ULP/HEI-Lab - Artigos de Revistas Internacionais com Arbitragem Científica

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Refining the link between psychopathy, antisocial behavior, and empathy: A meta-analytical approach across different conceptual frameworks
(2022) Campos, Carlos; Pasion, Rita; Azeredo, Andreia; Ramião, Eduarda; Mazer, Prune; Macedo, Inês; Barbosa, Fernando
The current meta-analysis includes 477 records (N = 142,692) and comprehensively explores the complex interplay between psychopathy, antisocial behavior, and empathy. First, empathy domains (cognitive and affective) were used to dissociate antisocial behavior from psychopathy. Cognitive empathy was more impaired in antisocial groups (gcognitive = -0.43; gaffective = -0.11), while samples scoring higher in psychopathy displayed larger deficits in affective empathy (gaffective = -0.40; gcognitive = -0.22). Secondly, the specific associations between empathy domains and psychopathy dimensions were evaluated. Most effect sizes pertaining to psychopathy traits closely related to antisocial behavior were mild for both empathy domains (r = -0.03 to -0.21). Callous-affective traits were largely correlated with affective empathy (r = -0.34 to -0.46) and moderately correlated to cognitive empathy (r = -0.26 to -0.27). Diverging results were found for the interpersonal dimension, as boldness-adaptive manifestations were unrelated to cognitive empathy (r = 0.03), while non-adaptive interpersonal traits were negatively associated with both empathy domains (rcognitive = -0.16; raffective = -0.25). Overall, these findings suggest that: (1) psychopathy and antisocial behavior display distinct empathic profiles; (2) psychopathy dimensions are differentially associated with cognitive and affective empathy; (3) the interaction between interpersonal traits and empathy domains is different across the conceptual models of psychopathy. Keywords: psychopathy; personality; antisocial; empathy; theory of mind; social cognition
Updating Bem-me-ker : an user-centred approach to redesigning an onboarding application for cancer patients
(Universidade de Aveiro, 2020) Ferraz, Inês; Reis, Marta; Cardoso, Pedro Jorge Couto; Sousa, Andreia Pinto de; Giesteira, Bruno; Melo, Ricardo
This paper presents the research and development of a redesign of Bem-me-ker – an application of the Portuguese Oncology Institute (IPO) of Porto. For this project, we resorted to a user-centric methodology featuring a survey of the current market and the context of the digital health industry, interviews and usability tests with patients, caregivers and stakeholders. Such user-centric methodology proved to be efficient in responding to their needs, with satisfactory results. Its contributions are focused on the incorporation of the concept of patient navigation into the design of an onboarding application, transforming it into a virtual manager of the disease for cancer patients, and with the ultimate goal to improve their wellbeing and quality-of-life. We see that this approach is also capable of being adjusted to the needs of other institutions and patients, thus contributing to the improvement of the national health service, providing digitally optimized information to citizens. Keywords: eHealth, mHealth, interaction design, cancer, onboarding, chatbot
Positive childhood experiences and adverse experiences: Psychometric properties of the Benevolent Childhood Experiences Scale (BCEs) among the Portuguese population
(Child Abuse and Neglect, 2021) Almeida, Telma Catarina Ferreira de; Guarda, Renata; Cunha, Olga Cecília Soares da
Background: Positive childhood experiences have a positive effect on adulthood, and the absence of positive experiences can be more damaging throughout life than the presence of adversity. Recently, researchers have developed the Benevolent Childhood Experiences Scale (BCEs), an instrument designed to assess positive childhood experiences. Objectives: The present study aims to adapt the BCEs to the Portuguese population and examines its psychometric properties. Participants and settings: 1886 adults with a mean age of 36.36 years (SD = 13.66) from the community participated in this study. Methods: Participants responded to an online protocol consisting of a sociodemographic questionnaire, the BCEs, and the Childhood Trauma Questionnaire (CTQ). Results: Exploratory and confirmatory factor analysis revealed a one-factor structure for the BCEs with a good fit, CFI = 0.94; NFI = 0.92; RMSEA = 0.043 [0.036, 0.050]. Results also indicated satisfactory internal consistency and discriminant validity values. Predictive validity showed that higher BCEs scores predicted fewer adverse experiences in the last 3 years, but only before accounting for adverse childhood experiences. Conclusions: Overall, the results support the assertion that the Portuguese version of the BCEs is a valuable, brief, and psychometrically reliable instrument to measure positive childhood experiences that is suitable for use in Portugal.
Intimate Partner Violence, Psychopathy, and Recidivism: Do Psychopathic Traits Differentiate First-time Offenders from Repeated Offenders?
(Victims & Offenders, 2021) Cunha, Olga Cecília Soares da; Pinheiro, Marina; Gonçalves, Rui Abrunhosa
The current study analyzes the relation between psychopathic traits and the four facets of psychopathy (i.e., interpersonal, affective, lifestyle, and antisocial) and general and intimate partner violence (IPV) recidivism. The Psychopathy Checklist-Revised (PCL-R) and the Marital Violence Inventory (IVC) were completed by a sample of 279 male perpetrators of IPV who were retrospectively classified as general repeated offenders versus first-time offenders and IPV repeatedoffenders versus IPV first-time offenders. Four separate binary logistic regression analyses were conducted controlling for age and criminal and abuse variables. PCL-R total scores and the antisocial facet were positively correlated with general repeated offenses, despite criminal history showing higher associations with general recidivism. For IPV repeated offenders, PCL-R antisocial facet and criminal history were statistically significant, being the last one the variable that presents higher association with IPV recidivism. These results support the role of criminal history as an important variable for repeated offenses.
Translation and validation for the Portuguese adult population of the Persistent and Intrusive Negative Thoughts Scale: Assessing measurement invariance
(International Journal of Cognitive Therapy, 2021) Peixoto, Maria Manuela; Cunha, Olga Cecília Soares da
Repetitive negative thinking (RNT) is a transdiagnostic construct associated with a variety of emotional disorders. To date, disorder-specific self-report measures have been found to capture specific types of RNT. The Persistent and Intrusive Negative Thoughts Scale (PINTS) is a 5-item measure developed to overcome current limitations. The current study aims to translate and validate the PINTS for the Portuguese population. An online sample consisting of 432 participants (213 men, 219 women) completed the PINTS—PT and a set of related self-report measures. Confirmatory factor analysis revealed that the one-factor model fitted the Portuguese version and supported the proposed factorial structure. Reliability analyses showed good internal consistency and excellent temporal stability. Convergent and criterion validity results also showed good values. Overall, the PINTS—PT proved to be a brief and reliable measure for assessing persistent and intrusive negative thoughts, and its use in clinical and research contexts is recommended.
Criminal lifestyle, psychopathy and prison adjustment among female inmates
(Journal of Criminal Justice, 2021) Pinheiro, Marina; Gonçalves, Rui Abrunhosa; Cunha, Olga Cecília Soares da
Several studies have sought the factors that are related to prison adjustment. However, this construct is poorly explored among female populations and even less so in those with characteristics of psychopathy. Thus, the present study aims to understand prison adjustment among female offenders and determine the role of psychopathy and criminal lifestyle in predicting it. Both institutional infractions and health care utilization were used as indicators of prison adjustment. A sample of 63 female offenders was assessed with the Psychopathy Checklist-Revised (PCL-R) and the Lifestyle Criminality Screening Form-Revised (LSCF-R). 88.9% of female offenders search for health care services, and 67.2% had at least one institutional infraction. Negative binomial regressions revealed that PCL-R total scores, LSCF-R total scores, and drug abuse were predictors of institutional infractions. None of the assessed variables are statistically associated with health care services utilization. These results are of particular importance for psychologists and correctional managers, given the interest in reducing the risk of maladjustment and increase the process of adaptation to prison.
An international study on psychological coping during COVID-19: Towards a meaning-centered coping style
(Elsevier, 2021) Eisenbeck, Nikolett; Carreno, David F.; Wong, Paul T. P.; Hicks, Joshua A.; Ruíz-Ruano, García María; Puga, Jorge L.; Greville, James; Testoni, Ines; Biancalani, Gianmarco; Lopez, Ana Carla Cepeda; Villareal, Sofía; Enea, Violeta; Schulz-Quach, Christian; Jansen, Jonas; Sanchez-Ruiz, Maria-Jose; Y{ld{r{m, Murat; Arslan, Gokmen; Cruz, José Fernando A.; Sofia, Rui Manuel; Ferreira, Maria José; Ashraf, Farzana; Wasowicz, Grazyna; Shalaby, Shahinaz M.; Amer, Reham A.; Yousfi, Hadda; Chukwuorji, John Bosco Chika; Guerra, Valeschka M.; Singh, Sandeep; Heintzelman, Samantha; Hutapea, Bonar; Bejaoui, Bouchara; Dash, Arobindu; Schlosser, Karoly Kornel; Anniko, Malin K.; Rossa, Martin; Wongcharee, Hattaphan; Avsec, Andreja; Kocjan, Gaja Zager; Kavcic, Tina; Leontiev, Dmitry A.; Taranenko, Olga; Rasskazova, Elena; Maher, Elizabeth; García-Montes, José Manuel
Abstract Background/Objective: This study examined the role of different psychological coping mechanisms in mental and physical health during the initial phases of the COVID-19 crisis with an emphasis on meaning-centered coping. Method: A total of 11,227 people from 30 countries across all continents participated in the study and completed measures of psychological distress (depression, stress, and anxiety), loneliness, well-being, and physical health, together with measures of problem-focused and emotion-focused coping, and a measure called the Meaning-centered Coping Scale (MCCS) that was developed in the present study. Validation analyses of the MCCS were performed in all countries, and data were assessed by multilevel modeling (MLM). Results: The MCCS showed a robust onefactor structure in 30 countries with good test-retest, concurrent and divergent validity results. MLM analyses showed mixed results regarding emotion and problem-focused coping strategies. However, the MCCS was the strongest positive predictor of physical and mental health among all coping strategies, independently of demographic characteristics and country-level variables. Conclusions: The findings suggest that the MCCS is a valid measure to assess meaning-centered coping. The results also call for policies promoting effective coping to mitigate collective suffering during the pandemic.
Teacher and school determinants of perceived classroom discipline: a multilevel analysis of TALIS 2013
(Springer, 2021) Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes
Classroom discipline is a significant concern in most educational systems and a critical element of an effective learning environment. In this article, we present a multilevel analysis of teachers' perceived classroom discipline (PCD) in Portugal, using data from the TALIS 2013. Portuguese teachers perceived slightly more classroom discipline problems than the mean of OECD countries, with classroom variables explaining PCD much better than school-related variables. The percentage of low achievers in the classroom, teacher's self-efficacy, and teacher's need for training in classroom management were the best predictors of PCD. Still, student-related factors (e.g., low achievement) were better predictors of PCD than teacher-related factors (e.g., teacher experience or teacher gender).
Looking for a pattern : error analysis as a diagnostic assessment for making instructional decisions to promote academic success
(Taylor & Francis, 2020) Tabacu, Lucia; Watson, Silvana Maria; Chezar, Laura; Gable, Robert; Oliveira, Célia Regina Gomes; Lopes, João Arménio Lamego
We examined the type of errors on multiplication and division computation problems of 326 rising fifth graders enrolled in four elementary schools in Northern Portugal. We further examined whether there was a difference in the number of errors across age and whether there was an association between students’ performance on number knowledge and multiplication and division computation problems. Error analysis of students’ responses indicated that miscalculation and no attempt to solve the problem were the two most frequent error types. We found that older students made more errors compared to younger students. We argue that knowledge of individual student error types is critical to making sound instructional decisions. Based on the results of the present study, we discuss implications for future research and classroom practice.
Research studies on dyslexia: participant inclusion and exclusion criteria
(Taylor & Francis, 2020) Lopes, João Arménio Lamego; Gomes, Cristina; Oliveira, Célia Regina Gomes; Elliott, Julian G.
Dyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often used very differently by researchers and practitioners. In many cases, research findings are employed by clinicians in ways that are misleading and potentially counterproductive. The present study takes the form of an examination of participant samples included in studies of dyslexia (n = 800) over 20 years (2000–2019). The findings show that (1) researchers use a wide range of inclusion and exclusion criteria; that (2) IQ-reading achievement discrepancy is the most common inclusion criterion for dyslexia samples; (3) studies typically compare dyslexic samples to normal controls but not to other poor readers; (4) dyslexia seems to be employed as a catch-all term for poor readers in general, not as a term to define a specific type of poor reader. Finally, (5) dyslexia studies are very rarely published in educational journals.
Teachers’ academic training for literacy instruction
(Taylor & Francis, 2019) Oliveira, Célia Regina Gomes; Lopes, João Arménio Lamego; Spear-Swerling, Louise
Literacy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found.
Error patterns in Portuguese students’ addition and subtraction calculation tasks : implications for teaching
(Emerald, 2018) Watson, Silvana Maria; Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes; Judge, Sharon
Purpose The purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks. Design/methodology/approach The researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student completed a written assessment of mathematical knowledge. A system code (e.g. FR = failure to regroup) has been used to grade the tests. A reliability check has been performed on 65 per cent randomly selected exams. Findings Data frequency analyses reveal that the most common type of error was miscalculation for both addition (n = 164; 38.6 per cent) and subtraction (n = 180; 21.7 per cent). The second most common error type was related to failure to regroup in addition (n = 74; 17.5 per cent) and subtraction (n = 139; 16.3 per cent). Frequency of error types by grade level has been provided. Findings from the hierarchical regression analyses indicate that students’ performance differences emerged as a function of error types which indicated students’ types of difficulties. Research limitations/implications There are several limitations of this study: the use of a convenient sample; all schools were located in the northern region of Portugal; the limited number of problems; and the time of the year of assessment. Practical implications Students’ errors suggested that their performance in calculation tasks is related to conceptual and procedural knowledge and skills. Error analysis allows teachers to better understand the individual performance of a diverse group and to tailor instruction to ensure that all students have an opportunity to succeed in mathematics. Social implications Error analysis helps teachers uncover individual students’ difficulties and deliver meaningful instruction to all students. Originality/value This paper adds to the international literature on error analysis and reinforces its value in diagnosing students’ type and severity of math difficulties.
Inclusive education in Portugal : teachers' professional development, working conditions, and instructional efficacy
(MDPI, 2021) Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes
Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools. Keywords: inclusion; professional development; special education; SEN students; TALIS 20
Burnout in portuguese teachers : a systematic review
(Eurasian Society of Educational Researc, 2021) Mota, Ana Isabel; Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes
Teachers are one of the professional classes most vulnerable to emotional instability and fatigue associated with their professional activity. The present study is a systematic review about burnout in Portuguese teachers and has two main objectives. The first is to understand the state of the art of the burnout phenomenon in Portuguese teachers from basic education to secondary education. The second is to analyze the types of variables considered in the exploration and understanding of the burnout phenomenon, from a three-dimensional structure: personal, organizational, and classroom. Results show that the set of personal and organizational variables are the most frequently analyzed in studies on burnout in teachers. Nevertheless, the results of the analyzed studies are unclear and inconsistent, highlighting the need for further studies that allow to clarify the role of different variables on burnout in Portuguese teachers. More studies are needed to determine the actual extent of burnout and, consequently, to design educational and psychological interventions to support teachers.
Teacher and school determinants of teacher job satisfaction: a multilevel analysis
(Taylor & Francis, 2020-05-18) Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes
Teacher job satisfaction is an essential factor for teachers’ and school effectiveness and students’ academic and educational achievement. The present research aims to identify variables that contribute to job satisfaction in a Portuguese sample of lower secondary education teachers, using data from the Teaching and Learning International Survey (TALIS) 2013. Two questionnaires were used to collect data: a school principal’s questionnaire, and a teacher questionnaire. Hierarchical linear modelling was used to study the relation of school-level and teacher-level variables to job satisfaction. The results show that teacher-level variables are better predictors of teacher job satisfaction than school-level variables, except for the variable public/private school. In addition, variables related to interpersonal relations emerge as the most significant predictors of job satisfaction. The results suggest that, in order to improve, schools must take care of interpersonal relations, mainly at the classroom level, where most of the perceived job satisfaction seems to rest.
Determinantes individuais e organizacionais na percepção de indisciplina em sala de aula. Um estudo transcultural
(Servicio de Publicaciones de la Universidade da Coruña, 2020) Cadete, Odete da Conceição Ferreira; Oliveira, Célia Regina Gomes; Lopes, João Arménio Lamego
A indisciplina nas escolas e os comportamentos desafiadores dos alunos constituem uma das principais preocupações dos professores, administradores e pais. Esta investigação visa comparar as percepções de indisciplina em salas de aula do ensino primário e secundário em estabelecimentos de ensino públicos e privados de Angola e Portugal. Participaram no estudo 1600 professores: 800 professores angolanos (493 homens e 307 mulheres) e 800 professores portugueses (181 homens e 619 mulheres). Os professores angolanos reportaram como ocorrendo com maior frequência comportamentos como intervir fora de vez, agressão verbal e desrespeito ao professor, enquanto os professores portugueses indicaram o comportamento de desatenção como sendo o mais frequente. As percepções de indisciplina diferem também em função do tipo de escola, do género e experiência profissional dos professores. Considerando que Angola saiu recentemente de décadas de guerra e enfrenta problemas cujo impacto na disciplina nas salas de aula não é suficientemente conhecido, pretende-se que este estudo seja inovador em Angola e que possa assumir uma dimensão transcultural, nomeadamente através da comparação de algumas variáveis e tipos de indisciplina com países como Portugal.
School and student determinants of reading performance : a multilevel analysis with portuguese students
(Elsevier, 2021) Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes; Costa, Patrícia Dinis Mota da
Reading is crucial for learning, in general. Starting right with reading in primary grades is, therefore, vital for school achievement. The present study aims to test whether students’ factors best predict reading performance than school factors and determine what student and school factors predict reading performance. The study sample includes 4,118 fourth-grade students participating in IEA PIRLS 2016. Three questionnaires were used to collect data: one for school principals, one for students, and one for parents. Hierarchical linear modeling was used to study the relation of school and student-level variables to students’ reading performance. Students’ confidence in reading and home resources for learning are the best predictors of reading performance at the student level. At the school level, school emphasis on academic success is the best predictor of reading performance. The results provide clues as to what schools might do to improve reading results.
Teachers Voices: A Qualitative Study on Burnout in the Portuguese Educational System
(CIÊNCIAS DA EDUCAÇÃO, 2021-06-29) Mota, Ana Isabel; Lopes, João Arménio Lamego; Oliveira, Célia Regina Gomes
Teaching has been identified as an environment of extreme physical, mental, and cognitive demand for teachers and is one of the careers where burnout levels are the highest. This qualitative study aims to (i) understand the importance of personal, organizational, and classroom dimensions concerning the Portuguese education system, (ii) and how these dimensions contribute to burnout in Portuguese teachers from different teaching levels. Semi-structured interviews were conducted with twenty-six primary and high school teachers. Results offer insights on the impact that different variables have on teachers’ burnout. The content analysis suggests that organization is the most relevant dimension contributing to teachers’ burnout. On the other hand, the classroom category appears to be the most challenging context for teachers to manage. The results highlight the need to consider the dynamics and interdependency between personal, organizational, and classroom dimensions in the development and prevalence of burnout.
Psychological well-being and health perception: predictors for past, present and future
(Faculdade de Medicina da Universidade de São Paulo - archives, 2019-07) Leite, Angela; Ramires, Ana; Moura, Andreia de Paiva Ribeiro de; Souto, Maria Teresa Soares; Marôco, João
Background Increasing evidence supports an association between psychological well-being and overall health, however, much remains to be understood about this association. The current study addresses this issue by presenting a new perspective focusing on health perceptions. Additionally, it examines the impact of each of six dimensions of psychological well-being on health perception. Methods Data for this study were collected from a sample of 1,155 Portuguese adults in various settings. Findings reveal that psychological well-being dimensions' impact differently on prior, current, and health outlookperceptions. Furthermore, the dimension depressed mood influences current health perception; in turn, current health perception is the strongest predictor for psychological well-being. Our results provide support for a bidirectional relationship between health perception and psychological well-being
The Psychometric Properties of a Portuguese Version of the Trait-Meta Mood Scale: an Attachment Framework
(Springer, 2020-07-03) Cabral, Joana; Brandão, Tânia; Lamela, Diogo
This study examined the psychometric properties of the Portuguese version of Trait Meta-Mood Scale (TMMS). The TMMS is a self-report measure that assesses stable individual differences in the way people attend, discriminate, and repair their mood and emotions. Exploratory and confirmatory factor analyses (CFA) were conducted in a sample of 1070 Portuguese university students, aged 17–30 years. Attachment, coping and rumination measures were used to establish construct validity, and internal consistency was also tested. The CFA failed to gather support for the original three-factor structure. Results suggested that a four-factor structure, including 26 items tapping suppression, clarity, repair, and difficulties in defensive repression provided the best fit to the data. The four subscales evidenced good internal consistency. In addition, concurrent validity with attachment, coping, and rumination variables was determined. This four-factor structure provided a valid and reliable measure to assess emotion regulation and is proposed to add some comprehensive value to the assessment of emotion regulation under an information-processing and attachment framework.

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