Recursos de colección

Repositório do ISPA Instituto Superior de Psicologia Aplicada (12.461 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.

Mostrando recursos 1 - 20 de 20

  1. Habilidades Iniciais de alfabetização em português: Pesquisa transcultural em Portugal e no Brasil

    Albuquerque, Ana; Martins, Margarida Alves
    O principal objetivo deste estudo foi avaliar os efeitos de um programa de treino de escrita inventada na aprendizagem de habilidades iniciais de alfabetização em crianças pré-escolares falantes de língua portuguesa. Participaram 79 crianças de educação infantil em Portugal e no Brasil. Constituíram-se quatro grupos (um grupo experimental e um grupo controle em cada país) equivalentes no conhecimento do alfabeto, inteligência não verbal e consciência fonológica (silábica e fonêmica). Foi realizado um pré/pós-teste de escrita e leitura. No período intermédio, os grupos experimentais participaram de atividades de escrita inventada e os grupos controle na leitura de livros infantis. No pós-teste, os resultados dos grupos experimentais...

  2. Portuguese validation of the family adaptability and cohesion evaluation scale – FACES IV

    Gomes, Hugo Miguel Santos; Peixoto, Francisco; Pereira, Maria Gouveia
    This study evaluates the psychometric properties of the Family Adaptability and Cohesion Evaluation Scale IV (FACES IV) Package which contains three scales: FACES IV; Family Communication Scale (FCS); and Family Satisfaction Scale (FSS). Participants were 553 Portuguese adults (184 males and 369 females), between the ages of 19 and 57. An item reduction process resulted in a final 4- item per subscale solution. A confirmatory Factor Analysis was undertaken validating the 6-factor structure originally proposed, namely the validation of two balanced subscales (Cohesion and Flexibility) and four unbalanced subscales (Disengaged and Enmeshed Cohesion, Rigid and Chaotic Flexibility). All subscales including the FCS and FSS showed generally good reliability, convergent, and discriminant validity....

  3. Non-native raters and native speech: Other perspective for the research on comprehensibility of second language input

    Figueiredo, Sandra; Simões, Edlia Alves; Martins, Margarida Alves; Silva, Carlos Fernandes da
    This study examines how specific variables such as age, first language, nationality, school grade and socioeconomic status (SES) affect the comprehensibility of second language (L2) speech in 92 second/non-native language learners. Comprehensibility refers to the degree of speech understanding. Fluency, rhythm, grammatical features and word stressing are concurrent factors for the listening comprehension (and the listener comprehensibility) mainly in L2 context. Research evidence focused the quality and differences of speech samples produced by the L2 learners and the comprehensibility rated by native speakers. In reverse scenario there is less evidence on the judgment of L2 learners for speech samples produced by native speakers. In this study...

  4. The new immigrants’ generation in portuguese classes: Disproportionate relationships and group-specific issues in academic development

    Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da
    The present study examines nationality group effect on language proficiency considering six groups of Portuguese immigrant students (M=13 years old; SD= 2,7): Western Europe, Eastern Europe, Portuguesespeaking African countries, Latin America, Asia and China. This research aims to verify whether students from different nationalities evidence similar difficulty levels in tests on language skills. Results of MANOVA showed that nationality groups differed in a significant manner, in particular, two groups – South Asia (Meridional) and Latin America. The Asian group evidenced more difficulty in vocabulary and verbal reasoning when compared to other nationality groups. Higher scores were attained by the Latin American group whose language of testing had...

  5. Cognitive systems evolution: Immigrant last generations and cognitive mapping changing

    Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da
    There is little evidence on the correlation between immigration effects and the evolution of the mind and cognition, especially concerning children. Last generations of young immigrants are expected to experience adaptive strategies to respond to the school environment in order to achieve success. Specifically concerning the new language learning in the diversity of the host countries (plus the diversity of the countries of origin and home languages/cultures), it should be analyzed how the human cognitive aptitude (language aptitude and problem solving) is being reorganized in terms of thought, concepts and cultural orientations previously developed in a certain native culture. The native culture (aspects of the nationality...

  6. Speech processing and intelligent assessment in second language: struggling immigrant students and home language parallel instruction

    Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da
    Abstract- Purpose: In this study, home language (L1), parallel instruction in L1, and grades were the factors examined to identify differentiated writing performance of young second language learners. Method: A total of 102 children, aged between 8-17 years old, (M=13; DP=2,7), learners of Portuguese as a Second Language (L2), belonging to 6 language groups were compared on a narrative essay composition to identify types of writing (in L2 context) and the effects involved. Home language, parallel instruction in L1 and grades were controlled to examine those effects. The written outputs were measured using the score in six components adapted from an...

  7. Effective literacy teaching practices in Portugal: A study in first grade.

    Gaitas, Sérgio Miguel Protásio; Martins, Margarida Alves; Fijalkow, Jackes
    This article examines the effect of literacy teaching practices on the reading ability of first grade pupils in Portuguese, a semi-transparent orthography. First grade teachers (N=267) self-reported their literacy teaching practices through a questionnaire. Hierarchical cluster analysis revealed three groups with different practices – Language Experience, Phonic, and Balanced. Eight teachers from each group were randomly selected for classroom observation (N=24) to gain more in-depth information about their practices, namely by analysing classroom management procedures and materials used. Their pupils’ reading abilities were assessed at the beginning and end of the first grade (N=465) through two tasks: word reading and comprehension. Multivariate analysis of covariance, controlling for...

  8. The parental investment effect on immigrant children at schools: Employment and specialization of parents as an explaining variable for tasks achievement in second language

    Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da
    The present research study examines how family environment has an impact on immigrant children’s task performance considering the Socioeconomic Status (SES) of parents, but focusing two dimensions of the immigrant SES specificities (APA, 2012): the professional situation and related educational background (employment and specialization professions/work of parents). Economically disadvantaged families (parents unemployed or whose job is unspecialized) may be a predictor of different performances in a second language (L2), involving deficits for parental investment and for specific cognitive skills in childhood and adolescence. 108 learners of Portuguese as a L2, aged 8 to 17, from lower to middle socioeconomic backgrounds,...

  9. Language testing for minority students in portuguese schools: Teacher’s decision making based in common european framework

    Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da
    Recent research on cognitive and academic performance assessment of immigrant students evidences inconsistencies in teachers’ practice regarding performance assessment of L2 students. We aim to verify whether students classified by schools as having different proficiency levels in accordance to the Common European Framework of Reference for Languages (CEFR, 2001) perform differently in tests on vocabulary and verbal reasoning. The study included 23 learners of Portuguese as L2 aged 9-18, divided into three groups according to their proficiency level (A1, A2, B1). Assessment tools included four tasks - verbal analogies, semantic associations, picture naming and morphological extraction. Our expectations are that A1 students perform more poorly in all tasks...

  10. 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...

  11. 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...

  12. 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.

  13. 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...

  14. “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.

  15. 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...

  16. 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...

  17. 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.

  18. 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...

  19. 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...

  20. 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...

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