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Projeto de investigação
O exercício inconsistente da autoridade pelos adultos mais influentes dos contextos familiar, escolar e comunitário e a interiorização de normas sociais por pré-adolescentes
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Total and attuned multiple autonomy support and the social development of early adolescents
Publication . Simões, Francisco; Calheiros, M M; Alarcão, Madalena; Sousa, Áurea Sandra Toledo; Silva, Osvaldo Dias Lopes da
The effects of Multiple Autonomy Support
(MAS), meaning the autonomy support provided by two or
more sources, is an overlooked topic in social development
literature. The aim of this study is to understand how two
types of MAS, Total Multiple Autonomy Support (TMAS)
and Multiple Autonomy Support Attunement (MASA), are
related to early adolescents’ social development indicators
(prosocial behavior, self-regulation, antisocial behavior,
alcohol use, and 1-year substance use intention). TMAS
pertains to the general amount of autonomy support perceived by a MAS recipient, irrespectively of each provider’s
contribution to that score. MASA refers to the interindividual patterns of perceived coordination among MAS
providers, based on each provider’s autonomy scores. The
participants were 818 early adolescent Portuguese (M =
12.15; SD = .81; 54.2% girls) surveyed in a cross-sectional
exploratory study about MAS provided by parents, teachers,
and mentors. Descriptive analyses revealed levels of low
(n = 81; 10.00%), moderate (n = 432; 52.82%), and high
(n = 302; 36.91%) TMAS. A k-cluster analysis revealed
four MASA groups: low attuned MAS (n = 128; 15.65),
misattuned MAS/low attuned parent autonomy support
(n = 225; 27.51%), misattuned MAS/low attuned teacher
autonomy support (n = 177; 21.64%), and high attuned
MAS (n = 288; 32.21%). Ordinal regressions show that,
after controlling for age, a pattern of high attuned MAS
predicts better prospects of prosocial behavior and selfregulation, as opposed to high levels of TMAS. In addition,
MASA involving low teacher autonomy support predicts
the worst results on the selected indicators of social
development.
Socioeconomic status, multiple autonomy support attunement, and early adolescents' social development
Publication . Simões, Francisco; Calheiros, M M; Alarcão, Madalena
This study explores the relationship between socioeconomic status
(SES), multiple autonomy support attunement (MASA), and social
development indicators (antisocial behavior, prosociality, and selfregulation), considering the concurrent effects of structural (gender
and age) and social factors (social networks’ size and orientation).
MASA describes patterns of autonomy support provided by different sources, which, in this case, were parents, teachers, and mentors.
Participants were 645 adolescents (mean = 12.30; standard deviation = .60; 55.35% girls). Using latent class analysis, a 4-class solution for MASA presented the best fit. A generalized linear model
approach revealed that lower SES was associated with greater antisocial behavior, while MASA was linked to improved prosociality and
self-regulation when youths were included in a high-attuned multiple autonomy support class, compared to other MASA classes. Thus,
optimal levels of MASA can represent an asset for training, implementation, and assessment stages of interventions aimed at improving early adolescents’ positive social development.
A matter of teaching and relationships: Determinants of teaching style, interpersonal resources and teacher burnout
Publication . Simões, Francisco; Calheiros, M M
The present study tests a model of the interplay between teaching style determinants, interpersonal resources, and teacher burnout dimensions, controlling for
teachers’ experience variables. Two-hundred and ninety-seven teachers in the Portuguese educational system teaching in a rural region participated in the research.
Using a Structural Equation Modeling approach, the key fnding of this study is that
teacher interpersonal self-efcacy and teacher–student closeness partially mediated
the connections between teacher epistemological sophistication and student misbehavior and teacher burnout. Specifcally, an increment of teacher depersonalization
is associated with student misbehavior, when mediated by interpersonal self-efcacy
and teacher–student closeness. Moreover, while greater attunement with students
(meaning lower confict) prevents emotional exhaustion caused by student misbehavior, it also has costs in terms of lower professional accomplishment. Thus, in
intense interpersonal settings like schools, teacher interpersonal resources, especially teacher–student closeness and attunement, may not have an universal positive
return for educators. Implications for future research are recommended, such as the
replication of this model across urban and suburban settings. In addition, it seems
warranted that teacher pre-service and service training readdress the topic of interpersonal resources as a means to improve teacher well-being, including its merits
and limits.
Multiple autonomy support attunement connections with perceived competence in learning and school grades among rural adolescents.
Publication . Simões, Francisco; Calheros, M. M.
In this study, we examine the associations of Multiple Autonomy Support Attunement (MASA) (corresponding to configurations
of (in)consistent perceived multiple autonomy support regarding parents, teachers, and mentors) with perceived competence in
learning and native language and math grades, among rural adolescents. A total of 448 ninth graders (M = 14.71; SD = .90;
58.03% girls) from The Azores Islands, a Portuguese mostly rural and isolated area participated in this study. Using Latent Class
Analysis (LCA), a three-class solution for MASA presented the best fit and was more interpretable. Multivariate Analysis of
Variance showed that unattuned MASA, due to low teacher support, was the most recurrent MASA configuration. While less
recurrent, high MASA was associated with improvements in all educational outcomes. The effect of high MASA on improving
educational outcomes among these youths was above and beyond, and more systematic, than factors that typically play a central
role in rural educational trajectories, such as SES and gender. Our study shows the need to further articulate rural students’ social
ecology features with the usual explanations for rural education failure.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
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Número da atribuição
SFRH/BPD/99616/2014