Browsing by Author "Alves, Rui A."
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- Medir a empatia : Adaptação portuguesa do Índice de Reactividade InterpessoalPublication . Limpo, Teresa; Alves, Rui A.; Castro, São LuísUma das escalas mais utilizadas para medir a empatia é o Índice de Reactividade Interpessoal de Davis (Interpersonal Reactivity Index, IRI; Davis, 1980, 1983). Este índice assenta numa concepção multidimensional de empatia e baseia-se em quatro sub-escalas: tomada de perspectiva, preocupação empática, desconforto pessoal e fantasia. Apresentamos aqui uma versão portuguesa do IRI que foi testada com 478 estudantes universitários. Uma análise confirmatória com metade da amostra revelou um ajustamento fraco da estrutura factorial original aos dados portugueses. Para melhorar a validade factorial do IRI foram eliminados quatro itens. A nova composição da escala, testada na outra metade da amostra, revelou um bom ajustamento. O IRI português apresentou uma boa consistência interna e replicou o padrão de correlações entre sub-escalas verificado tanto na escala original como nas suas adaptações a outras línguas.
- Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparisonPublication . Zaccoletti, Sonia; Camacho, Ana; Correia, Nadine; Aguiar, Cecília; Mason, Lucia; Alves, Rui A.; Daniel, JoãoThe COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents' lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students' academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest-posttest design, 567 parents (n Italy = 173, n Portugal = 394) reported on their children's academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students': (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students' motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students' participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students' age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students' gender nor for parents' education. This study provides an important contribution to the study of students' academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.
- Promoção da literacia emergente através do programa ouvir as letrasPublication . Santos, Céu; Alves, Rui A.Neste estudo de intervenção o objetivo fundamental foi avaliar as atividades que facilitam o processo de aprendizagem da leitura e escrita numa perspetiva preventiva. Pretendeu-se também dar resposta a necessidade de recursos e materiais, sistemáticos, estruturados e eficazes assegurem a promoção das competências de literacia emergente. Assim, desenvolvemos um programa de literacia emergente que promoveu competências de consciência fonológica, conhecimento de letras, conceitos sobre a escrita e escrita inventada. O programa consta de 24 sessões, de 45 minutos cada e foi implementado duas vezes por semana. Testámos a eficácia deste programa usando um desenho quase-experimental com pré-teste e pós-teste. Participaram 124 crianças de cinco e seis anos que frequentavam 6 turmas da pré-escola. Foram administradas três condições de tratamento (literacia emergente, numeracia e currículo normal apenas). Neste artigo são apresentados os resultados relativos à comparação entre a intervenção em literacia e o currículo normal. Estes mostram diferenças significativas no desempenho das crianças nas competências de literacia emergente após a intervenção. Assim, os resultados apontam para a relevância do programa desenvolvido na promoção das competências de literacia emergente e que este parece facilitar o processo de ensino-aprendizagem da leitura desde a pré-escola.
- Structural relations among implicit theories, achievement goals, and performance in writingPublication . Camacho, Ana; Alves, Rui A.; Daniel, João R.; De Smedt, Fien; Van Keer, Hildeinexistente
- The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performancePublication . Camacho, Ana; Alves, Rui A.; Silva, Mariana; Ferreira, Paula; Correia, Nadine; Daniel, JoãoSelf-Regulated Strategy Development (SRSD) is an evidence-based instructional approach combining background knowledge, writing, and self-regulation strategies to improve students’ writing motivation and performance. While the positive impact of SRSD on writing performance variables is well-established, mixed findings were found for motivational variables, namely self-efficacy. In addition, the impact of SRSD on motivational constructs other than self-efficacy—such as implicit theories—has received considerably less attention. In this study, we examined the impact of an SRSD instructional program about opinion text writing on two extensively studied writing performance variables (i.e., text quality and text length) and on two motivational variables (i.e., selfefficacy and implicit theories). Moreover, we tested whether adding a brief growth mindset intervention to SRSD instruction would result in gains in writing motivation and performance. To this end, we enrolled 191 sixth graders, from 11 classes, and their Portuguese language teachers to participate in a six-week intervention study. Using a quasi-experimental design, the classes were assigned to one of three conditions: (a) an active control condition (three classes); (b) an SRSD group (four classes); (c) an SRSD plus growth mindset intervention group (henceforth, SRSD + GM; four classes). Our results showed that both the SRSD and the SRSD + GM generally did not significantly differ from the active control group in self-efficacy and implicit theories of writing at posttest. The only exception was self-efficacy for ideation. Of note, the SRSD and the SRSD + GM groups outperformed the active control group in terms of text quality and text length. Our findings did not reveal an added value of a brief growth mindset intervention for SRSD instruction. Overall, our study showed that a six-week SRSD instructional program was effective in improving students’ self-efficacy for ideation and writing performance. However, the brief nature of both SRSD and mindset interventions may have precluded a broader positive impact on motivational beliefs, such as self-efficacy for conventions, self-efficacy for self-regulation, and implicit theories.