Percorrer por autor "Vala, Jorge"
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- Análise institucional e mudança socialPublication . Monteiro, Maria Benedicta; Silva, Manuel Tavares da; Bastos, José Gabriel Pereira; Vala, JorgeInexistente
- Conflitos entre grupos com interfaces orgânicas em contexto organizacional - Um programa de investigaçãoPublication . Monteiro, Maria Benedicta; Vala, Jorge; Lima, Maria LuísaInexistente
- A criança como símbolo socialPublication . Vala, JorgeO autor analisa a representqáo da criança nos manuais do ensino primário português, enquanto produções culturais, numa perspectiva dimensional e recorrendo ao mérodo de análise de conteúdo. O autor propõe uma leitura dos eixos constituitivos da representação da criança enquanto sistema de valores. A análise efectuada põe em evidência a criaça como símbolo social, expressão de valores e modelos pessoais e colectivos.
- Os determinantes da satisfação organizacional: Confronto de modelosPublication . Lima, Maria Luísa; Vala, Jorge; Monteiro, Maria BenedictaInexistente
- Organizações de comunicação de massa e representações sociais: Ensaio de metodologiaPublication . Vala, JorgeTout en questionnant les effets des représentations sur le contexte interne des organisations, l'auteur analyse la representation sociale des organisations de radiodiffusion. Les résultats obtenus confirment la portée du différenciateur semantique en tant qu'instrument d'analyse des représentations sociales, instrument sensible à la determination des attitudes et du champ de représentation. L'auteur termine en proposant une nouvelle approche de la problématique sousjacente à ce travaille, approche centrée sur la disruption des isolements entre les systèmes, ici en présence. à travers l'exploration active du politique.
- Production sociale de la violence: Représentations et comportementsPublication . Vala, JorgeInexistente
- School experience, relational justice and legitimation of institutionalPublication . Pereira, Maria Gouveia; Vala, Jorge; Palmonari, Augusto; Rubini, MonicaThis study analysis the relationship between perceptions of the justice of teacher' behaviour and (a) the legitimation of school authority and (b) the legitimation of institutional authorities outside school. 448 adolescent students participated in the study. In a questionnaire participants were asked about (a) perceptions of the justice of teachers' behaviour; (b) evaluation of the school experience; and (c) evaluation of institutional authorities. Results show that the evaluation of the justice of teacher behaviour, in particular relational and procedural justice, have an impact on the legitimation of the authority of teachers and on the evaluation of institutional authorities outside school. Results also show that the legitimacy granted to teachers is a mediator variable between perceptions of justice in school and evaluation of authorities outside school. These results are discussed in the context of the studies on the relationship between school experience and adolescents I attitudes towards authorities, and in the framework of the "Relational Model of Authority" and of the "Group Value Model".
- Teachers' legitimacy: Effects of justice perception and social comparison processesPublication . Pereira, Maria Gouveia; Vala, Jorge; Correia, IsabelBackground. Teachers’ legitimacy is central to school functioning. Teachers’ justice, whether distributive or procedural, predicts teachers’ legitimacy. Aims. What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgement) or when the student does not have that information (autonomous judgement). Samples. A total of 79 high school students participated in Study 1; 75 high school students participated in Study 2. Methods. Two experimental studies with a 2 justice valence (just, unjust) 9 2 social comparison processes (autonomous judgements, comparative judgements) betweenparticipants design were conducted. Study 1 addressed distributive justice and Study 2 addressed procedural justice. The dependent variable was teachers’ legitimacy. Results. In both studies, situations perceived as just led to higher teachers’ legitimacy than situations perceived as unjust. For the distributive injustice conditions, teachers’ legitimacy was equally lower for autonomous judgement and comparative judgement conditions. For procedural injustice, teachers’ legitimacy was lower when the peer was treated justly and the participant was treated unfairly, compared with the condition when the participants did not know how the teacher treated the peer. Conclusions. We conclude that teachers’ injustice affects teachers’ legitimacy, but it does it differently according to the social comparisons involved and the type of justice involved. Moreover, these results highlight that social comparisons are an important psychological process and, therefore, they should be taken into account in models of justice.
- O texto por dentro: Da análise de conteúdo a textualidade: ApresentaçãoPublication . Rodrigues, Adriano Duarte; Vala, JorgeInexistente
- The relationship between populism and national identity: A scoping reviewPublication . Freitas, Gonçalo; Miranda, Mariana P.; Nascimento, Paulo; Conchinhas, Constança; Magalhães, Pedro C.; Vala, JorgeThere is growing research on the relationship between populism and national identity, but findings remain conceptually and methodologically fragmented. This scoping review synthesizes quantitative evidence from 69 manuscripts (87 studies, 232 associations). Following JBI and PRISMA‐ScR guidance, we charted study characteristics and used thematic content analysis to classify populism as demand‐side (attitudes/beliefs, sentiments/evaluations, endorsement/voting) or supply‐side, and national identity as secure versus defensive forms. Evidence is concentrated in Europe (≈69% of studies) and relies mainly on cross‐sectional designs (≈75%), with fewer experimental (≈16%) and longitudinal studies (≈7%). Across operationalizations, populism shows consistent positive links with defensive national attachments (e.g., nationalism, national narcissism), especially for voting/endorsement and affective evaluations of populist actors. In contrast, associations with secure national identification (e.g., national satisfaction/pride) are mixed, often null or negative, depending on measurement and modeling choices. Overall, the findings provide a comprehensive evidence mapping that can inform future research on populism and identity.