CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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- Development and validation of a scale to measure students’ feelings about school: an exploratory and confirmatory factor analysis approachPublication . Serra, Lídia; Alves, José Matias; Pinheiro, GenerosaOver the past fifty years, schools have undergone significant changes in terms of technology and digitalization, as well as pedagogical, organizational, social, and cultural shifts, which have led to transformations in relationships between students and teachers, peers, and within the broader school environment. Dynamic contexts impose new challenges to teaching and learning, and emotions, feelings, and moods play a central role in this process. Understanding students’ relationships with the school can provide valuable insights into their engagement, well-being, and academic success. However, this problem remains under-evaluated in school practice due to the lack of simple tools that can capture students' emotional experiences in a regular and contextualized manner. This study aims to address this gap by developing a scale to evaluate middle and high school students' interactions with peers and teachers, perceptions of school climate, teaching and learning, and assessment. The study used a 31-item questionnaire, and a survey was conducted with students aged 10 to 19 years old. An exploratory factor analysis (N = 200) and a confirmatory factor analysis (N = 300) were performed to identify and validate a hypothetical construct that explains the observed variables. Then, using an exploratory design to examine the preliminary structure and psychometric properties of the Exploratory Students’ School Experience Scale (ESSES), the study reached two models. While one model exhibited good fit, the other model reflected a balance between statistical adequacy and conceptual parsimony, aiming to retain a structure that is both interpretable and psychometrically sound.
- Leader-expressed forgiveness and team performance: a two-paths modelPublication . Rego, Arménio; Valverde, Camilo; Oliveira, Eduardo; Silard, Anthony; Cunha, Miguel Pina e; Sobral, FilipaAs role models and salient sources of social information, forgiving leaders are prosocial facilitators of team interactions, with consequences for team performance. Through a multi-source field study (227 teams/leaders) and a vignette-based experiment (101 teams), we show that (a) leader-expressed forgiveness predicts team performance through, serially, team forgiveness climate and team helping behavior, and (b) this indirect effect is stronger when the strength (i.e., the consistency of expressed forgiveness across team members) of leader-expressed forgiveness and team forgiveness climate are high. Findings also show that (a) leader-expressed forgiveness predicts team performance through, serially, team psychological safety and team creativity, and (b) this indirect effect is stronger when the strength of leader-expressed forgiveness is high. Our findings suggest that forgiving leaders may play an important role as enactors of several team processes and emergent states that make teams more effective.
- Pedagogical relationship and teaching strategies in higher education: the students’ perspectivePublication . Miranda, Francisca; Santos, Inês França; Soares, DianaThe pedagogical relationship and the relational climate in the classroom are dimensions identified as crucial for the academic performance and well-being of university students. Therefore, understanding the dynamics of this relationship and identifying the teaching methods most valued by students is essential to promoting more effective teaching. The present study aimed to answer the following research questions, based on university students’ perceptions: How do students characterize their pedagogical relationship with teachers?; How does teacher interaction and involvement influence the student learning experience?; Which classroom models and teaching strategies are most valued by students?; What types of materials and resources provided by teachers are most valued by students? The study involved 151 university students from a Portuguese higher education institution, mostly female (51.7%) and aged between 18 and 54 years old (M= 20.15; SD= 3.26). The students were attending a bachelor’s (94.7%) or master’s degree (5.3%) in different areas: Management (66.2%), Psychology (12.6%), double program in Law and Management (11.3%), Economics (5.3%), Accounting and Finance (2.0%), Master of Science (0.7%), Microbiology (0.7%), and Sound and Image (0.7%). They were asked to complete an online questionnaire that included, in addition to sociodemographic characterization questions, six open-ended questions. Sociodemographic data were analyzed using IBM SPSS, and NVIVO facilitated the content analysis of the open-ended questions. The results point to a positive pedagogical relationship, with teachers' availability being particularly notable. Data shows that teacher interaction and involvement are considered essential to the learning experience, as supportive and engaged teachers facilitate content understanding and increase student motivation. Students seem to value class models that combine lectures with debates, case studies, and practical projects, and they appreciate practical materials such as solved exercises and slides presentation. The results will be discussed in light of the practical implications for improving the quality of learning in higher education.
- School leadership and organization in times of complexity: paths to a collaborative and regenerative schoolPublication . Pinheiro, Generosa; Alves, José Matias; Serra, LídiaThis article describes a possible metamorphosis of school grammar—the underlying structures, practices, and norms that shape how schools function—through the organization of teaching by educational teams. Educational teams can serve as catalysts for transforming schools into more personalized, flexible, interactive, and adaptive systems. It also discusses the implications of these structural changes for the shift toward more integrative leadership models, such as collaborative and regenerative leadership. Hence, the article tries to fill a conceptual gap concerning how educational teams can serve as a structural level for reconfiguring the traditional grammar of schooling through an integrative lens that implies school actors. To present further implications for practice, this article, a conceptual analysis, examines the role of principals, middle leaders, and teacher leaders in building these leadership perspectives. This whole approach emphasizes the importance of a joint, articulated and holistic effort, which will require a change of vision and purpose, but also of structures, of leadership and of the school cultures, in an ecological dynamic, to achieve the sustainable success of the school and the attainment of the goals of quality, equity, diversity and social justice.
- Utopia e ação: o enigma da pontePublication . Araújo, Joaquim Machado de; Araújo, Alberto FilipeA utopia literário-filosófica coloca em cena a cidade ideal imaginada pelo seu autor. Tomando como referência a obra matricial de Tomás More, caracteriza-se a utopia como expressão e mito da cidade ideal e evidencia-se a sua pretensão de paradigma de ação com vista à criação pelos humanos do estado ideal de perfeição ou de harmonia social, baseada na comunidade de natureza e destino do homem. Distinguindo os níveis do discurso e da ação e a sua estreita ligação na utopia, emerge o enigma da ponte que pode ser estabelecida entre a utopia e a sociedade de que ela pretende vir a ser paradigma. Por último, mostra-se que as concretizações comportam distopias e acabam por ilustrar que a utopia afinal também não mora aí.
- TEIP3_Equipas multidisciplinares: desafios e tendênciasPublication . Palmeirão, Cristina
- O mal-estar discente numa escola do outro século: olhares dos alunosPublication . Baptista, Carla; Alves, José MatiasO objetivo deste texto é compreender as perceções dos alunos, referenciados como tendo um nível elevado de sucesso académico, sobre o(s) sentido(s) do seu processo de escolarização. Trata-se de um estudo exploratório, descritivo e interpretativo no âmbito do paradigma qualitativo, pretendendo-se retratar a visão e as experiências escolares dos discentes. Esta investigação problematiza os desafios que se colocam atualmente às escolas através da voz dos alunos. Os dados foram recolhidos numa escola secundária urbana do centro do Porto, junto de 21 alunos (três grupos de sete alunos – 9.º, 10.º e 12.º anos), ao longo do 3.º período do ano letivo 2014/2015, através da técnica de focus group. Os dados recolhidos e analisados segundo a técnica de análise de conteúdo, não podendo embora ser generalizáveis, permitem-nos concluir que, no caso estudado, o processo de escolarização revela lacunas graves no seu decorrer e é perspetivada uma falta de sentido nas práticas escolares vivenciadas pelos alunos. Os discentes apresentam uma visão de uma gramática escolar que não deveria já existir, marcando negativamente a sua vivência escolar nas dimensões relacionadas com a aula, a avaliação e o professor. Quanto à escola como locus de socialização, a visão é mais positiva.
- Development and validation of a new scale to assess motivations for fosteringPublication . Alves, Stephanie; Camilo, Cláudia; Pereira, Luísa; Grangeia, Helena; Rodrigues, Leonor Bettencourt; Negrão, Mariana; Ornelas, Sandra; Soares, Isabel; Baptista, JoanaThis study examined the psychometric properties of a newly developed scale to assess motivations for fostering. A total of 447 Portuguese adults completed online the MIAF–Motivations for Fostering Scale (MIAF-MFS; ProChild CoLAB & SCML, 2024) and reported on sociodemographic data, perceived knowledge about family foster care, and intention of becoming a foster family. The exploratory and confirmatory factor analyses revealed a 4-structure factor. Convergent validity was shown by significant associations between the MIAF-MFS factors and perceived knowledge about family foster care and intention of becoming a foster family. The MIAF-MFS factors presented are acceptable to high reliability.
- Emotional profile of athletes before competition: contributions for perceived stress, cognitive appraisal and coping strategiesPublication . Nogueira, José Miguel; Morais, Catarina; Mansell, Paul; Gomes, A. RuiIntroduction: Understanding athletes’ emotional experience prior to competition is crucial for examining their adaptation to stress. Earlier research suggested anxiety impaired performance by disrupting tasks like information processing, attention, and concentration—leading to increased stress and perceived threat. Over time, focus shifted toward understanding how athletes’ interpretations of anxiety could influence performance positively. This led to broader research into other emotions typically considered “negative” (e.g., anger, dejection) and “positive” (e.g., excitement, happiness). However, how these emotions influence performance and interact with intensity has been under-studied. Methods: A total of 383 elite athletes completed a questionnaire 24–48 h before a major competition, assessing overall stress, emotional intensity (excitement, happiness, anxiety, anger, dejection), emotional direction, cognitive appraisal, and coping strategies. Results: A cluster analysis based on emotion intensity and direction identified three athlete profiles: “Emotionally Balanced” (moderate intensity), “Facilitating Arousal Profile” (mixed intensity, all emotions viewed as performance-enhancing), and “Low Arousal Profile” (low emotional intensity). Despite differing emotional profiles, athletes reported similar stress levels before competition. However, those in the “Facilitating Arousal Profile” reported greater challenge appraisals, perceived control, and use of adaptive coping strategies compared to others. Discussion: These findings suggest that not just emotional intensity but also the perceived impact of emotions plays a key role in performance. These results have important implications for psychological interventions, emphasizing the need to consider both how emotions are experienced and how they are interpreted in the context of competition.
- Do we really need sport psychologists?: facilitators and barriers to sport psychology developmentPublication . Gomes, A. Rui; Morais, CatarinaEven though sport psychology is an established field of Psychology, with over a century of research and well-defined practice, there are still questions about the added value of these professionals. In this paper, we briefly reflect on some of the advantages of hiring sport psychologists. namely the benefits of supporting evidence-based practice, certified professionals, and developing the athlete as a whole (not just focusing on their performance). On the other hand, there are some barriers related to costs, work conditions, and development opportunities that make organizations question the hiring of such professionals. In this manuscript, we propose a decision-tree on hiring sport psychologists based on one’s analysis of four domains: beliefs about science, ethical issues, career opportunities and work conditions.