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- Measuring student engagement with school across cultures: Psychometric findings from Portugal and RomaniaPublication . Veiga, Feliciano Henriques; Robu, ViorelStudent engagement with school activities has been conceptualized and operationalized through three dimensions: affective, behavioral and cognitive. Recent empirical evidence suggests that personal agency could be added as a fourth core dimension. To capture all these dimensions, a new measure (Student Engagement in School-Four-Dimensions Scale/SES-4DS) has been designed and validated in a sample of Portuguese middle and high school students. This paper examines the cross-cultural construct validity of the Portuguese SES-4DS. The SES-4DS was simultaneously administered to a sample of 377 high school Portuguese students and 365 high school Romanian students. In order to estimate factor structure congruence, the Tucker’s φ coefficient was used. The exploratory factor analysis revealed a four-factor measurement model in both sample. Data also revealed reasonable values of φ coefficient for the cognitive and behavioral engagement, while values for affective and agentic engagement were good. Internal consistency ranged from .69 to .87 for the Portuguese sample and .73 to .78 for the Romanian sample. The results indicate that the SES-4DS is a measure that captures the same underlying dimensions of engagement in school across cultures. Implications in terms of using the scale for cross-cultural research purposes are discussed.
- Parenting Styles, Internalization of Values and Self-Esteem: A Cross-Cultural Study in Spain, Portugal and BrazilPublication . Martínez, Isabel; Garcia, Fernando; Veiga, Feliciano Henriques; Garcia, Oscar F.; Rodrigues De La Iglesia, Yara; Serra, EmiliaThe present study analyzes the impact of parenting styles on adolescents’ self-esteem and internalization of social values in three countries, Spain, Portugal and Brazil. The sample of the study was comprised of 2091 adolescents from Spain (n = 793), Portugal (n = 675), and Brazil (n = 623) from 12–18 years old (52.1% females). The four types of parenting styles, authoritative, indulgent, authoritarian and neglectful, were measured through the warmth and strictness dimensions of the Scale of Parental Socialization ESPA29. The two criteria variables were captured with the five dimensions of the AF5, Five-Factor Self-Concept Questionnaire, and with self-transcendence and conservation Schwartz values. Results confirm emergent research in parenting socialization: the use of parental warmth is evidenced as key for adolescent self-esteem and internalization of social values in the three countries analyzed. Indulgent and authoritative parenting (both characterized by parental warmth) are associated with the highest value internalization in the three countries. Furthermore, indulgent parenting (use of warmth) is associated with the highest adolescent self-esteem, overcoming authoritative parenting (use of warmth and strictness). The influence of parenting over adolescent self-esteem and values internalization is maintained independent of the differences in self-esteem and value priorities observed in the cultural context, the sex and age of the participants.
- Bem-estar, desenvolvimento e atividades organizadas: um estudo com alunos adolescentesPublication . Carvalho, Nuno Archer de; Veiga, Feliciano HenriquesEnquadramento: No estudo do Bem-estar psicológico e dos Recursos de desenvolvimento, destaca-se a participação dos adolescentes em atividades organizadas. Objetivo: Aprofundar a relação do Bem-estar psicológico e dos Recursos de desenvolvimento com a participação em atividades extracurriculares e de solidariedade. Metodologia: O estudo incluiu 201 alunos do 6º, 9º e 11º ano de uma escola particular portuguesa e usou a Escala de Bem-Estar Psicológico para Adolescentes, o Developmental Assets Profile e três questões sobre a participação nas atividades. Resultados: Encontrou-se um número elevado de alunos que participam em atividades dos dois tipos. Aparticipaçãodiminuiao longo da adolescência. As correlações com o Bem-estar psicológico e os Recursos de desenvolvimento reforçam o potencial da participação nos dois tipos de atividade para o bem-estar e o desenvolvimento dos adolescentes. As diferentes correlações sugerem uma maior ligação da participação em atividades extracurriculares com a auto-estima, e entre a participação em atividades de solidariedade com a autorrealização, o crescimento pessoal e a resiliência. Conclusões: Valorização das oportunidades de participação em atividades dos dois tipos nos contextos educativos, com destaque para a escola. São apresentadas sugestões para estudos futuros.
- Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?Publication . Veiga, Feliciano Henriques; Festas, I.; Garcia, Oscar F.; Oliveira, Íris M.; Veiga, Carlota M.; Martins, Conceição; Covas, Filomena; Carvalho, Nuno Archer deStudent engagement in school needs to be considered when comparing immigrant and native students, particularly at a timeof increasing migratory movements throughout the world. Diferences in cognitive, afective, behavioral, and agentic studentengagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence.A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that:students with native parents present higher cognitive and agentic engagement than students with immigrant parents; earlyadolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present highercognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute toknowledge advancement, enhancing the understanding of student engagement with immigrant and native parents duringearly and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Basedon the fndings and conclusions from this study, possibilities for future research and political-educational recommendationsare presented.
- Student engagement in Higher Education, age and parental education levelPublication . Covas, Filomena; Veiga, Feliciano HenriquesWithin the scope of socio-cognitive theories, student engagement in school has been studied as a multidimensional construct. A four-dimensional perspective was adopted, with the dimensions: affective, cognitive, behavioural and agentic. The objective, to analyse how the variables age and parental education relate to student engagement in school. The sample consisted of 715 Portuguese public Higher Education students from the Lisbon area. The data was collected through an online survey, which included the Student Engagement in School: a Four-Dimensional Scale – Higher Education Version. Data analysis not only revealed that students of age 26 or older scored considerably higher results in engagement than younger colleagues, but also highlighted significant differences of engagement in the affective, behavioural and agentic dimensions, depending on parental education. The results, while partially corroborating the revised literature, suggest future in-depth studies.
- Psychosocial Development Research in Adolescence: a Scoping ReviewPublication . Carvalho, Nuno Archer de; Veiga, Feliciano HenriquesErikson’s psychosocial development is a well-known and sound framework for adolescent development. However, despite its importance in scientific literature, the scarcity of literature reviews on Erikson’s theory on adolescence calls for an up-todate systematization. Therefore, this study’s objectives are to understand the extent and nature of published research on Erikson’s psychosocial development in adolescence (10–19 years) in the last decade (2011–2020) and identify directions for meaningful research and intervention. A scoping review was conducted following Arksey and O’Malley’s framework, PRISMA-ScR guidelines, and a previous protocol, including a comprehensive search in eight databases. From 932 initial studies, 58 studies were selected. These studies highlighted the burgeoning research on Erikson’s approach, with a more significant representation of North American and European studies. The focus of most studies was on identity formation, presenting cross-cultural evidence of its importance in psychosocial development. Most of the studies used quantitative designs presenting a high number of different measures. Regarding topics and variables, studies emphasized the critical role of identity in adolescents’ development and well-being and the relevance of supporting settings in psychosocial development. However, shortcomings were found regarding the study of online and school as privileged developmental settings for adolescents. Suggestions included the need to consider the process of identity formation in the context of lifespan development and invest in supporting adolescents’ identity formation. Overall, conclusions point out Erikson’s relevance in understanding adolescents’ current challenges while offering valuable research and intervention directions to enhance adolescent growth potential.
- Retenção escolar: pode o envolvimento afetivo dos alunos com escola contribuir para a sua prevenção?Publication . Silva, Cláudia; Veiga, Feliciano Henriques; Silva Pinto, Élia; Ferreira, IsabelIntrodução: A retenção escolar em Portugal assume valores preocupantes. A análise ao indicador "Percursos Diretos de Sucesso", criado pelo Ministério da Educação, permite perceber que a maioria dos alunos que deveria ter terminado o 3.º ciclo ou o ensino secundário em 2019 não o conseguiu fazer sem reprovar um ano ou ter negativa em, pelo menos, um dos exames nacionais: num universo de456.368 estudantes, apenas 201.937 (44%) tiveram o chamado “percurso direto de sucesso”. (Fonte: http://infoescolas.mec.pt/ 02/2019) Objetivos: O objetivo do presente estudo foi averiguar se os alunos que reprovaram de ano foram os que revelaram no inicio do ano letivo menos envolvimento afetivo na escola quando comparados com os alunos que transitaram de ano Métodos: A amostra é constituída por 330 alunos do 10º ano de uma escola secundária do distrito de Lisboa. Para a recolha dos dados foi utilizada a escala Envolvimento dos Alunos na Escola (EAE-E4D), elaborada por Veiga (2013, 2014, 2016), que foi passada no final do primeiro período. Resultados: encontraram-se diferenças significativas entre os dois grupos em todos os itens da dimensão afetiva, tendo o grupo que reprovou piores resultados. Conclusões: conclui-se assim que o envolvimento afetivo dos alunos na escola é importante para o sucesso académico e que aescola deve promover estratégias para promover esse envolvimento no sentido de proporcionar bem-estar aos alunos e prevenira retenção escolar.
- Bem-estar psicológico e recursos de desenvolvimento: caracterização em alunos adolescentesPublication . Carvalho, Nuno Archer de; Veiga, Feliciano HenriquesEnquadramento: No estudo do desenvolvimento psicossocial na adolescência atual, destacam-se duas perspectivas: (1) o bem-estar psicológico; e (2) os recursos de desenvolvimento. Objetivo: Neste contexto, procedeu-se à caracterização do bem-estar psicológico e dos recursos de desenvolvimento em adolescentes de uma escola portuguesa. Metodologia: A amostra incluiu 201 alunos do 6º, 9º e 11º anos. Foi utilizado um instrumento de avaliação do bem-estar psicológico e um de avaliação dos recursos de desenvolvimento. Resultados: Apresenta-se a distribuição dos alunos por níveis de bem-estar psicológico e por recursos de desenvolvimento, consideram-se as diferenças significativas entre alunos do 6º, do 9º e do 11º ano nas dimensões do bem-estar psicológico e dos recursos de desenvolvimento, bem como as correlações entre estas dimensões. Conclusões: Apesar da consistência com outros estudos, os resultados permitem levantar questões que tem a ver com a especificidade da amostra. Sugerem-se estudos posteriores.
- Portuguese adaptation of the academic time management questionnaire : new elementsPublication . Veiga, Feliciano Henriques; Melim, Ana C.This paper presents the adaptation of the “Time Management Questionnaire” (TMQ) – drawn up by Britton and Tesser (1991), the final version of which has become known as the “Academic Time Management Questionnaire” (ATMQ). The sample comprised 705 Primary School and Secondary School pupils of both sexes. The factorial analysis of the results followed by varimax rotation led to three factors that explain 40.06% of the variance; the reliability coefficients were also ascertained. For the external validity study, the relationship between the ATMQ results and other school variables were considered, in which significant relations were observed, as expected. The data presented highlights the qualities of the ATMQ, as well as its usefulness in research. New data confirmed these qualities.
- Aspirations of higher education and students' backgroundsPublication . Veiga, Feliciano HenriquesThe aim of this study was to analyse the relationship between the perspectives of higher education (study aspirations) and variables of a social nature (nationality, level of family education), and also to study the relationship between fulfilment (educational and personal) and professional aspirations throughout adolescence. The sample comprised 487 subjects from different school years (7th, 9th and 11th years), from schools of Greater Lisbon and inland Portugal. School performance was assessed through school grades in essential subjects, and personal fulfilment through the Children’s Rights Scale Tool; the pupils were also asked about the profession they would like to have and the education level they would like to attain. Analysis of the results enabled the observation of significant differences in the variables of both school and personal fulfilment, in terms of higher education perspectives (school and professional aspirations). The groups of pupils who had greater aspirations to move on to Higher Education returned more favourable results. These differences also included noticeable oscillations throughout the school years. The results were interpreted from a cognitive-social and developmental perspective, recognising the need for specific research and backing up the discussion through comparison with somewhat similar research projects.