Recursos de colección

Repositório do ISPA Instituto Superior de Psicologia Aplicada (10.591 recursos)

No Repositório do ISPA pode encontrar diversos tipos de documentos, em formato digital, resultantes da produção científica do ISPA designadamente: teses de doutoramento, teses de mestrado, artigos em publicações periódicas nacionais e internacionais, relatórios técnicos, artigos em actas de conferências nacionais e internacionais e capítulos de livros.

CIE-ISPA - Centro de Investigação em Educação

Mostrando recursos 1 - 20 de 21

  1. Social experiences of children eith disabilities in inclusive portuguese preschool settings

    Ferreira, Milene Alexandra Gregório; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia van Zeller de Serpa
    Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal (Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status...

  2. Validação da escala de autoconceito e autoestima para pré-adolescentes (EAAPA) e análise da estrutura organizativa do autoconceito

    Peixoto, Francisco José Brito; Mata, Maria de Lourdes Estorninho Neves; Monteiro, Vera; Sanches, Ana Cristina Pires; Ribeiro, Rui Bártolo; Pipa, Joana
    Este estudo teve como objetivo a análise das propriedades psicométricas de uma escala de autoconceito e autoestima e da estrutura organizativa do autoconceito em pré-adolescentes. Participaram 774 estudantes Portugueses do 5º e 6º anos de escolaridade, que responderam a uma escala que avalia sete dimensões específicas do autoconceito (competência escolar, competência atlética, aceitação social, aparência física, competência a língua materna, competência a matemática, comportamento) e a autoestima. As análises fatoriais confirmatórias demonstraram a multidimensionalidade do autoconceito sendo o modelo bi-fatorial com dois fatores globais (autoconceito académico e não académico) aquele que apresentou um melhor ajustamento aos dados. Este modelo tem a vantagem de integrar características estruturais do...

  3. Validação da escala de autoconceito e autoestima para pré-adolescentes (EAAPA) e análise da estrutura organizativa do autoconceito

    Peixoto, Francisco José Brito; Mata, Maria de Lourdes Estorninho Neves; Monteiro, Vera; Sanches, Ana Cristina Pires; Ribeiro, Rui Bártolo; Pipa, Joana
    Este estudo teve como objetivo a análise das propriedades psicométricas de uma escala de autoconceito e autoestima e da estrutura organizativa do autoconceito em pré-adolescentes. Participaram 774 estudantes Portugueses do 5º e 6º anos de escolaridade, que responderam a uma escala que avalia sete dimensões específicas do autoconceito (competência escolar, competência atlética, aceitação social, aparência física, competência a língua materna, competência a matemática, comportamento) e a autoestima. As análises fatoriais confirmatórias demonstraram a multidimensionalidade do autoconceito sendo o modelo bi-fatorial com dois fatores globais (autoconceito académico e não académico) aquele que apresentou um melhor ajustamento aos dados. Este modelo tem a vantagem de integrar características estruturais do...

  4. Impulsivity mediates the relationship between future orientation and juvenile deviancy

    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.

  5. Escrita inventada e aquisição da leitura em crianças de idade pré-escolar

    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...

  6. “To be or not to be retained… Thats' the question!” Retention, self-esteem, self-concept, achievement goals, and grades

    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.

  7. Teachers' legitimacy: Effects of justice perception and social comparison processes

    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...

  8. The goal orientations scale (GOS): Validation for portuguese students

    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.

  9. Deviant behavior variety scale: Development and validation with a sample of portuguese adolescents

    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...

  10. School participation of students with autism spectrum disorders

    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 ’ participation with a questionnaire to the students from mainstream classes in which ASD students were included, a questionnaire applied to each class...

  11. Promotion of literacy skills in early childhood: a follow-up study from kindergarten to grade 1

    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...

  12. The big four skills: Teachers’ assumptions on measurement of non-native students cognition

    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)...

  13. How teachers' perceptions affect the academic and language assessment of immigrant children

    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...

  14. Invented spelling activities in small groups and early spelling and reading

    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...

  15. Belief in a just world and secondary victimization : The role of adolescent deviant behavior

    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...

  16. “How do you feel about math?” : Relationships between competence and value appraisals, achievement emotions and academic achievement

    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...

  17. Second language education context and home language effect : Language dissimilarities and variation in immigrant students’ outcomes

    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...

  18. Intrinsic Motivation Inventory : Psychometric properties in the context of first language and mathematics learning

    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 multidimensionality of...

  19. Programas de intervenção de escritas inventadas : Comparação de uma abordagem transmissiva e construtivista

    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...

  20. Relationships between primary teachers’ beliefs and their practices in relation to writing instruction

    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)...

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