O reflexo dos estilos parentais no jogo infantil

Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Educacional.

Representações sociais do envelhecimento ativo num olhar genderizado

O objetivo deste estudo é analisar as representações sociais do envelhecimento ativo, procurando detetar os impactos das conceções diferenciadas de homens e mulheres idosos. Foi desenvolvido um estudo de coorte transversal. Foram inquiridas 123 pessoas idosas (M=76,84; DP=8,46). Utilizámos para aceder às evocações sobre o envelhecimento ativo a Técnica de Associação Livre de Palavras. As representações que emergiram com maior frequência foram a “família”, “passeio”, “convívio” e “saúde”. Foi possível destacar diferenças na representação social do envelhecimento ativo a partir de um olhar genderizado. Das evocações exclusivas do sexo masculino a evocação proeminente ancora no “desporto”, enquanto no sexo feminino a “atividade doméstica” predomina. Ambos os sexos elegeram a “família” como evocação proeminente na representação social do envelhecimento ativo. As mulheres, refletindo os papéis que desempenharam ao longo da sua vida parecem assumir que um envelhecimento ativo representa a execução das tarefas que sempre fizeram, centrando-se muitas das suas evocações em conteúdos de cariz familista, onde o papel de cuidadoras se destaca. As atividades de carácter instrumental e associadas à esfera privada, como as tarefas domésticas emergem com maior proeminência. No caso dos homens, a componente familista é também evocada, emergindo concomitantemente atividades de lazer.

Results of a mindfulness-based social-emotional learning program on portuguese elementary students and teachers: a quasi-experimental study

Recently, mindfulness-based social-emotional learning (SEL) approaches have been taught to children in some schools. Due to deficient methodological consistency observed in most studies, their results should be interpreted with caution. Moreover, research on how mindfulness-based SEL approaches benefit teachers is scarce, and the majority of these studies have been conducted in English-speaking countries; therefore, it is uncertain whether these approaches are suited to other cultural backgrounds. The aim of the present study was to evaluate the efficacy of the MindUp curriculum, an SEL program through mindfulness practice for Portuguese students and teachers. Participants included 454 3rd and 4th grade students and 20 teachers from state schools. A quasiexperimental (pre- and post-test) study compared outcomes for an experimental group with a waitlist control group. Data were collected from teachers and children through self-report measures. Results showed that over 50 % of the children who participated in the MindUp program scored above the control group mean in their ability to regulate emotions, to experience more positive affect, and to be more self-compassionate, and over 50 % scored lower in negative affect. In the group of teachers, over 80 % scored above the control group mean in observing, in personal accomplishment, and in self-kindness. Our results contribute to the recent research on the potential added value of mindfulness practices to a SEL program and strengthen the importance for teachers and students of adding to the academic curriculum a SEL program through mindfulness practices.

Teachers' legitimacy: Effects of justice perception and social comparison processes

Background. Teachers’ legitimacy is central to school functioning. Teachers’ justice, whether distributive or procedural, predicts teachers’ legitimacy. Aims. What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgement) or when the student does not have that information (autonomous judgement). Samples. A total of 79 high school students participated in Study 1; 75 high school students participated in Study 2. Methods. Two experimental studies with a 2 justice valence (just, unjust) 9 2 social comparison processes (autonomous judgements, comparative judgements) betweenparticipants design were conducted. Study 1 addressed distributive justice and Study 2 addressed procedural justice. The dependent variable was teachers’ legitimacy. Results. In both studies, situations perceived as just led to higher teachers’ legitimacy than situations perceived as unjust. For the distributive injustice conditions, teachers’ legitimacy was equally lower for autonomous judgement and comparative judgement conditions. For procedural injustice, teachers’ legitimacy was lower when the peer was treated justly and the participant was treated unfairly, compared with the condition when the participants did not know how the teacher treated the peer. Conclusions. We conclude that teachers’ injustice affects teachers’ legitimacy, but it does it differently according to the social comparisons involved and the type of justice involved. Moreover, these results highlight that social comparisons are an important psychological process and, therefore, they should be taken into account in models of justice.