51 documents found, page 1 of 6

The role of socio-emotional security on school engagement and academic achievem...

Introduction: Socio-emotional security and particularly secure attachment relationships with parents and peers have been associated with positive developmental outcomes, including school-related variables. This systematic literature review aims to provide a comprehensive analysis of the literature, exploring the relationship between socio-emotional security (attachment, support, and secure relations with parent...

At the ‘risky’ end of things: labelling, self-concept and the role of supportiv...

The ‘risky’ label attached to certain groups of young people has disproportionately made them the target of ‘interventions’ designed to monitor, rehabilitate or punish. This article explores how young people experience and respond to that label across many aspects of their lives from school to leisure and from justice to welfare. We employ the notion of self-concept to understand the negative impact of labellin...

O ChatGPT na educação: ensaios de práticas (no contexto da disciplina de Filoso...

Relatório de impacto Participo! Participação cívica e política das Mulheres

Academic achievement and emotional and behavioural problems: the moderating rol...

The present study aimed to explore the association between academic achievement and emotional and behavioural problems and the moderation role of gender in this association. 1350 Portuguese school-aged children and adolescents from first to ninth grade (6–15-year-old), part of a national representative sample, were assessed by teachers and parents with questionnaires from the Achenbach System of Empirically Bas...

Academic achievement and emotional and behavioural problems: the moderating rol...

The present study aimed to explore the association between academic achievement and emotional and behavioural problems and the moderation role of gender in this association. 1350 Portuguese school-aged children and adolescents from first to ninth grade (6–15-year-old), part of a national representative sample, were assessed by teachers and parents with questionnaires from the Achenbach System of Empirically Bas...

Meta-analysis on parent–teacher agreement on preschoolers’ emotional and behavi...

Based on a meta-analysis, this study aimed to examine cross-informant agreement between parents and teachers about Internalizing, Externalizing and Total Problems in preschool children using community and clinical samples and to test the effects of the type of sample, the measure used for assessments, and child sex on agreement between informants. The meta-analysis involved 23 studies assessing cross-informant ...

Triangulações pedagógicas: aspetos metodológicos e o contexto da pesquisa

O portefólio de ensino como (re)construção da prática docente

Frequency and correlates of picky eating and overeating in school-aged children...

Using the Achenbach System of Empirically Based Assessment (ASEBA) battery in a non-clinical Portuguese population-based study, we aimed to examine a broad spectrum of emotional and behavioral problems and competencies, including picky eating and overeating behaviors in children and youth. Overall, 2687 children from 6 to 18 years old were evaluated by their parents, teachers and, in the case of children older ...