Browsing by Author "Correia, Nadine"
Now showing 1 - 7 of 7
Results Per Page
Sort Options
- Anxiety and social support as predictors of student academic motivation during the COVID-19Publication . Camacho, Ana; Correia, Nadine; Zaccoletti, Sonia; Daniel, JoãoIn this study we examined whether parents' perceptions of students' anxiety as well as perceived support from both teachers and classmates were predictive of changes in students' academic motivation during the first wave of COVID-19. To this end, we used a retrospective pretest-posttest design together with a latent change score model to analyze our data. From April to May of 2020, 394 Portuguese parents of students in grades 1-9 participated in this study. Our results showed that students' anxiety and teachers' social support, as perceived by parents, were highly significant predictors of academic motivation changes. Specifically, we found a negative effect of anxiety and a positive effect of teachers' social support on students' academic motivation. Our results did not show, however, a significant predictive role of classmates' social support. This study provides an important contribution to further understand the intrapersonal and interpersonal factors that are associated with the decline of students' academic motivation during the COVID-19 pandemic. The pivotal role of teachers in sustaining students' academic motivation and other relevant educational implications for the ongoing pandemic are discussed.
- Desenhos de investigação A-B-A-B : Uma abordagem experimental para a avaliação de intervenções em contextos naturaisPublication . Correia, Nadine; Daniel, João Rodrigo; Aguiar, CecíliaOs desenhos de investigação A-B-A-B são um dos desenhos experimentais de sujeito único mais frequentemente utilizados. Estes desenhos permitem averiguar a eficácia de uma determinada intervenção, através de medições contínuas e repetidas de um comportamento específico, ao longo de fases alternadas e rigidamente controladas de linha de base (A) e de intervenção ou tratamento (B). Deste modo, com recurso a um desenho simples, em que o sujeito é utilizado como seu próprio controlo, o investigador pode comparar a informação, dentro de cada condição e entre condições adjacentes, e verificar se o tratamento implementado provoca alteração na resposta do indivíduo. Este artigo tem como objetivo central descrever as principais características destes desenhos, a sua utilidade, os seus pressupostos de aplicação e modo como se procede à análise dos dados obtidos.
- Desenhos de investigação de sujeito único em educação especialPublication . Aguiar, Cecília; Moiteiro, Ana Rita; Correia, Nadine; Pimentel, Júlia van Zeller de SerpaDe carácter quantitativo e experimental, os desenhos de investigação de sujeito único constituem um conjunto de métodos científicos rigorosos, reconhecidos internacionalmente como fonte de evidências empíricas que permitem estabelecer a eficácia de práticas em educação especial. Este trabalho tem como objectivos descrever as principais características e critérios de qualidade deste tipo de desenhos de investigação, discutir a sua utilidade em educação especial e em intervenção precoce na infância e determinar a sua incidência no contexto da investigação nacional nestes domínios. Com base numa pesquisa bibliográfica sistemática nas publicações nacionais nos domínios da educação especial, educação e psicologia e em motores de busca online de carácter científico e generalista, foram identificadas apenas cinco teses de mestrado que recorreram a este tipo de métodos, sugerindo que, apesar do seu potencial, os desenhos de investigação de sujeito único não têm ainda expressão na investigação realizada em Portugal nos domínios da educação especial e da intervenção precoce na infância.
- Effects of an in-service training program using the routines-based interviewPublication . Silva, Tânia Carina Boavida Domingues da; Aguiar, Cecília; McWilliam, Robin A.; Correia, NadineThe focus of this study is an in-service training program rooted in routines-based early intervention and designed to improve the quality of goals and objectives on individualized plans. Participants were local intervention team members and other professionals who worked closely with each team. This training program involved a small number of trainees per group, providing multiple learning experiences across time and various opportunities for self-assessment and monitoring. We investigated (a) the perceptions of the participants about the strengths and weaknesses of the training program, (b) medium-term outcomes of the training with a comparison group, (c) and variables associated with the quality of goals and objectives. This study involved training more than 200 professionals, and results support the effectiveness of the program in improving the quality of goals and objectives, showing the importance of the routines-based interview in producing that improvement.
- 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.
- Social experiences of children eith disabilities in inclusive portuguese preschool settingsPublication . Ferreira, Milene Alexandra Gregório; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia van Zeller de SerpaBased on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal (Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.
- 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.