CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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- Adapting to life contexts: evaluating the acquisition and types of life skillsPublication . Gomes, A. Rui; Teixeira, Marco; Peixoto, Ana; Fontes, Liliana; Simães, Clara; Morais, CatarinaLife skills are essential to human functioning, particularly during the transition into adulthood. This study analyzed the validity of two related measures of life skills (Life Skills Acquisition Questionnaire—LSAQ; and Life Skills Questionnaire—LSQ), which may serve as useful tools for understanding which life skills are learned and how their acquisition progresses. A quantitative cross-sectional study was conducted with a final sample of 1148 high school students who completed LSAQ, LSQ, and a measure of academic achievement expectations (AAEs). Factorial structure, reliability, convergent, discriminant and predictive validity, as well as temporal stability was assessed for both measures. LSAQ results endorsed either a four-factor model or a second-order latent factor, both encompassing key stages of life skills development (i.e., motivation, learning, automatization, and transference). LSQ results supported validity for six life skills (motivation, time management, stress management, communication, teamwork, and leadership). Both instruments showed the predictive validity of AAEs and good temporal stability. Both measures can help practitioners and researchers evaluate whether opportunities such as intervention programs affect the acquisition and diversity of life skills that students gain. They are also useful for testing theoretical models of life skills and for providing insights into how these skills are developed.
- Managing stress in sports: the Pro•Stress programPublication . Gomes, A. Rui; Fontes, Liliana; Simães, Clara; Morais, CatarinaStress in sports has been a major topic of interest, both in terms of research and practical applications. Undeniably, stress can be a decisive factor for athletes’ performance and well-being. Thus, those who have the skills to effectively deal with it are much more likely to perform successfully and to positively adapt to stressful situations. However, gaps remain in the literature, namely how researchers and practitioners can help athletes to better manage and deal with the inevitable stressors they will face. This paper addresses these gaps by introducing and detailing the Pro•Stress program, based on the Interactive Model of Human Adaptation to Stress (IMHAS), which aims to promote stress management skills. With a strong theoretical background, this program is structured around the IMHAS and trains participants in dealing with stressor characteristics, improving cognitive appraisal, and promoting positive reactions, thereby leading to more positive adaptative results. This, in conjunction with applied training exercises and highly individualized tutoring, makes Pro•Stress a sound, well-founded option for those interested in stress management.
- Public attitudes towards parties in Portugal: a longitudinal overviewPublication . Teixeira, Conceição Pequito; Pereira, Paulo AlmeidaThis article reviews the case of the often claimed “crisis of parties” in Portugal, and argues that such controversy rests at least in part on “ambiguous” evidence. We will try to answer two fundamental research questions: 1) What motivates popular support for political parties (or lack thereof)? 2) Why does anti-party rhetoric resonate with some citizens, but not with others? The empirical data and statistical regression models used allow the following conclusion: in the eyes of Portuguese citizens, parties have become a kind of “necessary evil”, being criticized for “what they actually do” and supported for “what they are supposed to do”.
- Perceções de prontidão para liderança e rendimento: estudo em contexto organizacionalPublication . Cunha, Emanuel Penada da; Morais, Catarina; Gomes, A. RuiEste estudo foi realizado no setor da indústria, analisando a relação entre a perceção dos colaboradores sobre a prontidão para a liderança das respetivas chefias e a perceção de rendimento profissional que os colaboradores assumem face ao trabalho. A amostra foi composta por 236 colaboradores (51% do sexo feminino), tendo-lhes sido solicitada a resposta a instrumentos de avaliação da liderança (ciclos de liderança, estilos de liderança e fatores antecedentes da liderança) e do rendimento profissional. A análise de clusters permitiu identificar três perfis de prontidão para a liderança percebidos pelos colaboradores. Com base nestes perfis, destacam-se: (a) perfis mais positivos de liderança correspondem a maior perceção de rendimento profissional; (b) os perfis de liderança percebidos pelos colaboradores não variaram em função das suas características sociodemográficas. Em síntese, este estudo demonstra uma relação entre a perceção de prontidão para a liderança e a perceção de rendimento profissional nos colaboradores.
- Identidades profissionais em construção: o caso dos assistentes sociaisPublication . Silva, Patricia Carolina; Baptista, Isabel; Camões, AnaEste artigo apresenta resultados parciais de uma investigação em curso, intitulada "Educação e Serviço Social – Identidades Profissionais em Construção", pretendendo compreender em que medida os profissionais do Serviço Social se encontram preparados para enfrentar as novas exigências de desenvolvimento humano num contexto de crise e mal estar profissional decorrente da emergência de novas políticas sociais e de novos modelos de intervenção, onde a educação surge considerada como um pilar fundamental de emancipação e capacitação. Concretamente, este artigo expõe e discute os dados relativos a uma primeira etapa do estudo, referente à configuração normativa da profissão de Assistente Social, tendo por base a análise dos documentos definidores e estruturantes da atividade profissional em Portugal, visando desta forma fundamentar um quadro de referência para a inquirição de atores, desenvolvida nas etapas subsequentes. Os resultados obtidos permitem encontrar traços de identidade profissional bem definidos sobre missões, valores, conteúdo funcional e domínios de atuação, em linha com visões paradigmáticas de cariz socioeducativo, evidenciando linhas de aproximação a outros campos profissionais, designadamente da área da educação e da Pedagogia Social, como os Educadores Sociais, por exemplo. O que nos levou a introduzir posteriormente elementos de análise comparativa que nos permitam encontrar eixos de diálogo interdisciplinar e interprofissional como condição de desenvolvimento identitário, tal como surge mencionado nas considerações finais.
- Socio-ecologies and teachers' professionalism: on the careers of Portuguese teachers over the last five decadesPublication . Sousa, Rita Tavares; Lopes, Amélia; Dotta, Leanete Thomas; Joana, LucianaThis paper examines the construction and development of teacher professionalism in Portugal over the last five decades, drawing on a biographical-narrative study of 96 veteran teachers recognised by their peers as committed. Adopting a socio-ecological perspective, it analyses professionalism across micro, meso and macro levels and in relation to teachers’ life cycles. A mixed analytical strategy was used: deductive analysis based on Evans’s multidimensional model of professionalism, and inductive analysis to identify factors influencing its development over time. Findings reveal the emergence of a form of ‘positive professionalism’, particularly evident during the 1970s, 1980s and 1990s, characterised by strong commitment to students and social justice, collaborative and pedagogically transformative practices, professional agency and sustained engagement with educational knowledge. From the early 2000s onwards, teachers’ narratives point to a contrasting ‘negative professionalism’, associated with managerial governance, intensified bureaucratisation, reduced autonomy and growing demotivation. The study underscores the importance of alignment between teachers’ professional projects and educational policies, the relational and prospective nature of agency and the role of socio-educational ecologies across career stages. By foregrounding teachers’ lived experiences over time, it contributes to international debates on transformative professionalism and informs research and policy on teacher wellbeing and sustainable professional development.
- Introductory note to the special issue: teaching as an intergenerational profession: how generational diversity contributes to teacher education and professional developmentPublication . Sousa, Rita Tavares de; Joana, Luciana; Kowalczuk-Walędziak, Marta
- As escolas fazem a diferença: o papel das lideranças e da cultura escolarPublication . Amorim, Silvia; Cabral, Ilídia; Alves, José MatiasA liderança escolar ocupa um lugar de destaque nas investigações na área da educação, sendo mesmo uma prioridade nas políticas educativas a nível nacional e internacional. Muitos investigadores, em alguns casos organizados em projetos internacionais, têm mostrado evidências empíricas consideráveis no sentido que a qualidade da liderança e a cultura escolar podem ser fatores importantes para explicar a variação dos resultados dos alunos entre escolas. O estudo apresentado caracteriza o papel das lideranças e da cultura escolar de duas escolas com resultados académicos diferentes, mas com contextos e populações estudantis semelhantes. Aplicaram-se questionários a professores e realizaram-se entrevistas semiestruturadas aos diretores e aos coordenadores de departamento de cada escola. Da análise e interpretação dos dados recolhidos foi possível verificar que as duas escolas apresentam diferenças na forma como as lideranças (de topo e intermédias) são exercidas e na sua cultura escolar. A escola que apresenta melhores resultados académicos, ao contrário da outra escola, destaca-se pelo seu estilo organizativo que lhe confere uma identidade própria e pelas lideranças reconhecidas e mobilizadoras com missões e propósitos partilhados. Os dados recolhidos confirmam que a existência de diálogo, debate pedagógico e cooperação entre professores, bem como, sentido de pertença, transformação e proximidade entre os docentes são aspetos essenciais para o sucesso escolar dos alunos.
- Risk and protective factors associated with non-suicidal self-injury in sexual and gender minority individuals: a scoping reviewPublication . Gomes, Filipa; Coelho, Carol; Fumega, Daniela; Machado, Bárbara C.; Gonçalves, SóniaNon-suicidal self-injury (NSSI) is a significant public health concern, with disproportionately higher prevalence among sexual and gender minority (SGM) populations compared to cisgender heterosexual individuals. While prior research has examined NSSI and related outcomes in SGM groups, evidence on specific risk and protective factors remains limited. This scoping review aimed to systematically map and synthesize risk and protective factors associated with NSSI in SGM populations. A systematic search was conducted in PubMed, Scopus, and Web of Science up to 2 February 2026. A total of 43 studies were included, the majority of which were conducted in the United States and employed cross-sectional designs. Data were charted and synthesized using a minority stress-informed socioecological framework. Findings indicate that NSSI is consistently associated with the co-occurrence of minority stress processes and intrapersonal vulnerabilities. Additional risk factors were identified across family, peer, and community domains. Protective factors were less frequently examined but included social support, family connectedness, school safety, and adaptive coping strategies. Overall, the findings suggest that NSSI among SGM populations is best understood as the result of interacting risk processes across multiple ecological levels. These results support a minority stress-informed, multi-level conceptualization of NSSI in SGM individuals and highlight the need for longitudinal research and greater focus on protective factors.
- Financial literacy and determinants of personal insolvency in PortugalPublication . Ferreira, António José Mendes; Pereira, Paulo Jorge de Almeida; Ramos, CarlaThe objective of this study is to examine the relationship between sociodemographic variables, financial literacy levels and the sum of causes of insolvency (count of causes reported per respondent). The research adopted a quantitative approach, using a purpose-designed questionnaire based on the 3rd Financial Literacy Survey of the Portuguese Population, conducted by Banco de Portugal in 2020. The sample comprises 84 individuals declared insolvent, of whom 52.4% are women, 40.5% divorced or widowed, and nearly half (47.6%) aged between 40 and 54 years. Data were analysed using SPSS software. The results reveal that insolvency declarations are more likely among specific sociodemographic groups, such as women, divorced individuals, those with low educational attainment, and those on low incomes. The leading causes of insolvency were unemployment or loss of income (57.1%) and unexpected events (59.5%), followed by divorce (32.1%) and financial mismanagement (36.9%). The data indicate that respondents possess a relatively high level of financial knowledge and practice sound financial management, with over 80% reporting systematic control of expenses and timely bill payments, although only about half set long-term savings goals. Additionally, they are heavily influenced by bank counter staff (54.8%) and family members (63.1%) when selecting financial products. These findings underscore the need for measures to enhance financial literacy, particularly among young people and low-income individuals.