Browsing by Author "Cadime, Irene"
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- Assessment of math abilities before school entry: a tool developmentPublication . Cruz, Joana; Alves, Diana; Carvalho, Marisa; Mendes, Sofia Abreu; Rodrigues, Bruna; Cadime, IreneThe years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. This study aimed to develop a mathematical screening tool and assess its psychometric properties. The tool encompasses both group and individual tasks, with the latter evaluating counting, cardinality, subitizing, quantity discrimination, addition, and subtraction. The tool was administered twice to 257 children, aged 5 to 6, in their final year of kindergarten in Portugal, at both the start and end of the school year. The findings reveal that the tasks generally present a low level of difficulty, especially by the end of kindergarten. Factor analysis demonstrated an adequate structure, and all dimensions showed high internal consistency (>.80). There was a medium-to-high intercorrelation among the various tasks. Correlations between task scores at the beginning and end of the school year were high. Furthermore, scores across all tasks correlated with math achievement in the first grade of primary education. These outcomes suggest that the tool is both valid and reliable, making it a useful resource for assessing and intervening in math skills during the critical years before school entry.
- Associations between burnout and personal and professional characteristics: a study of Portuguese teachersPublication . Dias, Paulo César; Peixoto, Ricardo; Cadime, IreneRecent research has suggested that teachers’ burnout is growing and, consequently, affecting their overall satisfaction with life and professional involvement. The goal of this study was to assess burnout in Portuguese teachers and to explore whether burnout levels are associated with teachers’ personal and professional characteristics. A sociodemographic questionnaire and the Oldenburg Burnout Inventory (OLBI) were used to collect data from a sample of 262 teachers, who were mostly female (66.0%), were aged between 26 and 63 years (mean = 44, SD = 7.95), and had an average of 18 years of experience in teaching regular classes (SD = 9.22) and an average of 2 years of experience in special education (SD = 4.97). The results suggested the adequate psychometric properties of the OLBI in Portuguese teachers. Moreover, the older the teachers were, the higher the levels of burnout they reported. Burnout was positively associated with the number of years of experience but only in regular education teachers. Although no differences in burnout as a function of experience in inclusive classrooms were found, a positive correlation of teachers’ burnout with the number of students with special needs in the classroom was identified. The results are discussed according to the literature, and suggestions for future studies are presented.
- Exploring inclusive education in times of COVID-19: an international comparison of German, Austrian and Portuguese teachersPublication . Letzel-Alt, Verena; Pozas, Marcela; Schwab, Susanne; Schneider, Christoph; Lindner, Katharina Theresa; Dias, Paulo; Cadime, IreneWith the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined.
- Further evidence for the structure of the Resilience Scale in Portuguese language countries: an invariance study with brazilian and Portuguese adolescentsPublication . Dias, Paulo César; Cadime, Irene; Perim, Paulo CastelarEspecially since the last decades of the 20th century, research about resilience provided some insights into how people deal and overcome adversity in a positive way. Given the recent research history on this topic, discussion about theories and measures is still ongoing. In this study we aim to explore the structural invariance of the Wagnild and Young's Resilience Scale (RS), one of the most widely used measures of resilience, across Portuguese and Brazilian adolescents. A sample of 969 adolescents with ages ranging between 13 and 18 years old completed the RS. A five- and a two-factor structure for the full RS version with 25 items and a one-factor structure for a RS short version, composed of 14 items, were tested using confirmatory factor analysis (CFA). After determining the best fitting structure, a multi-group CFA was performed to test the invariance of the instrument across the Portuguese and Brazilian samples. The five- and two-factor structures for the full version revealed a poor fit. The one-factor structure revealed a good fit in both samples. Moreover, evidence for the partial measurement invariance of the short version across both samples was found. Our results indicate that the RS short version can be used for cross-cultural studies of resilience in both countries and that the five- and two-factor structures might be inadequate for comparison purposes.
- Impulsivity in Portuguese and Spanish college students: an invariance study of the brief UPPS impulsive behavior scalesPublication . Dias, Paulo; Chóliz, Mariano; Cadime, IreneThis study aims to assess the measurement invariance of the brief UPPS impulsive behavior scales-short version in Portuguese and Spanish college students. The sample was composed of 351 Portuguese and 716 Spanish students with ages ranging between 18 and 26 years. The four-factor structure — urgency, premeditation, perseverance, and sensation seeking — fit the data, although two of the 20 items had to be discarded. Results also indicated adequate reliability for each of the four factors in each sample. The invariance testing results supported partial invariance. No mean differences between both samples were found in urgency, premeditation, and sensation seeking, but the Portuguese sample had higher levels of perseverance. These findings indicate that although this version is reliable, and the four-factor structure is supported in both samples, cross-cultural comparisons should be interpreted with caution due to the lack of invariance of some parameters. Implications for further studies are discussed.
- Problematic internet and Facebook use and online gaming among university student: an exploratory studyPublication . Dias, Paulo; Cadime, Irene; Castillo, José Antonio García del; Marzo, Juan Carlos; Castillo-López, Álvaro García del; López-Sánchez, CarmenAdvances in technology have introduced new challenges and issues for policymakers and researchers. There is some debate in the literature whether the Internet, Facebook, and online gaming addictions may be true addiction disorders or are all manifestations of a more general information technology addiction. The purpose of this study is to explore gender differences in problematic Internet and Facebook use and online gaming, and the independence of these phenomena. The study sample comprised 500 college students, who completed a sociodemographic questionnaire, the Internet Addiction Test, Bergen Facebook Addiction Scale, and Online Gaming Scale. Males had more problems related to online gaming, and more problematic Internet and Facebook use. A bifactor model with one general and three specific factors - problematic online gaming, problematic Internet use and problematic Facebook use - obtained the best fit to the data. However, the specific variance explained by the factors of problematic Internet and Facebook use was low, but high in the case of problematic online gaming. Therefore, problematic online gaming seems to have more distinctive characteristics than the other two types of behavioural addictions.
- Protective factors and resilience in adolescents: the mediating role of self-regulationPublication . Dias, Paulo César; Cadime, IreneThe main goal of this study was to explore the mediating role of self-regulation in the relationship between protective factors and resilience. The sample was composed of 393 adolescents who attended secondary education. Participants were assessed using the Healthy Kids Resilience Assessment to collect information about four protective factors–school, home, community and peer environment–and resilience. Two dimensions of self-regulation–goal setting and impulse control–were assessed using the Short Self-Regulation Questionnaire. The results indicated that home, community and peer environment predicted significantly the levels of resilience of the students. Home environment was the main resilience predictor. Goal setting and impulse control abilities were also predictors of resilience but no evidence was found for a mediating effect of the self-regulation dimensions on the relationship between protective factors and resilience. Results are discussed and implications for prevention from a developmental perspective are presented.
- Relação entre pares e género: contributos da adaptação do Peer Relations Questionnaire junto de adolescentes portuguesesPublication . Dias, Paulo C.; Cadime, Irene; Castillo, José A. García delA compreensão das diferenças de género nos comportamentos ajustados ou pró-sociais e nas relações de violência entre os pares, seja na perspetiva do perpetrador ou da vítima, é essencial para a educação. Com o conhecimento destes fenómenos podemos reconhecer sinais e comportamentos, mas também ajustar a intervenção psicoeducativa, de forma a promover o desenvolvimento integral de todos os alunos. Por conseguinte, este trabalho centra-se em dois objectivos: avaliar as propriedades psicométricas do Peer Relations Questionnaire na população Portuguesa e, partindo dos resultados obtidos no mesmo, explorar as relações entre pares em função do género. Para isso, foram realizados dois estudos junto de duas amostras, com 304 e 712 adolescentes, com idades compreendidas entre os 11 e os 16 anos. Os resultados forneceram evidência de validade e fidelidade para o instrumento. Resultados de estudos diferenciais e de associação apontaram ainda diferenças significativas na relação entre pares em função do género, com os rapazes a apresentarem maior nível de violência em relação aos pares, mas também a relatarem ser mais vítimas dessa violência, comparativamente com as raparigas. Inversamente, as raparigas parecem exibir maiores níveis de comportamento pró-social. Encontrou-se ainda uma relação negativa entre violência e idade, assim como com a escolaridade do pai. Estes resultados são discutidos neste artigo à luz da literatura existente, apresentando-se também as suas implicações para a investigação e intervenção
- Uso abusivo de Facebook entre universitarios portugueses: contribución a la adaptación de la bergen Facebook addictionPublication . Dias, Paulo C.; Cadime, Irene; Castillo-López, Álvaro García del; García-Castillo, Fernando; Castillo, José Antonio García delOne of the emerging topics in behavioral additions are social networks and particularly the addiction to Facebook. In recent years several instruments have been presented to evaluate these behaviors that urges for the adaptation to different contexts and populations. In this study we present the psychometric properties of the Bergen Facebook Addiction Scale (Andreassen et al., 2012) with Portuguese university students in two studies with samples of 442 and 196 participants to whom the instrument was applied with other measures of addition to Internet intensive use of Facebook adapted to Portuguese context. The results allow us to find good validity and internal consistency, as well as temporary stability of the instrument. They also allow us to finding gender differences in the two studies, a correlation with age and academic performance. The results are discussed based on the literature and future studies are suggested.