Percorrer por autor "Reis, Marta"
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- Aggressive behaviour and its relationship with negative events of life among Portuguese university students, the Buss-Perry Aggression Questionnaire (AQ)-Reduced and Adapted Portuguese Version (AQ-RAPV)Publication . Reis, Marta; Tomé, Gina; Ramiro, Lúcia; Coelhoso, Filipa; Matos, Margarida Gaspar deAggressive behaviour encompasses a spectrum of emotional responses, ranging from mild irritation to intense anger and fury. The goals of the present research were to develop a reduced and adapted version of the Buss–Perry Aggression Questionnaire (VRA-AQ) for Portuguese college students, to explore its relationship with negative life events as well as to ascertain the importance of self-regulation and resilience in preventing aggressive behaviour among young people from higher education, and to explore the differences between genders, academic year, and socioeconomic status to examine the risk factors of aggressive behaviour. The validation of the reduced and adapted Portuguese version of the VRA-AQ was carried out on a Portuguese university sample (N = 2991). There were three main focuses of data analysis: descriptive statistics, correlations, and factor analyses. Differences between genders and academic year were found in men, and undergraduate students displayed higher averages of physical aggression, negative life events, and the impact of these events, while women and post-graduate students exhibited higher averages of self-regulation and resilience. Regarding SES, youth from low to medium-low socioeconomic backgrounds demonstrated higher averages in overall aggression, physical aggression, anger, hostility, negative life events, and the impact of these life events. Conversely, those from higher socioeconomic backgrounds displayed higher averages in resilience. Therefore, it is essential to prevent aggressive behaviour in students, and several strategies can be implemented based on the findings, namely, gender-specific interventions; academic year targeted support; socioeconomic support programmes; promotion of positive coping mechanisms; creating supportive environments; and education on conflict resolution.
- Catálogo do 11º Festival Internacional Audiovisual Black & WhitePublication . Neves, Jaime; Reis, Marta
- Catálogo do 12º Festival Internacional Audiovisual Black & WhitePublication . Neves, Jaime; Reis, Marta
- Fostering school belonging among Portuguese adolescents: psychosocial predictors and guidelines for educational actionPublication . Reis, Marta; Noronha, Catarina; Tomé, Gina; Carvalho, Marina; Rodrigues, Nuno Neto; Matos, Margarida Gaspar deIntroduction: School belonging is a key component of adolescent well-being, associated with academic success, mental health, and social inclusion. This study explores the levels of school belonging among Portuguese students and examines the psychosocial factors associated with this perception. Methods: Data from 3083 students (5th to 12th grade) obtained through the 2024 National Study by the Observatory of Psychological Health and Well-Being were analysed. Socio-emotional skills, well-being indicators, psychological symptoms, and school engagement variables were assessed using validated instruments. Statistical analyses included ANOVA and linear regression. Results: Overall, boys and younger students reported higher levels of school belonging. Sociability, resilience, confidence, school engagement, and and components of Positive Youth Development (PYD)—a strengths-based framework focusing on the internal and external assets that foster healthy youth development—such as competence and connection, were positively associated with school belonging. Conversely, depressive symptoms and experiences of bullying negatively predicted this outcome. Conclusions: This study’s findings highlight the need to reinforce inclusive educational practices, foster positive youth development, and promote protective relational dynamics within the school context.
- Understanding academic evaluation anxiety in Portuguese adolescents: a psychosocial and educational perspectivePublication . Reis, Marta; Noronha, Catarina; Tomé, Gina; Carvalho, Marina; Rodrigues, Nuno Neto; Matos, Margarida Gaspar deObjectives: Academic Evaluation Anxiety is a significant psychological concern among adolescents, with well-documented impacts on academic performance, emotional well-being, and school engagement. In Portugal, recent evidence suggests growing pressure on students to achieve high academic standards, with psychosocial variables such as resilience, perceived support, and school environment playing a crucial role. This study aims to examine the prevalence and psychosocial predictors of Academic Evaluation Anxiety in Portuguese students, and to identify risk and protective factors that inform educational practice. Methods: This cross-sectional, quantitative study analysed data from 3083 students (5th to 12th grade) from the 2024 National Study by the Observatory of Psychological Health and Well-Being. Validated instruments were used, including the Depression, Anxiety and Stress Scale-21 items (DASS-21), the Social and Emotional Skills Scale (SSES), the Health Behaviour in School-aged Children (HBSC) psychological symptoms and well-being indices, the Positive Youth Development (PYD) scale, and the School Environment Scale. Statistical analyses included descriptive measures, one-way ANOVAs, and multivariate linear regression. Results: Academic Evaluation Anxiety was significantly higher among female students (Mean = 2.80, SD = 0.93) compared to male students (Mean = 2.16, SD = 1.10), representing approximately 30% higher mean levels of anxiety in girls (F = 306.206, p < 0.001). Resilience (β = −0.38, p < 0.001), self-confidence (β = −0.07, p = 0.02), and creativity (β = −0.06, p = 0.01) emerged as protective factors, whereas cooperation (β = 0.23, p < 0.001), teacher relationships (β = 0.08, p < 0.001), bullying (β = 0.07, p < 0.001), and school environment (β = 0.05, p = 0.03) were positively associated with anxiety levels. Conclusions: Academic Evaluation Anxiety is highly prevalent among Portuguese adolescents, with girls reporting significantly higher levels than boys. Resilience, self-confidence, and creativity act as protective factors, while bullying, teacher relationships, cooperation, and negative school climate increase vulnerability. These findings highlight the need for whole-school strategies that strengthen socio-emotional competencies and create psychologically safe learning environments to support both well-being and academic success.