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
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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...