Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
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Relações entre as expectativas dos professores, o autoconceito, a motivação e os resultados escolares em alunos no 5º ano de escolaridade
Get PDFDissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia EducacionalO presente estudo teve como objectivo compreender as relações existentes entre as expectativas dos professores e o autoconceito, a motivação e os resultados escolares dos seus alunos. Mais concretamente, procurou-se compreender: se existiam diferenças nos níveis de expectativas dos professores e se essas diferenças influenciam os níveis de motivação dos alunos; se as relações existentes entre as expectativas dos professores e os resultados escolares poderiam ser mediadas pelo autoconceito dos alunos; e se existiam diferenças significativas na magnitude das correlações entre as expectativas dos professores e os resultados dos alunos nas disciplinas de português e de matemática.
Participaram no estudo 294 estudantes do 5º ano de escolaridade e 28 professores, das duas disciplinas, de escolas da rede pública do distrito de Lisboa.
Para avaliar cada uma das variáveis utilizaram-se dois instrumentos: o Inventário de Motivação Intrínseca adaptado para a Matemática e para o Português e a Escala de Avaliação das Expectativas do Professor, desenvolvida para a presente investigação. Foram ainda recolhidas as notas finais do 1º e 3º períodos, nas duas disciplinas.
Os resultados obtidos mostraram que a variável expectativas dos professores se encontra positiva e significativamente relacionada com a motivação, o autoconceito e os resultados escolares dos estudantes; que não existem diferenças entre os níveis de motivação de acordo com a variação das expectativas dos professores; que a relação entre as expectativas e os resultados escolares pode ser mediada pelo autoconceito; e que existem diferenças significativas na magnitude das correlações entre as expectativas dos professores e os resultados dos estudantes nas duas disciplinas (Matemática e Português).This study aimed to understand the relationships between teachers' expectations and their students' self-concept, motivation and school outcomes. It was also sought to understand: if there were differences in teachers’ expectation levels and if these diferences influence students' motivation levels; if the relationships between teachers’ expectation and school outcomes can be mediated by students' self-concept; and if there were significant differences in the magnitude of correlations between teacher expectations and student outcomes in Portuguese and Math.
The participants included 294 students from the 5th grade and 28 teachers from both subjects, from public schools in the Lisbon district.
To measure each of the variables, two instruments were used: the Intrinsic Motivation Inventory adapted for Mathematics and Portuguese and the Teacher Expectations Assessment Scale, developed for the present investigation. The final grades of the 1st and 3rd periods were also collected for the two subjects under analysis.
The results showed that the teachers’ expectation variable is positively and significantly related to the students' motivation, self-concept and school outcomes; that there are no differences between students’ motivation levels according to teacher expectations variation; that the relationship between teachers’ expectations and outcomes may be mediated by self-concept; and that there are significant differences in the magnitude of correlations between teachers expectations and students outcomes, in both subjects
Os significados da educação superior, do trabalho e da transição da educação superior para o trabalho
Get PDFAbstract: In times of uncertainty and growing job insecurity, this study aims to understand how higher education students build meanings regarding higher education, work, the transition from education to work, and how they are interrelated. Based on a sample of 986 students in the Portuguese higher education system, we intend to understand the relationships and mediations of the dimensions of the meanings of higher education with those of the transition from higher education to work and of the meanings of work. Professional Affirmation mediates the relationship between Personal Development and Personal and Social Dimension of Work. The results show that 61% of the dependent variable values for the personal and social dimension of work are explained by the proposed model. An analysis of the results provides a few pointers for counselling, which will be discussed.Resumo: Num tempo de incerteza e precarização do trabalho, este estudo tenta compreender como os estudantes do ensino superior constroem significados sobre a educação superior, o trabalho, a transição da educação para o trabalho e como estes se relacionam entre si. Com uma amostra de 986 estudantes do Ensino Superior português visa-se compreender as relações e mediações das dimensões dos significados da educação superior com as dimensões dos significados da transição da educação superior para o trabalho e as dimensões dos significados do trabalho. A dimensão Afirmação
Profissional é mediadora da relação entre o Desenvolvimento Pessoal e Social e a Dimensão Pessoal e Social do Trabalho. Com base na análise dos resultados algumas pistas de intervenção são apresentadas.info:eu-repo/semantics/publishedVersio
Enhancing children’s literacy learning: from invented spelling to effective reading and writing
Get PDFThis longitudinal study aimed at testing the long-term impact of invented spelling activities conducted in
kindergarten on children’s literacy skills throughout primary school until the end of Grade 3. The participants
were 100 Portuguese 5-year-olds that were randomly assigned into two equivalent groups and took
part in 10 training sessions: invented spelling (experimental condition) or storybook reading (control condition).
Writing and reading skills were tested in kindergarten, Grade 1 and Grade 3. The results showed
that the experimental group outperformed the control group in kindergarten and benefited more from
formal school teaching instruction. Lasting effects were found as the invented spelling condition presented
statistically significant higher scores in reading and writing in primary education. These findings
support empirical evidence for enhancing young children’s learning in favour of their later literacy performance.Fundação para a Ciência e a Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
Interbreeding between local and translocated populations of a cleaner fish in an experimental mesocosm predicts risk of disrupted local adaptation
No full textTranslocation of organisms within or outside its native range carries the risk of modifying
the community of the recipient ecosystems and induces gene flow between
locally adapted populations or closely related species. In this study, we evaluated the
genetic consequences of large‐scale translocation of cleaner wrasses that has become
a common practice within the salmon aquaculture industry in northern Europe
to combat sea lice infestation. A major concern with this practice is the potential
for hybridization of escaped organisms with the local, recipient wrasse population,
and thus potentially introduce exogenous alleles and breaking down coadapted gene
complexes in local populations. We investigated the potential threat for such genetic
introgressions in a large seminatural mesocosm basin. The experimental setting
represented a simulated translocation of corkwing wrasse (Symphodus melops)
that occurs on a large scale in the Norwegian salmon industry. Parentage assignment
analysis of mesocosm's offspring revealed 30% (195 out of 651 offspring) interbreeding
between the two populations, despite their being genetically (FST = 0.094,
p < 0.05) and phenotypically differentiated. Moreover, our results suggest that reproductive
fitness of the translocated western population doubled that of the local
southern population. Our results confirm that human translocations may overcome
the impediments imposed by natural habitat discontinuities and urge for immediate
action to manage the genetic resources of these small benthic wrasses.Norwegian Research Councilinfo:eu-repo/semantics/publishedVersio
Escala de depressão, ansiedade e estresse: propriedades psicométricas e prevalência das afetividades
Get PDFEstimar as características psicométricas da Escala de Depressão, Ansiedade e Estresse
(DASS-21) para universitários e comparar as prevalências de depressão, ansiedade e
estresse segundo o sexo.ABSTRACT: To estimate psychometric properties of the Depression Anxiety and Stress Scale
(DASS-21) among Brazilian university students and to compare the prevalence of depression,
anxiety, and stress between men and women.CAPES; Fundação de Amparo à Pesquisa do Estado de São
Paulo - FAPESPinfo:eu-repo/semantics/publishedVersio
Writing with ethics: strategies to quoting and referring
No full textThe purpose of this chapter is to systematize the main guidelines of scientific writing suggested by the American Psychological Association. We begin by briefly reviewing the process that led to the development of such guidelines and the advantages of using them. Then we describe and illustrate the guidelines regarding the general writing and formatting styles, references and source citations. The chapter presents a set of examples in the area of information literacy, from citations to electronic references, complemented with a set of normative procedures that facilitate the task of organization and writing, ensuring the methodological and terminological accuracy in the standardization of criteria according to the APA standarts.info:eu-repo/semantics/draf
The scent of the other women: Body odor-induced behavioral and physiological effects on face categorization
Get PDFIn body odor research, the interaction of female donors and receivers is scarcely investigated. With the aim to investigate effects of female body odor in a competitive context, we tested 51 women divided into two groups (i.e., a competitive and a non-competitive group, based on verbal instructions). Between groups, we explored whether female body odor exposure (vs. masker odor) modulates emotion categorization (via RT variance and distribution) and physiological reactions (via instantaneous heart rate) in a task with dynamic male and female faces as either angry or happy. Women in the competitive group reported to feel more competitive and performed more accurately. They gathered more emotional information to categorize dynamic faces and when additionally exposed to female body odor, they showed a resistance to cardiac deceleration. Lapses of attention (via RT distribution) occurred irrespective of body odor exposure. Our results support the idea that female body odors, presented in a competitive context, contrast cardiac deceleration and, by tendency, modulate emotion categorization. Data are discussed in the context of chemosignaling and social interactions among women.info:eu-repo/semantics/publishedVersio
True and error variance: Assessing the sources of variability in experimental pain and its relations with pain sensitivity and pain modulation
No full textDissertação de Mestrado realizadaapresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Neurociências Cognitivas e ComportamentaisClinical pain trials mostly fail due to the difficulty of reporting pain in a manner consistent with the real experiences of pain. Focused Analgesia Selection Test (FAST) assess pain reporting accuracy. The first studies developed were encouraging, but more are needed to investigate its relations with other pain mechanisms. Fibromyalgia (FM), a chronic pain condition with impaired pain descending modulatory system and larger pain variability, offers an interesting model to investigate the relations between these mechanisms.
The aim of this study was to investigate if there are relations between the experimental pain variability and pain sensitivity and modulation in FM. 29 FM underwent an experimental pain protocol applying different pain modalities (electrical, thermal, pressure) and assessing pain sensitivity (threshold, tolerance), modulation (Electrical Temporal Summation and Conditioned Pain Modulation) and experimental pain variability (FAST). Information related to symptoms and psychological characteristics was also collected. Patients revealed high pain sensitivity and impaired functioning of the descending modulatory system. There were no consistent relations between FAST and sensitivity. Most importantly, there were no relations between experimental pain variability and pain modulation mechanisms. FAST is a promising tool to assess experimental pain variability, accounting for error variance in the pain reporting skills. It may provide evidences on the efficacy of new treatments by detecting the significant changes in pain.Os ensaios clínicos na área da dor falham frequentemente devido à dificuldade de reportar dor de forma correspondente com a experiência real. O Focused Analgesia Selection Test (FAST) avalia a precisão nos relatos de dor. Os primeiros estudos utilizando este procedimento revelaram-se encorajadores, mas mais são necessários para avaliar a sua relação com outros mecanismos da dor. A Fibromialgia (FM) é uma condição de dor crónica com perturbações no sistema modulador descendente da dor e ampla variabilidade, por isso constitui um modelo interessante para o estudo das relações entre estes mecanismos. O objetivo do presente estudo foi o de investigar se existem relações entre a variabilidade na dor experimental e a sensibilidade e modulação da dor na FM. 29 FM foram sujeitos a um protocolo experimental onde foram aplicados estímulos dolorosos de diferentes modalidades (elétricos, térmicos, pressão), avaliada a sensibilidade à dor (limiares, tolerância), a modulação (Soma Temporal Eléctrica e Modulação da Dor Condicionada) e a variabilidade da dor experimental (FAST). Informação relacionada com sintomas e características psicológicas foi recolhida. Os doentes demonstraram elevada sensibilidade e perturbação do sistema modulador descendente. Não foram encontradas relações consistentes entre o FAST e a sensibilidade à dor. Mais importante, não se encontraram relações entre a variabilidade da dor experimental e os mecanismos de modulação. O FAST é um procedimento promissor para avaliar a variabilidade da dor experimental, explicando a variância de erro envolvida na capacidade de reportar a dor. Ao permitir detetar mudanças significativas na dor, o FAST pode contribuir para a verificação da eficácia de novos tratamentos
The Academic Self-Regulation Questionnaire: A study with Portuguese elementary school children
Get PDFBackground: Several studies have focused on the assessment of students’ motivation because this construct is very
important to understand students’ learning and how to enhance it. The Academic Self-Regulation Questionnaire
(SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why
students do their school work. However, there is no Portuguese version of this questionnaire for late elementary
students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of
SRQ-A in the domain of Mathematics with elementary school children.
Methods: Participants were 341 elementary school children ranging from 8 to 11 years old from the third and
fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external,
introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions
in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory
structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency
indexes and temporal stability.
Results: ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles
using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a
simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal
consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The
questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender
differences were observed; on average, boys scored higher than girls in external regulation. No differences were
observed between grades.
Conclusions: Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties
providing adequate support for its use in educational research on motivational styles, including studies concerning
gender and grade differences in self-regulation.Fundação para a Ciência e a Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
1, 2, 3 conta-me tu desta vez!: programa de leitura dialógica de histórias com crianças de idade pré-escolar
Get PDFPretendemos com este estudo investigar, se um programa de leitura
dialógica com crianças em idade pré-escolar, tem implicações no desenvol -
vimento da sua linguagem oral, especificamente, ao nível do reconto de histórias.
Esta investigação contou com a colaboração de 26 crianças de 5 anos de
idade. A presente investigação é de natureza quase-experimental, sendo composta
por várias fases sequenciais: (1) fase de pré-teste, na qual as crianças
foram submetidas a uma avaliação individual; (2) fase de intervenção, na qual
foram estabelecidos 2 grupos-um grupo experimental com quem foi implemen -
tado um programa de leitura dialógica e um grupo de controlo com quem foi
desenvolvido um programa de leitura tradicional; (3) fase de pós-teste, com
vista a uma nova reavaliação nas mesmas áreas do pré-teste. É possível observar
a partir dos resultados que no pré-teste o grupo experimental e de controlo
apresentam resultados relativamente próximos e que após a implementação dos
programas as crianças do grupo experimental tiveram melhores resultados no
reconto de histórias, comparativamente com as crianças do grupo de controlo.
Diremos em conclusão que a leitura dialógica de histórias parece ser uma prática
a incorporar no quotidiano das rotinas de jardim-de-infância.info:eu-repo/semantics/publishedVersio