A relevância da investigação centrada no bem-estar tem sido reforçada ao longo das últimas décadas, em especial após a emergência da Psicologia Positiva. Neste âmbito, é necessário investir na construção e validação de instrumentos adequados para avaliar as dimensões inerentes a um funcionamento psicológico saudável. Este estudo pretende adaptar e validar a Escala de Funcionamento Psicológico Positivo (EFPP; Merino & Privado, 2015) junto de uma amostra de universitários portugueses. Participaram no estudo 1131 estudantes de duas universidades, com média de idade de 19.6 anos. Além da EFPP, para efeitos de validade de critério foi aplicada a Satisfaction With Life Scale (SWLS; Diener et al., 1985). Os resultados evidenciam boas propriedades psicométricas da EFPP, tanto ao nível da fiabilidade como da validade. Dada a escassez de instrumentos de avaliação do funcionamento positivo que se tenham revelado satisfatórios no nosso país, a utilização desta escala poderá ser recomendada, particularmente com jovens universitários.

ResumoEste estudo explora diferentes recursos pessoais associados ao bem-estar e funcionamento psicológico positivo de estudantes universitários portugueses, tomando na sua análise as variáveis área de curso e género. Foi aplicada a Escala de Funcionamento Psicológico Positivo (EFPP) a 1070 estudantes de diferentes cursos. Observa-se um efeito da interação do género e área científica em 5 dimensões da EFPP. O género diferencia Autonomia, Autoestima e Otimismo (pontuações mais favoráveis nos homens), enquanto a área científica diferencia Resiliência, Autoestima, Propósito na Vida, Desfrute e Otimismo (pontuações superiores nos estudantes de Saúde). Discutem-se implicações para a intervenção no contexto do Ensino Superior. Palavras-chave: funcionamento psicológico positivo, bem-estar psicológico, ensino superior, sucesso educativo. AbstractThis study explores different personal resources related to well-being and positive psychological functioning of Portuguese university students. The analysis considers the field of studies and gender. The positive psychological functioning scale (FPP) was applied to a sample of 1070 students, who were attending the 1 st and 3 rd years of different courses. The findings suggest an effect of the interaction of gender and field of studies in 5 of the 11 dimensions of FPP. Higher scores were found in men in Resilience, Self-Esteem and Optimism. The field of studies differentiates Resilience, Self-Esteem, Purpose in Life, Enjoyment, and Optimism, with higher scores in the group of students in health sciences courses. The results are discussed regarding implications for intervention in Higher Education.

Purpose The purpose of this paper is to find appropriate forms of analysis of multiple-choice questions (MCQ) to obtain an assessment method, as fair as possible, for the students. The authors intend to ascertain if it is possible to control the quality of the MCQ contained in a bank of questions, implemented in Moodle, presenting some evidence with Item Response Theory (IRT) and Classical Test Theory (CTT). The used techniques can be considered a type of Descriptive Learning Analytics since they allow the measurement, collection, analysis and reporting of data generated from students’ assessment. Design/methodology/approach A representative data set of students’ grades from tests, randomly generated with a bank of questions implemented in Moodle, was used for analysis. The data were extracted from a Moodle database using MySQL with an ODBC connector, and collected in MS ExcelTM worksheets, and appropriate macros programmed with VBA were used. The analysis with the CTT was done through appropriate MS ExcelTM formulas, and the analysis with the IRT was approached with an MS ExcelTM add-in. Findings The Difficulty and Discrimination Indexes were calculated for all the questions having enough answers. It was found that the majority of the questions presented values for these indexes, which leads to a conclusion that they have quality. The analysis also showed that the bank of questions presents some internal consistency and, consequently, some reliability. Groups of questions with similar features were obtained, which is very important for the teacher to develop tests as fair as possible. Originality/value The main contribution and originality that can be found in this research is the definition of groups of questions with similar features, regarding their difficulty and discrimination properties. These groups allow the identification of difficulty levels in the questions on the bank of questions, thus allowing teachers to build tests, randomly generated with Moodle, that include questions with several difficulty levels in the tests, as it should be done. As far as the authors’ knowledge, there are no similar results in the literature.

El objetivo del presente estudio fue comprobar si el "Test de creación de metáforas" sería realmente una medida con características únicas de la creatividad, o una manera diferente de evaluar constructos ya conocidos como la inteligencia. Se consideraron dos grupos diferenciados: el grupo 1 estaba formado por 90 estudiantes mayores en un programa de educación de adultos, y el grupo 2 incluyó a 73 estudiantes universitarios de las titulaciones de Arquitectura y Urbanismo. Los resultados mostraron correlaciones más bajas entre la producción de metáforas y el razonamiento abstracto (r =. 31) en comparación con la prueba de razonamiento verbal (r =.48). Las correlaciones entre los constructos concuerdan con las ya obtenidas en otros estudios, es decir, la inteligencia y la creatividad están relacionadas, aunque no con una intensidad, tal como, para afirmar que son el mismo constructo, por consiguiente, son constructos diferentes pero relacionados entre sí.

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