William James Center for Research

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Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese children

Publication . Santos, António J.; Daniel, J. R.; Antunes, Marta; Coppola, Gabrielle; Trudel, Marcel; Vaughn, Brian

To test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear changes in the other social competence indicators. Results were consistent with the hypothesis, insofar as both initial values and changes in social engagement significantly predicted initial values and changes in other social competence indicators. Additionally, the number of children's reciprocated friendships was also predicted by social engagement. These results are discussed from the perspectives of conceptual frameworks that consider individual differences in social competence during early childhood as a consequence of attachment histories and/or emotional competence.

2019Journal article

Restricted access

Measurement invariance across mother/child and father/child attachment relationships

Publication . Fernandes, M.; Veríssimo, Manuela; Santos, António J.; Ribeiro, Olívia; Vaughn, Brian; Gastelle, Marissa; Kerns, Kathryn A.

We examine the factorial structure of the Security Scale Questionnaire (SSQ), exploring measurement invariance across mother-father-child attachment relationships, child sex, and country. We used the new 21-item SSQ version that integrates both safe haven and secure base behaviors in a two factors structure. Participants were 457 children (224 girls and 233 boys), ranging from 9 to 14 years old (M = 10.84, SD = 1.02) from Portuguese and USA samples. We confirmed the SSQ's two-factor structure, although four items were unrelated to the latent structure and excluded from the final model. Results showed that SSQ can be used to study both mother/child and father/child attachment relationships. Multi-group analyses suggested measurement invariance between boys and girls and between Portuguese and USA samples. Our findings suggest that the SSQ can be considered a valid and cost-effective tool to measure perceived attachment security in middle childhood for both mother/child and father/child relationships.

2020Journal article

Open access

Short Index of Job Satisfaction: Validity evidence from Portugal and Brazil

Publication . Sinval, J.; Marôco, João

Job satisfaction is an important construct that is known to be associated with workers' performance and wellbeing. As such, to properly measure it, one must use adapted measures that show adequate validity evidence for the desired context. Such measures should preferably be short to allow the parsimonious use of various measures/constructs in the same data collection. The aim of this paper is to adapt the Portuguese version for Brazil and Portugal of the Short Index of Job Satisfaction (SIJS). The SIJS is a psychometric instrument that measures job satisfaction through five items. A cross-sectional study was conducted with two multi-occupational workers samples, one from Brazil (n = 599) and one other from Portugal (n = 572). The SIJS presented good validity evidence based on its internal structure, namely dimensionality, reliability, and measurement invariance across countries and sexes. It also revealed to be positively correlated with work engagement, and quality of work life (convergent evidence). It also has shown to be negatively associated with burnout (discriminant evidence). The SIJS showed promising validity evidence. The SIJS can be useful to be used together with other instruments, due to its small number of items, producing data with good psychometric properties.

2020Journal article

Open access

Early father–child and mother–child attachment relationships: contributions to preschoolers’ social competence

Publication . Fernandes, Carla; Monteiro, Lígia Maria Santos; Santos, António J.; Fernandes, Marilia; Antunes, Marta; Vaughn, Brian; Verissimo, Manuela

The main goal of this study was to explore the contributions of early father-child and mother-child attachment relationships to children's later social competence with their preschool peers; possible unique and shared contributions were tested. Using a multi-method design and focusing on direct observation, attachment was assessed at home at age 3 with the Attachment Behavior Q-sort (AQS) and two years later social competence was assessed at classrooms of 5-year-olds using a set of seven measurement indicators that are part of the Hierarchical Model of Social Competence. Results show that attachment to each parent made unique and significant contributions to children's social competence and suggested the possibility that each caregiver may have somewhat different patterns of influence on the different indicators of children's social competence. Findings also suggest the possibility that a secure attachment with one parent may buffer the impact of having an insecure relationship with the other. Due to sample size, these results should be seen as a starting point to generate new and larger studies.

2019Journal article

Open access

Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?

Publication . Maroco, João Paulo; Assunção, Hugo; Harju-Luukkainen, Heidi; Lin, Su-Wei; Sit, Pou-seong; Cheung, Kwok-cheung; Maloa, Benvindo; Stepanovic Ilic, Ivana; Smith, Thomas; Alvares Duarte Bonini Campos, Juliana

In this study we modelled possible causes and consequences of student burnout and engagement on academic efficacy and dropout intention in university students. Further we asked, can student engagement protect against the effects of burnout? In total 4,061 university students from Portugal, Brazil, Mozambique, the United Kingdom, the United States of America, Finland, Serbia, and Macao SAR, Taiwan participated in this study. With the data collected we analyzed the influence of Social Support, Coping Strategies, and school/course related variables on student engagement and burnout using structural equation modeling. We also analyzed the effect of student engagement, student burnout, and their interaction, on Academic Performance and Dropout Intention. We found that both student engagement and burnout are good predictors of subjective academic performance and dropout intention. However, student burnout suppresses the effect of student engagement on these variables. This result has strong implications for practitioners and administrators. To prevent student dropout, it is not enough to promote student engagement-additionally, and importantly, levels of student burnout must be kept low. Other variables such as social support and coping strategies are also relevant predictors of student engagement and burnout and should be considered when implementing preventive actions, self-help and guided intervention programs for college students.

2020Journal article

Open access