Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
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Spatial transfer of object-based statistical learning
Get PDFA large number of recent studies have demonstrated that efcient attentional selection depends to a large extent on the ability
to extract regularities present in the environment. Through statistical learning, attentional selection is facilitated by directing
attention to locations in space that were relevant in the past while suppressing locations that previously were distracting. The
current study shows that we are not only able to learn to prioritize locations in space but also locations within objects independent of space. Participants learned that within a specifc object, particular locations within the object were more likely to
contain relevant information than other locations. The current results show that this learned prioritization was bound to the
object as the learned bias to prioritize a specifc location within the object stayed in place even when the object moved to a
completely diferent location in space. We conclude that in addition to spatial attention prioritization of locations in space,
it is also possible to learn to prioritize relevant locations within specifc objects. The current fndings have implications for
the inferred spatial priority map of attentional weights as this map cannot be strictly retinotopically organized· · ·info:eu-repo/semantics/publishedVersio
Validation of the Portuguese version of the Integration of Stressful Life Experiences Scale (ISLES) in a sample of bereaved individuals
No full textThe Integration of Stressful Life Experiences Scale (ISLES) evaluates the ability to integrate
stressful experiences into one's meaning system. This study aimed to validate ISLES for the
Portuguese population, utilizing a sample of 242 adults who had lost a significant other. The
sample was predominantly female, educated, married, or in consensual unions, and actively
employed. Confirmatory factor analysis revealed a two-factor structure, consisting of 13 items,
showing adequate local and global goodness-of-fit and supporting the proposed original
structure. Convergent evidence based on internal structure was found for the two dimensions
(Comprehensibility and Footing in the World). Regarding reliability, Cronbach’s alpha and
McDonald's omega computed for each factor showed good internal consistency and the
average inter-item correlation was considered satisfactory. This psychometric support for
ISLES underscores its relevance in enhancing the knowledge of meaning-making processes in
the Portuguese context.Fundação para a ciência e Tecnologia - FCTinfo:eu-repo/semantics/submittedVersio
Understanding the expectations of parents regarding their children's school commuting by public transport using latent Dirichlet Allocation
No full textParents’ perceptions regarding public transport and active modes influence the youth’s acceptance
and support for sustainable school commuting. Urban mobility surveys can gather such
insights by utilizing closed and open-ended questions. The latter, particularly, holds the potential
for nuanced expectations and insights from Public Transport (PT) users, often absent in closedended
responses. This paper proposes a methodology utilizing Latent Dirichlet Allocation
(LDA) to extract valuable information from open-ended survey responses, shedding light on
parents’ expectations regarding their children’s school commute via PT. Analyzing responses
from two surveys involving 448 households, with a focus on parents in the Lisbon Metro Area,
spanning the school years of 2017–2018 and 2018–2019, and pre-and post-field interventions,
our study employs LDA to assess households’ criticisms and recommendations for improving
public transport services. Our findings illustrate a shift from general criticisms in the initial survey
to proactive suggestions in the subsequent one, aligning with marketing efforts to foster more
sustainable school commuting with PT. Empirically, our study underscores LDA’s efficacy in
capturing users’ feedback often neglected by closed-ended questions. Effective preprocessing of
textual data facilitates streamlined field interventions. Overall, our contribution provides usercentered
insights to inform PT policymakers, promoting the incorporation of user-driven
enhancements.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
Distal supports, capabilities, and growth‐focused recovery: A comparison of Housing First and the staircase continuum of care
No full textAdults who have substantial histories of homelessness and complex support needs
may feel ambivalent about integrating into their communities and find it difficult
to do so. Being familiar to and recognized by others as a resident in a
neighborhood or community are sources of “distal support” that provide
individuals with feelings of belonging to their community and are important to
recovery from homelessness. We hypothesized that individuals engaged with
Housing First (HF) programs would report more distal support than individuals
engaged with traditional homeless services (treatment as usual, TAU), and that
distal support would predict more community integration, growth‐related
recovery, and achieved capabilities. We analyzed data collected from homeless
services users (n = 445) engaged with either HF or TAU in eight European
countries. Measures included achieved capabilities, growth‐focused recovery,
distal supports, and community integration. Serial mediation analyses confirmed
our hypothesis that the effects of HF on growth‐related recovery and achieved
capabilities are indirect, mediated by distal supports and community integration.
Findings are discussed in relation to the importance of modeling the effects of HF
on social and psychological outcomes as indirect and identifying important
mediators that translate the effects of HF components on social and
psychological outcomes. We also note the importance of case management
activities that encourage clients to develop and sustain distal supports with others
who live and work in their neighborhoods.info:eu-repo/semantics/publishedVersio
Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career
Get PDFGrade retention is one of the most discussed and controversial
educational measures, and yet, it is still widely applied in many
countries. Research investigating the effects of grade retention
on students' psychosocial variables presents mixed findings,
partly due to the variables assessed, methodological issues, and
the length of the studies. This study aimed to analyse both the
short to medium and longitudinal effects of grade retention in
grades 7 or 8 on Portuguese students' academic self‐concept,
self‐esteem, goal orientations, and school career. Data were
collected continuously over a 3‐year span (once a year) and,
again, 3 years after the third wave. After matching 477
students on several pretreatment variables using inverse
probability treatment weighting with time‐varying treatments
(i.e., retention), our analytical sample consisted of 85 promoted
students, 33 students retained in grade 7, and 32 students
retained in grade 8. Our results showed that retained students
did not differ from their promoted peers in self‐esteem and
goal orientations in the short, medium, or long term. The
exception was for an increase in the academic self‐concept of
retained students, but only in short term. Finally, considering
students' school career, grade retention was not predictive of
further retention.Grade retention is one of the most discussed and controversialeducational measures, and yet, it is still widely applied in manycountries. Research investigating the effects of grade retentionon students' psychosocial variables presents mixed findings,partly due to the variables assessed, methodological issues, andthe length of the studies. This study aimed to analyse both theshort to medium and longitudinal effects of grade retention ingrades 7 or 8 on Portuguese students' academic self‐concept,self‐esteem, goal orientations, and school career. Data werecollected continuously over a 3‐year span (once a year) and,again, 3 years after the third wave. After matching 477students on several pretreatment variables using inverseprobability treatment weighting with time‐varying treatments(i.e., retention), our analytical sample consisted of 85 promotedstudents, 33 students retained in grade 7, and 32 studentsretained in grade 8. Our results showed that retained studentsdid not differ from their promoted peers in self‐esteem andgoal orientations in the short, medium, or long term. Theexception was for an increase in the academic self‐concept ofretained students, but only in short term. Finally, consideringstudents' school career, grade retention was not predictive offurther retention.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/acceptedVersio
Family: Growing up family-based care makes a world of a diference
No full textWorldwide millions of children and youth live in institutions that may not provide basic
conditions for good-enough care, and these numbers are predicted to increase drastically
because of the aftermath of the COVID pandemic and wars raging in several parts of the world.
We show that three conditions are essential: safe, stable, and shared care (Triple S care). Safe
care means a caregiving environment free from child abuse or neglect; stable care implies a
minimum number of separations from caregivers; and shared care entails support from a small
network of 'alloparents' to alleviate caregiving tasks. With empirical and meta-analytic results
from our studies over more than 30 years on institutionalization we demonstrate that
institutions, including small ones like SOS Children Villages, cannot provide safe, stable, and
shared care, and lead to substantial delays in development, not only for physical health but also
for mental health and neurocognitive growth. The good news however is that children can
recover from the setbacks of institutional care when they move to family-based environments,
such as foster or adoptive care, kinship care, or Kafalah. Abolition of institutions does not
automatically lead to better care. De-institutionalization can only succeed if the transition to
family-based care is supported by policies that promote safe, stable, and shared alternative care.
Facilitating and monitoring the transition to family-based care should be paramount in policies
for children and youth without parental careinfo:eu-repo/semantics/publishedVersio
Apropriação da escrita e da leitura no primeiro ano de escolaridade: Ensino e aprendizagem
No full textRelatório da prática de Ensino Supervisionado apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-escolar e 1.º Ciclo do Ensino Básico, criado por Aviso n.º 9784/2022, publicado no Diário da República, 2.ª série, n.º 93, de 13 de maio de 2022.A presente investigação surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino básico, decorrente da prática supervisionada numa instituição de carácter privado numa turma de 1.º ano do Ensino Básico.
Na instituição são implementadas práticas educativas inspiradas no modelo pedagógico do Movimento da Escola Moderna, onde a escrita e a leitura estão presentes em todas as rotinas do grupo e onde se dá particular relevo à estratégia de trabalho de texto dos alunos em coletivo.
O principal objetivo desta investigação foi compreender como é que a escrita e a leitura estavam integradas nas rotinas e perceber em que medida o trabalho de texto promove a aprendizagem da escrita e da leitura.
Foi desenvolvida uma investigação qualitativa com base na observação participante e não-participante, tendo sido recolhidas evidências do contexto através da elaboração do Diário de Bordo. Foram também realizadas duas entrevistas: uma à professora cooperante, com o objetivo de compreender as suas intencionalidades pedagógicas, e outra aos alunos para compreender a sua perceção do processo de aprendizagem da escrita e da leitura. Para além disso, foram feitas três gravações, e respetivas transcrições, de momentos coletivos de trabalho de texto.
Através da análise dos dados, foi possível compreender como a escrita e a leitura são utilizadas funcionalmente no quotidiano escolar. Destaca-se, neste contexto, o trabalho de texto enquanto estratégia privilegiada de aprendizagem formal, pelas crianças, do código alfabético e de todas as dimensões da língua refletidas ao longo do processo de organização textual.ABSTRACT: This research was conducted within the framework of the Master's degree in Preschool Education and Primary Education, stemming from supervised practice at a private institution in a first-grade class of primary education.
At the institution, educational practices inspired by the pedagogical model of the Modern School Movement are implemented, where writing and reading are integrated into all the group's routines, with particular emphasis on the collective text work strategy.
The primary objective of this research was to understand how writing and reading were integrated into the routines and to determine how text work promotes the learning of writing and reading.
A qualitative investigation was conducted based on participant and non-participant observation, with evidence from the context collected through the completion of a Logbook. Two interviews were also conducted: one with the cooperating teacher to understand her pedagogical intentions, and another with the students to comprehend their perception of the learning process of writing and reading. Additionally, three recordings and corresponding transcriptions of collective text work moments were made.
The data analysis revealed how writing and reading are functionally used in everyday school life. In this context, text work is highlighted as a privileged strategy for formal learning by the children of the alphabetic code and all dimensions of the language reflected throughout the text organization process
Crianças emocionalmente competentes - Desenvolvimento de competências emocionais em contextos de educação pré-escolar
Get PDFRelatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar, criado por Aviso n.º 9785/2022, publicado no Diário da República, 2.ª série, n.º 93 de 13 maio 2022Este estudo centra-se na reflexão sobre a prática dos profissionais para o desenvolvimento das competências emocionais das crianças em contexto de educação de infância, com enfoque nas faixas etárias de 3 e 4 anos. Realizou-se no âmbito de um estágio que decorreu numa sala de jardim de infância com um grupo etário heterogéneo composto por 20 crianças.
O estudo aborda dois eixos orientadores: (I) como as crianças na faixa etária dos 3/4 anos conhecem, expressam e regulam as suas emoções, quais os principais aspetos a serem observados e se existem diferenças nas suas competências emocionais?; (II) quais as estratégias que podem ser implementadas por profissionais de educação para promover o desenvolvimento das competências emocionais em crianças de 3/4 anos, e como fazer a diferenciação consoante as características e necessidades das crianças?
A metodologia utilizada foi qualitativa, recorrendo a técnicas e instrumentos de observação, sustentada por meio de notas de campo e entrevistas realizadas às profissionais de sala.
Os resultados mostram que o desenvolvimento de competências emocionais em crianças de 3 e 4 anos está associado a práticas educativas específicas e à reflexão constante dos profissionais sobre as mesmas. A promoção de competências emocionais envolve a contextualização e individualização das intervenções, bem como a capacidade dos educadores de ajustarem as suas práticas para atender às necessidades das crianças. Atividades como mindfulness, jogos simbólicos, leituras de histórias e dramatização, além de rotinas de escuta ativa e mediação de conflitos, são destacados como fundamentais.
Estes resultados são consistentes com a literatura, que destaca a importância da reflexão sistemática e da prática educativa sensível às necessidades das crianças para o desenvolvimento de competências emocionais.ABSTRACT: This study focuses on reflecting on the practice of professionals in developing children's emotional competences in the context of early childhood education, with a focus on the 3- and 4-year-old age groups. It was carried out as part of an internship that took place in a kindergarten classroom with a heterogeneous age group of 20 children.
The study has two main themes: (I) how do children in the 3/4 age group know, express and regulate their emotions, what are the main aspects to be observed and are there differences in their emotional competences; (II) what strategies can be implemented by education professionals to promote the development of emotional competences in 3/4-year-olds, and how can they differentiate according to the children's characteristics and needs?
The methodology used was qualitative, using observation techniques and instruments, supported by field notes and interviews with classroom professionals.
The results show that the development of emotional competences in 3- and 4-year-olds is associated with specific educational practices and constant reflection on these by professionals. Promoting emotional skills involves contextualizing and individualizing interventions, as well as educators' ability to adjust their practices to meet children's needs. Activities such as mindfulness, symbolic games, reading stories and dramatization, as well as active listening routines and conflict mediation, are highlighted as fundamental.
These results are consistent with the literature which emphasizes the importance of systematic reflection and educational practice that is sensitive to children's needs for the development of emotional competences
O papel mediador da motivação na relação entre o silêncio do colaborador e comportamentos desviantes
No full textDissertação de Mestrado apresentada no Ispa – Instituto
Universitário para obtenção de grau de
Mestre na especialidade de Psicologia Social
e das Organizações.O mercado de trabalho tem sido alvo de diversos fenómenos que têm emergido,
principalmente após a pandemia Covid-19, nomeadamente o Grumpy Staying. Este fenómeno
consiste na adoção de uma atitude irritada evidenciando descontentamento e resignação.
Além disto, contribui para o mau estar individual, do ambiente de trabalho e prejudica as
organizações. Não existindo estudos científicos sobre este tema, relacionaram-se as variáveis
comportamentos desviantes, silêncio dos colaboradores e motivação no trabalho.
Assim, este estudo teve como objetivo testar as hipótese em que o silêncio dos
colaboradores se relacionava com os comportamentos desviantes e ainda que a motivação
seria mediadora desta relação. Para testar estas hipóteses participaram 266 indivíduos que se
encontravam no mercado de trabalho português.
Os resultados encontrados mostraram que a dimensão do silêncio submisso/defensivo
se relacionou positivamente com os comportamentos desviantes organizacionais e ainda que
a amotivação e a motivação autónoma foram mediadores desta relação.
Assim, existe contribuição para o estudo científico do grumpy staying e ainda para a
investigação da relação das variáveis estudadas. Apela-se ainda a importância das
organizações terem em conta este novo fenómeno presente no mercado de trabalho.ABSTRACT: The job market has been the target of several phenomena that have emerged,
especially since the Covid-19 pandemics, in particular Grumpy Staying. This phenomenon
consists of adopting an irritated attitude, showing discontentment and resignation. In addition,
it contributes to poor individual well-being, the work environment and damage organizations.
So far there are no scientific studies on this subject, so the variables employee silence,
deviant behavior and work motivation have been linked.
The aim of this study was therefore to test the hypotheses that employee silence was
related to deviant behavior and that motivation mediated this relationship. To test these
hypotheses, 266 individuals in the Portuguese job market participated.
The results showed that the dimension of submissive/defensive silence was positively
related to organizational deviant behaviour and that amotivation and autonomous motivation
were mediators of this relationship.
This way, there is a contribution to the scientific study of grumpy staying and also to
the investigation of the relationship between the variables that have been studied. This study
also appeals to the importance for organizations to keep in mind this new phenomenon in the
job market
A diferenciação pedagógica como estratégia promotora para uma prática inclusiva
Get PDFRelatório da Prática de Ensino
apresentada no ISPA – Instituto
Universitário para obtenção de grau de
Mestre em Educação Pré-Escolar e
1ºCiclo do Ensino BásicoA Diferenciação Pedagógica trata-se de uma abordagem pedagógica cujo
objetivo é atender à diversidade existente nas salas de aula. Ao invés de aplicar um
método igual para todos, esta abordagem reconhece e valoriza a individualidade dos
alunos, através da adaptação dos métodos, promovendo assim uma aprendizagem
significativa.
Desta forma, este Relatório da Prática de Ensino Supervisionada (RPES), tem
como objetivo aprofundar as práticas de Diferenciação Pedagógica implementadas em
contexto de sala de aula. Atendendo ao objetivo principal, o estudo tem como base os
seguintes objetivos específicos: caracterizar as práticas pedagógicas utilizadas pela
professora cooperante; identificar as principais vantagens na utilização dessas práticas;
identificar os principais desafios enfrentados pela professora cooperante; e planear e
experienciar a implementação de práticas de Diferenciação Pedagógica.
O presente estudo trata-se de uma investigação qualitativa, realizada num
Colégio Privado, numa turma de 2º ano, composta por 25 alunos. Para recolher os devidos
dados utilizaram-se como instrumentos grelhas de observação às práticas implementadas
pela professora cooperante e uma entrevista semiestruturada.
Tendo em conta a análise dos dados recolhidos e atendendo às diferentes
perceções existentes relativamente ao conceito de Diferenciação Pedagógica, observouse que embora as práticas de Diferenciação Pedagógica implementadas pela professora
cooperante não tenham sido sempre feitas para todos os alunos, havia lugar para
adaptações quando sentia ser necessário. Esta adaptação surgia para atender às
necessidades e características dos alunos. Ainda assim, o maior desafio ligava-se à falta
de tempo para preparar os materiais e respetivas tarefas diferenciadas.
De forma a complementar as práticas desenvolvidas pela professora cooperante
foram implementadas duas estratégias de Diferenciação Pedagógica – trabalho em
pequenos grupos e tutoria entre os alunos.ABSTRACT: Differentiated Instruction refers to an educational approach aimed at addressing
the diversity present in classrooms. Instead of applying a uniform method for every
student, this approach recognizes and values each students' individuality by adapting
methods to promote meaningful learning experiences for them.
Therefore, this Supervised Teaching Practice Report (RPES) aims to delve into
the Differentiated Instruction practices implemented in classroom settings. Considering
its main objective, this study is based on the following specific objectives: to characterize
the pedagogical practices used by the cooperating teacher; to identify the main advantages
of using these practices; to identify the primary challenges faced by the cooperating
teacher; and to plan and experience the implementation of Differentiated Instruction
practices.
This study is a qualitative investigation conducted in a Private School, in a 2ndgrade class comprising 25 students. Data collection instruments included observation
grids of the practices implemented by the cooperating teacher and an interview.
Considering the analysis of the collected data and the different perceptions
regarding the concept of Differentiated Instruction, it was observed that although the
practices implemented by the cooperating teacher were not always applied to all students,
there was room for adaptations when she felt it necessary. These adaptations were made
to meet the needs and characteristics of the students. Nevertheless, the greatest challenge
was the lack of time to prepare the differentiated materials and tasks.
To complement the practices developed by the cooperating teacher, two
Differentiated Instruction strategies were implemented: working in small groups and peer
tutoring