Pereira, Maria Gouveia; Gomes, Hugo Miguel dos Santos; Silva, Filipa Maria Roncon de Vilhena e; Mendonça, Rita Duarte
Both future orientation and impulsivity are intrinsic parts of an adolescent’s
self-control, and empirical evidence clearly establishes them as crucial
features on the origin of juvenile deviant behavior. However, we do not
yet fully understand how these variables relate in explaining deviant conduct.
In the present study, we tested a mediation model between these
variables among 126 Portuguese adolescents. Findings support the mediation
model in analysis, namely that impulsivity fully mediates the effect of
future orientation on deviant behavior. In conclusion, our results suggest
that lesser future orientated youth develop impulsive behavior which, in
turn, explains their higher deviant conduct.
Martins, Margarida Alves; Albuquerque, Ana; Salvador, Liliana Ferreira dos Santos; Silva, Ana Cristina
Vários investigadores mostraram que actividades de escrita inventada com crianças em idade pré-escolar contribuem para a aquisição da literacia, tendo um impacto positivo na evolução da sua escrita e consciência fonológica. O nosso objectivo foi avaliar o impacto de um programa de escrita inventada na aquisição da leitura. Participaram 60 crianças Portuguesas de 5 anos que não sabiam ler nem escrever. Foram aleatoriamente divididas em dois grupos, experimental e controlo, equivalentes quanto às letras conhecidas, consciência fonológica e inteligência. O grupo experimental participou num programa de escrita inventada e o grupo de controlo num programa de leitura de histórias. A...
Peixoto, Francisco José Brito; Monteiro, Vera; Mata, Maria de Lourdes Estorninho Neves; Sanches, Ana Cristina Pires; Pipa, Joana; Almeida, Leandro da Silva
This Document is Protected by copyright and was first published by Frontiers. All rights reserved. It is reproduced with permission.
Pereira, Maria Gouveia; Vala, Jorge; Correia, Isabel
Background. Teachers’ legitimacy is central to school functioning. Teachers’ justice,
whether distributive or procedural, predicts teachers’ legitimacy.
Aims. What is still do be found, and constitutes the goal of this paper, is whether unjust
treatment by a teacher affects the legitimacy of the teacher differently when the student
knows that the teacher was fair to a peer (comparative judgement) or when the student
does not have that information (autonomous judgement).
Samples. A total of 79 high school students participated in Study 1; 75 high school
students participated in Study 2.
Methods. Two experimental studies with a 2 justice valence (just, unjust) 9 2 social
comparison processes (autonomous judgements, comparative...
Pipa, Joana; Peixoto, Francisco José Brito; Mata, Maria de Lourdes Estorninho Neves; Monteiro, Vera; Sanches, Ana Cristina Pires
Current research on achievement goals acknowledges that students can manifest
different goal patterns. This study aimed to adapt and validate a self-report scale
to assess the goal orientations of Portuguese students. A total of 2675 (age
range 9–24 years) Portuguese students completed the Goal Orientations Scale
(GOS). Through a cross-validation procedure, confirmatory factor analysis and
descriptive statistics supports the existence of four different goal orientations:
task, self-enhancing, self-defeating and avoidance orientations. The reliability and
the internal validity estimates confirm that the GOS is an adequate instrument in
assessing student goal orientations.
Sanches, Ana Cristina Pires; Pereira, Maria Gouveia; Maroco, João; Gomes, Hugo Miguel dos Santos; Silva, Filipa Maria Roncon de Vilhena e
This study presents the development and analysis of the psychometric properties of the Deviant Behavior Variety
Scale (DBVS). Participants were 861 Portuguese adolescents (54 % female), aged between 12 and 19 years old. Two
alternative models were tested using Confirmatory Factor Analysis. Although both models showed good fit indexes,
the two-factor model didn’t presented discriminant validity. Further results provided evidence for the factorial and
the convergent validity of the single-factor structure of the DVBS, which has also shown good internal consistency.
Criterion validity was evaluated through the association with related variables, such as age and school failure, as
well as the scale’s ability to capture group...
Matos, Inês Pinheiro de Castilho Teixeira de; Morgado, José
This paper addresses the participation of students
with autism spectrum disorders (ASD) in main-
stream schools. There are different benefits for
ASD students to be educated in an inclusive
environment (Gena, 2006; Whitaker, 2004). They
challenge the school community by presenting
difficulties in essential domains for school activi-
ties (Chamberlain, Kasari and Rotheram-Fuller,
2006; Eman and Farrell, 2009; Humphrey and
Symes, 2010). Thus, these are students with
increased difficulties participating in inclusive
environments, reinforcing the need of an ade-
quate inclusion process (Gena, 2006; Hall and
McGregor, 2000; Hestenes and Carroll, 2000).
We characterised this students
a questionnaire to the students from mainstream
classes in which ASD students were included, a
questionnaire applied to each class...
Albuquerque, Ana; Martins, Margarida Alves
Several researchers have shown that invented spelling activities in
kindergarten foster preschool children’s early literacy skills. However, few
studies have assessed its impact on learning to read and write in the first year
of primary school. Our goal was to analyse the impact of an invented spelling
programme with kindergarteners on their literacy skills until the end of Grade
1. A follow-up study was conducted with 45 five-year-old Portuguese children
attending two classes of two schools in Lisbon. The teaching effect was
controlled as children from each class were randomly assigned into two
groups (experimental/control) — equivalent on letter knowledge, cognitive
abilities and phonological awareness. The participants were assessed...
Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da; Nunes, Odete
The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning
the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to
determine which tasks are important to assess properly the cognitive and academic language proficiency
(Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in
immigration significantly differ on their communication strategies and skills in a second language processing
context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their
scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12)...
Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da; Simões, Cristina
Recent research evidences inconsistencies in teachers' practice regarding skills assessment of L2 students.
Scientific evidence supports that less experienced teachers have lower orientation toward multiple task-tests for
non-native students. Research questions: Whether school teachers as having different teaching training and
unequal teaching experience with non-native students perceive differently a four-skills scale. Purpose of the study:
This study intends to analyse the importance degree between the four skills/tasks: reading, writing, speaking and
listening, in the perspective of school teachers. Method: 77 teachers, aged 32-62, with (and without) experience in
teaching and adapting materials for immigrant students, divided into six groups according to their scientific
domain. Assessment tools included...
Martins, Margarida Alves; Salvador, Liliana Ferreira dos Santos; Albuquerque, Ana; Silva, Ana Cristina
Our aim was to assess the impact of an invented spelling programme conducted
in small groups on children’s written language acquisition in Portuguese. We
expected the experimental group to have better post-test results than the control
group in spelling and reading. Participants were 160 preschool-age children who
were randomly divided into an experimental and a control group. Their age, cognitive
ability, knowledge of letters and phonological abilities were controlled.
Children’s spelling and reading were evaluated in a pre- and a post-test. Inbetween,
experimental group participated in an invented spelling programme in
small groups and the control group in story readings. The experimental group
showed better results in spelling and...
Mendonça, Rita Duarte; Miranda, Mariana Pires
Belief in a Just World research found evidence that one feels threatened whenever one witnesses an innocent victim
suffering, often resorting to secondary victimization to neutralize the observed injustice. However, literature
has neglected the explanatory power of adolescent deviant behavior in victimization processes. This study (n =
284 students) aims to determine the impact of the adolescents' deviant behavior, BJW and victim's innocence on
secondary victimization. Additionally, we analyzed juvenile deviant behavior's impact on victim identification.
Juveniles who committed more deviant behaviors identified less with the victim than those with lower deviance
levels. The interaction effects show that juveniles who are strong just world believers and...
Peixoto, Francisco José Brito; Sanches, Ana Cristina Pires; Mata, Maria de Lourdes Estorninho Neves; Monteiro, Vera
This study analyzes the relationships between cognitive appraisals, classroom and test emotions and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of Perceived Value, Perceived Competence and seven Math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride and relief) experienced in two different settings: Classroom and Tests. Math achievement was obtained from school records.
Results showed significant associations between students competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in Structural Equation Modelling, only anger in test situations...
Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da
Heritage language speakers struggle in European classrooms with
insufficient material provided for second language (SL) learning
and assessment. Considering the amount of instruments and
pertinent studies in English SL, immigrant students are better
prepared than their peers in Romance language settings. This
study investigates how factors such as age and home language
can be used in the teaching environment to predict and examine
the development outcomes of SL students in verbal reasoning
and vocabulary tasks. Hundred and six Portuguese participants, SL
learners, between 8 and 17 years old, were assessed in vocabulary
frequency, verbal analogies and morphological extraction tasks. In
alphabetic languages (Romance languages), immigrant students
(in a SL learning situation) with...
Monteiro, Vera; Mata, Maria de Lourdes Estorninho Neves; Peixoto, Francisco José Brito
Intrinsic Motivation Inventory (IMI) is a multidimensional measurement grounded on the Self-Determination
Theory (SDT) used in assessing the subjective experiences of participants when
developing an activity. The aim of this study is to analyze the characteristics of IMI among Portuguese
students, testing four organizational models (unidimensional, multidimensional, hierarchical and
bi-factor). A total of 3685 students from the 5th to the 12th grades (50.4% boys) participated in the
study (M = 13.67, SD = 2.26). Two versions of IMI were used (First Language and Mathematics)
with twenty-one items distributed over five subscales: Enjoyment, Perceived Competence, Pressure/
Tension, Perceived Choice and Value/Utility. The confirmatory factor analysis corroborated the
Silva, Ana Cristina; Almeida, Tiago Alexandre Fernandes
O objectivo deste estudo é comparar programas de intervenção de escritas inventadas de natureza
construtivista ou transmissiva. Participaram nesta investigação 78 crianças de idade pré-escolar, cujas
escritas não representavam ainda os sons, tendo sido distribuídas por cinco grupos, quatro experimentais
e um de controlo, equivalentes quanto à idade, inteligência, número de letras conhecidas e
consciência fonológica. Entre o pré e o pós teste, as crianças dos grupos experimentais participaram
num programa de intervenção de escritas inventadas de natureza construtivista ou transmissiva,
manipulando-se ainda variáveis relacionadas com as características das palavras de treino e o tipo
de instruções. Só se verifi cou uma evolução significativa da qualidade das...
Gaitas, Sérgio Miguel Protásio; Martins, Margarida Alves
Teachers’ beliefs are directly connected to their practices and have an impact on
students’ educational experiences and results. The aim of this study was to
describe and examine the relationship between beliefs and practices linked to
teaching students to write in the first four years of primary school. A total of
255 Portuguese primary school teachers participated in the study. A 52-item
questionnaire was used to evaluate their beliefs, preferred activities and classroom
organisation procedures in relation to writing instruction. Beliefs and classroom
organisation procedures were subjected to factor analysis, whereas
activities were considered individually. The analysis of teachers’ beliefs revealed
two different factors: (1) code-based beliefs and (2)...
Peixoto, Francisco José Brito; Mata, Maria de Lourdes Estorninho Neves; Monteiro, Vera; Sanches, Ana Cristina Pires; Pekrun, Reinhard
The Achievement Emotions Questionnaire (AEQ) is a self-report instrument
developed to measure the emotions of students in academic situations. The main
purpose of this research was to adapt and validate this questionnaire to assess preadolescents’
class- and test-related emotions towards mathematics. The participants
were 1515 Portuguese students from grades 5 and 7 (age range 10 – 13 years).
Confirmatory factor analyses and descriptive statistics confirm the reliability and
internal validity of the AEQ for Pre-Adolescents (AEQ-PA), providing evidence
that the AEQ-PA is an effective instrument to assess pre-adolescent achievement
emotions towards mathematics classes and tests.