Browsing by Author "Santos, Natalie"
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- Burnout e o psicólogo educacional: O caso da ramPublication . Santos, Natalie; Branco, Susana; Freitas, Lénia; Gonçalves, Liliana; Franco, Glória; Beja, Maria JoãoA Síndrome de Burnout é considerada um fenómeno dos tempos modernos, ostentando um lugar de destaque nas profissões que envolvem o apoio e a prestação de cuidados a outros indivíduos. A profissão de psicólogo, pelas suas especificidades, enquadra-se nos grupos de risco de desenvolvimento do Burnout daí a pertinência da investigação nesta área de forma a conhecer a realidade e posteriormente proceder ao desenvolvimento de medidas de prevenção e intervenção. O presente estudo equaciona um modelo integrado de Burnout e objetiva analisar os níveis de Burnout e os fatores que influenciam esta síndrome num grupo de 27 psicólogos educacionais, da educação especial. Como instrumentos de medida foram utilizados o Questionário de Stress nos profissionais de Saúde (QSPS) e a Medida de Burnout de Shirom-Melamed (SMBM) traduzida e adaptada por Gomes (2012). Através dos resultados obtidos verificou-se que a maior parte dos psicólogos apresenta baixos níveis de Burnout mas que outra parte significativa apresenta níveis médios a elevados, demonstrando uma heterogeneidade de resultados. Relativamente aos fatores que mais contribuem para o aumento dos níveis de stress, revelaram-se mais expressivos os aspetos relacionados com a carreira e a remuneração e o excesso de trabalho.
- Classroom talk: The ubiquity of feedbackPublication . Monteiro, Vera; Mata, Maria de Lourdes Estorninho Neves; Santos, Natalie; Sanches, Cristina; Gomes, MartaClassroom interactions play an important role in the learning and teaching of mathematics, and feedback emanating from these interactions is a powerful tool for enhancing student learning. These exchanges have been widely studied in higher education, but very few investigations have been carried out at the level of elementary students and teachers. This study aimed to contribute to existing knowledge of feedback, and to formulate guidelines to improve teacher feedback in elementary school. The specific objectives were to analyse the focus of feedback (a) by lesson purpose and type of interaction, (b) by type of question and student's answer, and (c) by gender and student achievement. Participants comprised five teachers and their 82 third-grade students attending an elementary school in Portugal. Mathematics lessons were video-recorded and a categorisation system to assess teacher-student interaction was developed, based on a review of the literature and empirical data. The results showed that most of the teacher–student interactions contained feedback, which was usually focused on a specific task, and less frequently on the ways in which tasks were processed. In terms of lesson purpose, teachers' feedback was evaluative, especially when they had initiated the interaction. Feedback became more effective when the initial move was made by the students. The focus of feedback was not related to the type of question asked, but it was associated with the certitude of the students' answers. We also observed an interaction effect between the focus of feedback, gender and achievement, with high-achievement boys receiving advantages. Our results hold important implications for teachers' classroom practices and professional development.
- Políticas educativas das escolas na tomada de decisão da retenção escolarPublication . Santos, Natalie; Monteiro, VeraA retenção escolar é uma tomada de decisão enquadrada num conjunto de documentos orientadores definidos quer pelo Ministério de Educação quer pela escola. Este estudo procurou compreender de que forma estes documentos guiam a tomada de decisão da retenção no 2.º ano de escolaridade. Foi realizada uma análise dos documentos orientadores de 68 escolas da Região da Madeira, Portugal. Foram analisados os objetivos definidos no projeto educativo, os critérios e requisitos exigidos na decisão da retenção e a formalização do acompanhamento pedagógico antes e após a retenção. Os dados recolhidos indicam que as orientações gerais do Ministério de Educação são contempladas nas políticas das escolas. No entanto, a maioria das escolas, inclusivamente as escolas que pretendem reduzir o uso da retenção, não especificam critérios ou requisitos, além dos já definidos pela legislação, que possam ajudar os professores a tomar a decisão sobre a retenção, nem definem planos de acompanhamento individual para os alunos uma vez retidos. Estes resultados são coerentes com as informações recolhidas junto de 294 professores questionados sobre os planos de retenção da escola. Considera-se pertinente a discussão das políticas de retenção ao nível de escola, para proporcionar uma maior qualidade na tomada de decisão da retenção escolar
- Psychometric properties of the Portuguese version of the Achievement Emotions Questionnaire for Elementary SchoolPublication . Sanches, Cristina; Monteiro, V.; Mata, Lourdes; Santos, Natalie; Gomes, MartaAbstract: The main purposes of the current research were to translate and adapt the Achievement Emotions Questionnaire – Elementary School (AEQ-ES) into Portuguese and to analyze its psychometric properties. A sample of 350 Portuguese third and fourth graders (aged 7 to 12 years) completed the Portuguese version of the AEQ-ES (AEQ-ES-P). As does the original version, the AEQ-ES-P measures students’ enjoyment, boredom, and anxiety toward mathematics in three academic settings: attending class, doing homework, and taking tests. Confirmatory factor analysis corroborated the hierarchical structure of the AEQ-ES-P, which was also invariant across gender and grades. The instrument also showed good reliability and temporal stability. Significant correlations were found in the expected direction between enjoyment, anxiety, and boredom, as well as between these emotions, students’ perceptions of competence, and intrinsic motivation toward mathematics, thus supporting the internal and external validity of the questionnaire. These results indicate that the AEQ-ES-P presents good psychometric properties and is suitable to measure the achievement emotions of Portuguese elementary-school children of the third and fourth grades in the domain of mathematics.
- Supporting students’ engagement with teachers’ feedback: the role of students’ school identificationPublication . Carvalho, Carolina; Santos, Natalie; António, Raquel; Martins, DulceThis study explored the link between teachers’ feedback and students’ behavioural engagement with school identification. Using a sample of 2534 students from 6th to 12th school year, we examined whether their perceptions about teachers’ feedback were related to their behavioural engagement and mediated by their school identification. We also explore whether this relation was moderated by students’ year of schooling and by the type of secondary course they were enrolled and the differences of latent means between these groups. Results confirmed the expected mediation: teachers’ feedback was associated with an increased behavioural engagement via increased school identification. Only the type of students’ secondary course moderated this relation. Students in the 12th year perceived that their teacher used less effective feedback and felt lower school identification than students in the early years of schooling. These finding illustrated the underlying mechanism through which teachers’ feedback affect students’ behavioural engagement with school.
- The Academic Self-Regulation Questionnaire: A study with Portuguese elementary school childrenPublication . Gomes, Marta; Monteiro, Vera; Mata, Lourdes; Peixoto, Francisco José Brito; Santos, Natalie; Sanches, CristinaBackground: Several studies have focused on the assessment of students’ motivation because this construct is very important to understand students’ learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children. Methods: Participants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability. Results: ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades. Conclusions: Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.