das provas (lacuna mais evidente no contexto escolar). As inovações passam, sobretudo, pelo recurso à informatização/novas tecnologias (AU)

The growing attention given to the use of psychological assessment techniques is reflected on the importance attributed to it internationally. Our study is inscribed in this movement. We aim to characterize the use of psychological assessment techniques in Portugal, through data from a national survey of practicing psychologists (N= 1259). Responses were collected from 265 participants with more than three years of activity, and analysed in terms of graduation course, professional context and use of psychological assessment techniques. Then, we cross variables such as time practice and professional contexts with data referring to the use, and to the value and perceptions about psychological assessment techniques utilisation. Results suggest a positive perception about the adequacy of academic preparation on psychological assessment, although feeling the necessity of further preparationand unknowing the international standards concerning tests utilization (namely school psychologists). The principal innovation to consider is the wider utilization informatics/new technologies (AU)

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Este artículo presenta un modelo de interacción de variables personales y contextuales en la predicción del rendimiento y del desarrollo psicosocial de estudiantes universitarios. La muestra fue constituida por 560 estudiantes de primer año de la Universidad do Minho. Los resultados del path analysis sugieren que, a pesar de que las expectativas iniciales de implicación académica de los alumnos, representan un índice efectivo de su implicación en la vida universitaria, y que el clima social del aula afecta a los niveles de implicación, bienestar y satisfacción obtenidos, esas relaciones no fueron lo suficientemente fuertes para influir en los resultados de las variables criterio del modelo. El rendimiento académico fue determinado por la nota de acceso a la Universidad y el desarrollo psicosocial por los niveles de autonomía en el momento de ingreso. Pese a la necesidad de una mayor investigación, los resultados alertan sobre la importancia de las características preuniversitarias de los alumnos en la configuración de sus procesos de adaptación

This article presents a model of interaction of personal and contextual variables in the prediction of academic performance and psychosocial development of Portuguese college students. The sample consists of 560 first-year college students of the University of Minho. The path analysis results suggest that initial expectations of the students’ involvement in academic life constituted an effective predictor of their involvement during their first year; as well as the social climate of the classroom influenced their involvement, well-being and levels of satisfaction obtained. However, these relationships were not strong enough to influence the criterion variables integrated in the model (academic performance and psychosocial development). Academic performance was predicted by the high school grades and college entrance examination scores, and the level of psychosocial development was determined by the level of development showed at the time they entered college. Though more research is needed, these results point to the importance of students’ pre-college characteristics when we are considering the quality of their college adjustment process

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This article presents a model of interaction of personal and contextual variables in the prediction of academic performance and psychosocial development of Portuguese college students. The sample consists of 560 first-year college students of the University of Minho. The path analysis results suggest that initial expectations of the students' involvement in academic life constituted an effective predictor of their involvement during their first year; as well as the social climate of the classroom influenced their involvement, well-being and levels of satisfaction obtained. However, these relationships were not strong enough to influence the criterion variables integrated in the model (academic performance and psychosocial development). Academic performance was predicted by the high school grades and college entrance examination scores, and the level of psychosocial development was determined by the level of development showed at the time they entered college. Though more research is needed, these results point to the importance of students' pre-college characteristics when we are considering the quality of their college adjustment process.

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