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- Educar hoje: diálogos entre psicologia, educação e currículoPublication . Monteiro, Vera; Mata, Maria de Lourdes Estorninho Neves; Martins, Margarida Alves; Morgado, José Antonio Marques; Silva, José Maria Castro; Silva, Ana Cristina; Gomes, MartaNos dias 9 e 10 de Julho de 2018 realizou-se em Lisboa, no ISPA – Instituto Universitário, o XIV Colóquio Internacional de Psicologia e Educação, subordinado ao tema geral “Educar Hoje: Diálogos entre Psicologia, Educação e Currículo”. O evento, organizado pelo Departamento de Psicologia da Educação e o Centro de Investigação em Educação do ISPA – Instituto Universitário (CIE-ISPA), pretendeu criar um espaço de encontro entre os actores do universo da Psicologia e da Educação no âmbito da investigação e da intervenção, desde a educação de infância ao ensino superior, promovendo trocas interdisciplinares que promovessem a partilha de conhecimento e a divulgação de praticas em contextos educativos, formais ou informais. Vivem-se tempos caracterizados por rápidas mudanças sociais, culturais e cientificas e pela diversidade das comunid2019-04-08 - ades educativas. Esta nova realidade exige continua reflexão sobre o conhecimento e a intervenção da Psicologia, em particular, no domínio da Educação, pelo que a estruturação de espaços de divulgação e discussão de natureza interdisciplinar são cruciais.
- 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.
- Assessment conceptions and practices: perspectives of primary school teachers and studentsPublication . Monteiro, Vera; Mata, Lourdes; Santos, Natalie NóbregaStudents’ and teachers’ conceptions of assessment are important because they guide how teachers’ assessments are implemented in the classroom and determine how students study. This multiple-case design study examined 1) how teachers and students view assessment, 2) how teachers assess their students’ learning, and 3) the similarities and disparities that occur when students’ and teachers’ conceptions and teachers’ practices of assessment are compared. Data were obtained from five third grade classes, involving a total of five teachers and 82 students. Data were gathered through individual interviews with teachers and focus group discussions with students. Classroom observations and documents produced by the students (worksheets and tests) during maths lessons were also analyzed. The results of the content analysis of the data indicate that teachers mostly conceive assessment as being for improvement, while their assessment practices and students’ conceptions focus on school and student accountability. The results obtained lead us to suggest that students’ conceptions of assessment are constructed from their classroom assessment experiences. The study also suggests that teachers adopt conceptions of assessment inconsistent with their practices, that allow them to work within social and contextual constraints.
- Emotional profiles regarding maths among primary school children – A two-year longitudinal study.Publication . Mata, Lourdes; Monteiro, Vera; Peixoto, Francisco; Santos, Natalie Nóbrega; Sanches, Cristina; Gomes, Marta. . . Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted. .