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Inês Direito
Researcher at University College London
Publications - 45
Citations - 216
Inês Direito is an academic researcher from University College London. The author has contributed to research in topics: Engineering education & Higher education. The author has an hindex of 6, co-authored 39 publications receiving 134 citations. Previous affiliations of Inês Direito include Instituto Politécnico Nacional & University of Aveiro.
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Engineering Undergraduates’ Perceptions of Soft Skills: Relations with Self-Efficacy and Learning Styles
TL;DR: The authors examined how undergraduates rate their current proficiency in a range of soft skills, and how do they perceive its importance for future employment, and explored relations between proficiency in soft skills and self-efficacy.
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The study of grit in engineering education research: a systematic literature review
TL;DR: Research on the role of grit on human performance has been conducted for the past decade as mentioned in this paper, and it has been suggested that this non-cognitive, non-self-motivated trait can be defined as perseverance and passion for long-term goals.
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Contribution of the unfolded protein response to breast and prostate tissue homeostasis and its significance to cancer endocrine response.
TL;DR: This review addresses the contribution of UPR to breast and prostate tissues homeostasis and its significance to cancer endocrine response with focus on the current progress on UPR research related to cancer biology, detection, prognosis and treatment.
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Scenario Evaluation with Relevance and Interest (SERI): Development and Validation of a Scenario Measurement Tool for Context-Based Learning
TL;DR: A scenario evaluation instrument to examine students’ perspectives on science career-related scenarios through the lens of relevance and interest is developed and validated and indicates one issue of discriminant validity between two factors, individual dimension and societal dimension.
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Developing growth mindsets in engineering students: a systematic literature review of interventions
TL;DR: This article found that dropout from engineering studies has been linked to fixed mindset beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges.