<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1647-2160</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Enfermagem de Saúde Mental]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Portuguesa de Enfermagem de Saúde Mental]]></abbrev-journal-title>
<issn>1647-2160</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Portuguesa de Enfermagem de Saúde Mental]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1647-21602024000200023</article-id>
<article-id pub-id-type="doi">10.19131/rpesm.385</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A influência da orientação laissez-faire na saúde mental dos estudantes de mestrado e doutorado]]></article-title>
<article-title xml:lang="en"><![CDATA[The influence of laissez-faire guidance on the mental health of master's and doctoral students]]></article-title>
<article-title xml:lang="es"><![CDATA[La influencia de la orientación laissez-faire en la salud mental de los estudiantes de maestría y doctorado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cassiano]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[Laura Andrian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[José Carlos Marques de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henriques]]></surname>
<given-names><![CDATA[Silvia Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escola Superior de Enfermagem do Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>32</numero>
<fpage>23</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1647-21602024000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1647-21602024000200023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1647-21602024000200023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O estilo de liderança laissez-faire caracteriza-se pela ausência de intervenções, podendo impactar positiva ou negativamente o trabalho nas organizações. No contexto acadêmico, orientadores de pós-graduação frequentemente adotam esse estilo, podendo conferir maior autonomia, mas afetar negativamente a saúde mental dos estudantes.  Objetivo:  Descrever a influência da orientação do tipo laissez-faire na saúde mental, segundo a percepção de estudantes de mestrado e doutorado.  Método:  Trata-se de uma pesquisa qualitativa, realizada em uma universidade pública brasileira, em cinco programas de pós-graduação. Os dados foram coletados por meio de 13 grupos focais, entre outubro e dezembro de 2023, analisados por meio da análise temática indutiva.  Resultados:  Participaram 72 pós-graduandos. Os resultados indicaram que o estilo laissez-faire pode beneficiar estudantes autônomos e disciplinados, fortalecer suas capacidades, autonomia e prepará-los para o mercado acadêmico. Feedbacks pontuais e reforços positivos também se mostraram relevantes para o engajamento, pertencimento e satisfação, o que beneficia a saúde mental. Contudo, a falta de direção e clareza, vinculados a esse estilo de orientação, podem gerar sentimentos de abandono, improdutividade, estresse e atrasos, especialmente em estudantes com menor experiência em pesquisa.  Conclusões:  A eficácia do estilo laissez-faire depende do perfil dos estudantes e das demandas do sistema acadêmico. Pertine, portanto, equilibrar a autonomia conferida aos estudantes com feedbacks estruturados e suporte adequado, de modo a propiciar um ambiente que favoreça o processo formativo e, sobretudo, a saúde mental.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: The laissez-faire leadership style is characterized by the absence of interventions and can have a positive or negative impact on work. In the academic context, postgraduate supervisors often adopt this style, which can give greater autonomy but have a negative impact on students' mental health.  Objective: To describe the influence of laissez-faire orientation on mental health, according to the perception of master's and doctoral students.  Method: This is a qualitative study carried out at a Brazilian public university, in five postgraduate programs. Data was collected through 13 focus groups between October and December 2023, and analyzed using inductive thematic analysis.  Results: 72 postgraduate students took part. The results indicated that the laissez-faire style can benefit autonomous and disciplined students, strengthening their abilities, autonomy and preparation for the academic market. Punctualfeedback and positive reinforcement were also relevant to engagement, belonging and academic satisfaction, improving mental health. However, the lack of direction and clarity associated with this style of guidance can generate feelings of abandonment, unproductivity, stress and delays, especially in students with less experience in research.  Conclusions: The effectiveness of the laissez-faire style depends on the profile of the students and the demands of the academic system. It is therefore important to balance the autonomy given to students with structured feedback and adequate support, in order to provide an environment that favors the learning process and, above all, mental health.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: El estilo de liderazgo laissez-faire se caracteriza por la ausencia de intervenciones y puede tener un impacto positivo o negativo en el trabajo. En el contexto académico, los supervisores de posgrado adoptan a menudo este estilo, que puede dar mayor autonomía pero tener un impacto negativo en la salud mental de los estudiantes.  Objetivo: Describir la influencia de la orientación laissez-faire en la salud mental, según la percepción de los estudiantes de máster y doctorado.  Método: Se trata de un estudio cualitativo realizado en una universidad pública brasileña, en cinco programas de posgrado. Los datos se recogieron mediante 13 grupos focales entre octubre y diciembre de 2023 y se analizaron mediante análisis temático inductivo.  Resultados: Participaron 72 estudiantes de posgrado. Los resultados indicaron que el estilo laissez-faire puede beneficiar a los estudiantes autónomos y disciplinados, reforzando sus capacidades, autonomía y preparación para el mercado académico. Laretroalimentación puntual y el refuerzo positivo también resultaron relevantes para el compromiso, la pertenencia y la satisfacción académica, mejorando la salud mental. Sin embargo, la falta de dirección y claridad asociada a este estilo de orientación puede generar sentimientos de abandono, improductividad, estrés y retrasos, especialmente en los estudiantes con menos experiencia investigadora.  Conclusiones: La eficacia del estilo laissez-faire depende del perfil de los estudiantes y de las exigencias del sistema académico. Por lo tanto, es importante equilibrar la autonomía concedida a los estudiantes con una retroalimentación estructurada y un apoyo adecuado, con el fin de proporcionar un entorno que favorezca el proceso de aprendizaje y, sobre todo, la salud mental.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de Pós-Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Saúde Mental]]></kwd>
<kwd lng="pt"><![CDATA[Mentores]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="en"><![CDATA[Postgraduate Education]]></kwd>
<kwd lng="en"><![CDATA[Mental Health]]></kwd>
<kwd lng="en"><![CDATA[Mentors]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="es"><![CDATA[Educación de posgrado]]></kwd>
<kwd lng="es"><![CDATA[Salud mental]]></kwd>
<kwd lng="es"><![CDATA[Mentores]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[One size fits all? What counts as quality practice in (reflexive) thematic analysis?]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2021</year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>328-52</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brooks]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Monitoring the Progress of Doctoral Students]]></article-title>
<source><![CDATA[Encyclopedia]]></source>
<year>2023</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1409-18</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cassiano]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[V. H. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[J. R. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The duality of profiles teachers advisers in the academic context: associated implications]]></article-title>
<source><![CDATA[Research, Society and Development]]></source>
<year>2023</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Corcelles-Seuba]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Suñé-Soler]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Sala-Bubaré]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Castelló]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Doctoral student perceptions of supervisory and research community support: their relationships with doctoral conditions and experiences]]></article-title>
<source><![CDATA[Journal of Further and Higher Education]]></source>
<year>2023</year>
<volume>47</volume>
<page-range>481-91</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frisby]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of communication education scholarship in preparing advisors for the professoriate]]></article-title>
<source><![CDATA[Communication Education]]></source>
<year>2022</year>
<volume>71</volume>
<page-range>75-7</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gatti]]></surname>
<given-names><![CDATA[B. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Grupo focal na pesquisa em ciências sociais e humanas]]></source>
<year>2012</year>
<publisher-name><![CDATA[Líber Livro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hess]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Momento do diário e diário dos momentos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[E. C]]></given-names>
</name>
<name>
<surname><![CDATA[Abrahão]]></surname>
<given-names><![CDATA[M. H. M. B]]></given-names>
</name>
</person-group>
<source><![CDATA[Tempos, narrativas e ficções: a invenção de si]]></source>
<year>2006</year>
<page-range>89-103</page-range><publisher-name><![CDATA[EDIPUCRS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jamali]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bhutto]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Khaskhely]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sethar]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impact of leadership styles on faculty performance: Moderating role of organizational culture in higher education]]></article-title>
<source><![CDATA[Management Science Letters]]></source>
<year>2022</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kamal]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Kesuma]]></surname>
<given-names><![CDATA[T. A. R. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Laissez-Faire Leadership: A Comprehensive Systematic Review for Effective Education Practices]]></article-title>
<source><![CDATA[Journal of Education and Learning]]></source>
<year>2024</year>
<volume>18</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1460-7</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Qi]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Jia]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Shang]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Shao]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Yu]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhu]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Yan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Chang]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhao]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prevalence and associated factors of depression and anxiety among doctoral students: the mediating effect of mentoring relationships on the association between research self-efficacy and depression/anxiety]]></article-title>
<source><![CDATA[Psychology Research and Behavior Management]]></source>
<year>2019</year>
<volume>12</volume>
<page-range>195-208</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Macleod]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Lent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Tian]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
<name>
<surname><![CDATA[Liang]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Moore]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sen]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Balancing supportive relationships and developing independence: an activity theory approach to understanding feedback in context for master&#8217;s students]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2020</year>
<volume>45</volume>
<page-range>958-72</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malterud]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Siersma]]></surname>
<given-names><![CDATA[V. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Guassora]]></surname>
<given-names><![CDATA[A. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sample size in qualitative interview studies: guided by information power]]></article-title>
<source><![CDATA[Qualitative Health Research]]></source>
<year>2016</year>
<volume>26</volume>
<numero>13</numero>
<issue>13</issue>
<page-range>1753-60</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mireles]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autonomy and training at the postgraduate level. A reflection on the tensions of the training process from Reproduction]]></article-title>
<source><![CDATA[Runas]]></source>
<year>2020</year>
<volume>1</volume>
<page-range>57-69</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Norris]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Ghahremani]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Lemoine]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is it Laissez-Faire Leadership or Delegation? A Deeper Examination of an Over-Simplified Leadership Phenomenon]]></article-title>
<source><![CDATA[Journal of Leadership &amp; Organizational Studies]]></source>
<year>2021</year>
<volume>28</volume>
<page-range>322-39</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oliinyk]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educational autonomy as an important prerequisite for the formation of future PhDs&#8217; research competence in the conditions of postgraduate studies]]></article-title>
<source><![CDATA[Journal of Pedagogy and Psychology]]></source>
<year>2024</year>
<volume>1</volume>
<numero>27</numero>
<issue>27</issue>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Phan]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Academic Identity Development of International Doctoral Students]]></article-title>
<source><![CDATA[Journal of International Students]]></source>
<year>2022</year>
<volume>13</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pine]]></surname>
<given-names><![CDATA[C. L]]></given-names>
</name>
</person-group>
<source><![CDATA[Academic advisors displaying transformational leadership behaviors: Perceived effects on student motivation]]></source>
<year>2020</year>
<publisher-name><![CDATA[Purdue University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tommasi]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Toscano]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Giusino]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ceschi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sartori]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Degen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Meaningful or Meaningless? Organizational Conditions Influencing Doctoral Students&#8217; Mental Health and Achievement]]></article-title>
<source><![CDATA[International Journal of Doctoral Studies]]></source>
<year>2022</year>
<volume>17</volume>
<page-range>301-21</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tu&#7845;n]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Lan]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Tu&#7845;n]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparing teachers&#8217; viewpoints of classroom management styles with students&#8217; feelings at Hanoi Law University]]></article-title>
<source><![CDATA[TNU Journal of Science and Technology]]></source>
<year>2022</year>
<volume>227</volume>
<numero>09</numero>
<issue>09</issue>
<page-range>466-73</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[I. M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Nogueira]]></surname>
<given-names><![CDATA[T. Q. D. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Couto]]></surname>
<given-names><![CDATA[D. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[P. C. T. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bonfim]]></surname>
<given-names><![CDATA[N. S. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[I. G. V. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Telles]]></surname>
<given-names><![CDATA[A. C. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Hecht]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Alkmim]]></surname>
<given-names><![CDATA[N. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Penna]]></surname>
<given-names><![CDATA[G. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferraz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Tomimori]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[H. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Feasibility of a snowball sampling survey to study active surveillance for thyroid microcarcinoma treatment among endocrinologists and surgeons of Brazil]]></article-title>
<source><![CDATA[Brazilian Journal of Otorhinolaryngology]]></source>
<year>2022</year>
<volume>88</volume>
<numero>Suppl 4</numero>
<issue>Suppl 4</issue>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sitompul]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Anditasari]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Challenges in writing academic research: an exploration of master&#8217;s students&#8217; experiences]]></article-title>
<source><![CDATA[Getsempena English Education Journal]]></source>
<year>2022</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>136-48</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Urquiola]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Higher Education in the United States: Laissez-Faire, Differentiation, and Research]]></article-title>
<source><![CDATA[Asian Economic Policy Review]]></source>
<year>2023</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>196-213</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[Q.]]></given-names>
</name>
<name>
<surname><![CDATA[Xin]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Du]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O efeito do relacionamento supervisor-aluno na procrastinação acadêmica: o papel mediador da cadeia de autoeficácia acadêmica e adaptação à aprendizagem]]></article-title>
<source><![CDATA[International Journal of Environmental Research and Public Health]]></source>
<year>2022</year>
<volume>19</volume>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Gao]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The dark and bright side of laissez-faire leadership: Does subordinates' goal orientation make a difference?]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2023</year>
<volume>14</volume>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
