Browsing by Author "Costa, Marisa"
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- E depois do confinamento físico, a escola confinada às salas de aula!Publication . Costa, Marisa; Castro, Isabel
- Exploring relations between social and emotional skills and bullying: the role of self-concept and empathyPublication . Veríssimo, Lurdes; Marques, Alexandra; Costa, Marisa; Castro, Isabel; Martins, Filipe; Miranda, FranciscaBullying in school has become a public health problem. Among the various bullying’s risk factors, the vulnerabilities associated with socio-emotional skills stand out. The present study aims to explore the relationship between bullying, victimization, selfconcept, and empathy; to test differences in victimization and bullying between boys and girls; and to study predictors of victimization and bullying. Participated 107 adolescents from 12 to 17 years old characterized by multiple family, social, and economic vulnerabilities. Three measures were used to assess empathy, self-concept, and bullying/victimization experience. The results show a significant negative correlation between victimization and all dimensions of self-concept. Bullying is only associated to popularity. There is no association between empathy and bullying or victimization. Girls significantly experienced more victimization than boys. Boys performed more bullying than girls. Self-concept is a significant predictor of victimization and bullying. Results are discussed in light of the socio-emotional skills paradigm and its power in preventing bullying.
- Extracurricular music activities in school and school engagement: students’ and teachers’ perspectivesPublication . Costa, Marisa; Cruz, Isabel; Martins, Filipe; Veríssimo, Lurdes; Castro, IsabelMusic and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.
- Mental health literacy questionnaire-short version for adults (MHLq-SVa): validation study in China, India, Indonesia, Portugal, Thailand, and the United StatesPublication . Campos, Luísa; Dias, Pedro; Costa, Marisa; Rabin, Laura; Miles, Rona; Lestari, Sumi; Feraihan, Rania; Pant, Neera; Sriwichai, Natthaphansan; Boonchieng, Waraporn; Yu, LuxiBackground: Mental Health Literacy (MHL) has become a focus of research in recent decades, as a prerequisite for early identification and intervention for mental health problems. Although several instruments have been developed for assessing MHL, there is a need for brief and psychometrically sound measures to capture important aspects of MHL in large and diverse adult samples. The present study aimed to: (1) provide a revised and shorter version of a previously validated questionnaire for assessing MHL; and (2) examine the psychometric properties of the MHLq-SVa in student samples from six different countries (China, India, Indonesia, Portugal, Thailand, and United States). Methods:: The study involved 2180 senior school and undergraduate students, aged between 17 and 25 years old, from China, India, Indonesia, Portugal, Thailand, and the United States. Participants responded to the Mental Health Literacy Questionnaire for young adults (MHLq-ya), in their native language, following its translation and adaptation for each culture. The MHLq-ya comprises 29 items, organized into four dimensions: Knowledge of mental health problems; Erroneous beliefs/stereotypes; First-aid skills and help-seeking behavior; Self-help strategies. Confirmatory factor analyses and internal consistency analyses were performed on the combined data. Results:: Data from the different countries supported a shorter version of the questionnaire (MHLq-SVa), composed of 16 items that fit with previously defined dimensions. Internal consistency and between-factor correlations further supported the adequacy of the instrument’s psychometric properties. Conclusion:: The study provided preliminary support for the construct validity and reliability of the MHLq-SVa as a measure for assessing MHL in young adults from six different countries and languages. Future studies are needed to further validate the measure and undertake multicultural comparisons of MHL in diverse samples from around the globe.
- Prosocial tendencies measure validation for Portuguese late adolescentsPublication . Costa, Marisa; Barbosa, Mariana Reis; Veríssimo, Lurdes; Ribeiro, Luísa Mota; Nunes, Sara; Carlo, GustavoO Questionário de Tendências Prossociais (MTP) de Carlo e Randall (2002) é amplamente usado para avaliar tendências prossociais. Partindo do pressuposto de que existem diferenças no comportamento pró-social entre adolescentes e adultos, o presente estudo teve como objetivo validar a versão em português do MTP com uma amostra de adolescentes. Este instrumento avalia seis tipos diferentes de tendências prossociais: altruísta, anónima, emergência, emocional, complacente e pública. Desenhado para confirmar esta estrutura fatorial do MTP com adolescentes portugueses, este estudo recolheu as perceções de um total de 1313 adolescentes a frequentar o ensino secundário. A análise fatorial confirmatória corroborou a estrutura de seis fatores da validação original. Além disso, considerando o ano escolar e o género dos alunos, a análise de invariância foi executada e atestou a invariância configural, métrica (parcialmente para género) e escalar (parcialmente para ano escolar e género) do MTP. Estes resultados demonstram ainda que a versão portuguesa MTP é confiável, aumentando a utilidade deste instrumento para avaliar comportamentos prossociais na adolescência.
- Ser capaz: programa de promoção de competências socioemocionaisPublication . Veríssimo, Lurdes; Castro, Isabel; Costa, MarisaEste manual descreve as sessões do programa SER CAPAZ, um programa de estimulação de competências socioemocionais como o autoconceito, autocontrolo ou empatia. O programa é constituído por 12 sessões, foi desenhado para pré-adolescentes e adolescentes (2º e 3º ciclos) e concebido para ser implementado em contexto escolar. Neste manual encontrará a descrição das sessões bem com a respetiva fundamentação teórica e metodológica
- Socioemotional skills program with a group of socioeconomically disadvantaged young adolescents: impacts on self-concept and emotional and behavioral problemsPublication . Veríssimo, Lurdes; Castro, Isabel; Costa, Marisa; Dias, Pedro; Miranda, FranciscaThere is significant evidence that emphasizes the importance of social and emotional learning in schools for students’ positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group of socioculturally vulnerable young adolescents. Data were collected in the 2020–2021 school year from all students from 6th grade (n = 50, from four classes) in a high-risk school in Portugal (56% females). Two classes served as the comparison group. Participants responded to self-concept and emotional and behavioral problems measures at two moments (pre- and post- intervention). Results indicated a significant impact on self-concept, namely an increase in behavioral adjustment, happiness, and satisfaction and a decrease in anxiety in the intervention group compared with the comparison group. These findings support intervention efficacy. Educational implications are discussed.
- The importance of phonological awareness in learning disabilities' prevention: perspectives of pre-school and primary teachersPublication . Veríssimo, Lurdes; Costa, Marisa; Miranda, Francisca; Pontes, Catarina; Castro, IsabelThere is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers' attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties' prevention in contexts facing multiple vulnerabilities.