Percorrer por autor "Campos, Mafalda"
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- Adapting as I go: An analysis of the relationship between academic expectations, self-efficacy, and adaptation to higher educationPublication . Campos, Mafalda; Peixoto, Francisco; Bártolo-Ribeiro, Rui; Almeida, Leandro S.; Peixoto, Francisco; Almeida, LeandroTransition to higher education is increasingly becoming a common stage in young adulthood, which highlights the importance of studying what could contribute for a better adaptation to higher education. The aim of this study was to explore the relationship between academic expectations, self-efficacy, and adaptation to higher education during the first two years of college (i.e., the first two years of a higher education degree). Portuguese college students participated in a longitudinal data collection resorting to the Academic Expectations Questionnaire (T1 and T3), the Self-Efficacy in Higher Education Scale (T2 and T3), and the Questionnaire for Higher Education Adaptation (T2 and T3). Structural equation modeling analysis was conducted to test a model correlating academic expectations, self-efficacy, and adaptation, as well as a mediation model where a full mediation of self-efficacy was observed between the relationship between academic expectations and higher education expectations. This study delivers a unique longitudinal view on the experience of the first two years of college, showing a significant role of expectations and self-efficacy in order to achieve a better adaptation process. Results are useful for institutions to adapt the way they present themselves and manage students’ expectations.
- ‘Am I to blame because my child is not motivated to do math? Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievementPublication . Peixoto, Francisco; Mata, Lourdes; Campos, Mafalda; Caetano, Teresa; Radišić, Jelena; Niemivirta, Markku JuhaniResearch on parental involvement is broad and specifies diverse kinds of parental practices that have specific associations with children’s learning outcomes. However, the involvement of parents in education, the dynamics of parent–child interactions and the actions and practices they employ and their impact on student’s motivation and achievement are intricate processes characterised by numerous intervening variables that require further clarification. In this study, we aimed to examine the association between parental beliefs and involvement and their children’s motivation and mathematics achievement. Data were collected from 8071 third- and fourth-graders from six European countries and their parents. Students fulfilled the Expectancy-Value Scale, self-reporting on motivational aspects towards mathematics and performed two math tests to assess their performance. Parents also reported on their math attitudes, mindsets and involvement practices with their children. Data analysis was performed using structural equation modelling. Several theoretically meaningful associations were found in the tested model, showing the detrimental impacts of a fixed mindset on parents’ practices. Furthermore, we found significant relationships between parents’ attitudes towards mathematics, their practices and students’ perceptions of math-related values and cost. Finally, associations between parental practices, the child’s outcomes and the association between children’s mathematics motivation and achievement were also observed. Some implications are presented, particularly concerning interventions with parents.