Phytosociological survey on the Lusitan-Extremadurean grasslands of Dactylis hispanica subsp. lusitanica (Stebbins & D.Zohary) Rivas-Mart. & Izco

Deeply connected with forest serial dynamics, and present in almost semi-natural landscapes of Iberian Peninsula, Dactylis hispanica subsp. lusitanica perennial grasslands antalis a major issue on biogeographical analysis, once it lacks on syntaxonomical solutions for its affiliation and respective positioning on serial dynamics of distinct territories, which edaphoclimatic envelopes suggest different floristic assemblages. Mainly part of Agrostion castellanae-Stipion giganteae alliance, the Lusitan-Extremadurean grasslands were studied, with the objective of updating that biogeographic Province, and several phytosociological relevés were made, allowing the syntaxonomical update as well to resolve the serial-dynamics arrangement where this peculiar grasslands makes part of. At last this communities belong to priority 6220 [*Pseudo-stepe with grasses and annuals (Thero-Brachypodietea)], habitat that interests as well for conservational matters, due to its peculiar flora.

Portuguese Adaptation of Students Engagement in Schools International Scale (SESIS)

The importance of student’s engagement has been recently pointed out in research. However, there has been a lack of engagement assessment instrument, pertaining psychometric qualities. Objective: This paper presents the Portuguese adaptation of the “Student’s Engagement in School International Scale” (SESIS), drawn up from a12 countries international study (Lam et al., 2012; Lam et al., in press). Method: Psychometric properties of this scale were examined with data from 685 students from different grades (6th, 7th, 9th and 10th), from both sexes, and different regions of the country. Results: Factorial analysis of the results, with varimax rotation, lead to three different factors which explain 50.88% of the variance. The scale integrates the original 33 items, and cognitive, affective and behavioural dimensions. For the external validity study, the relationship between student’s engagement in school results and other school variables — academic performance, self-concept — was considered, and significant relations were observed, as expected. Conclusion: The data presented highlights the qualities of SESIS, as well as its usefulness for research purposes. Suggestion: It is suggested the investigation of the extension of SESIS’s three-dimensionality, in future studiesKeywords: Innovation, technology, research projects, etc. [Arial 10-point, justified alignment].

STUDENT’ S ENGAGEMENT IN SCHOOL: A LITERATURE REVIEW

Students’ Engagement in School has been the focus of debate concerning academic success and school dropout, and pointed out as a mean to address the problems affecting our schools and their students, not only for having value in itself, but also for being an important mediator between several academic variables. This paper reviews the research and literature on this concept and its relations with personal and contextual variables, as well as with academic performance, with the aim of summarizing the main relationships found. Literature presents a significant number of studies which sustain that personal variables, such as self-efficacy and self-concept, as well as contextual - peers, school, family- are related with school engagement. The adoption of mastery goals, for instance, has a positive impact on school, as they are related with the use of cognitive and self-regulatory strategies by students. Positive relationships with peers, teachers support and the quality of family relations are associated with higher levels of engagement and academic performance, while negative experiences, such as bullying, are related with educational difficulties. Following this, we reflect about the relevance of studying engagement in school, in the context of widespread financial crisis, and emphasize the need to rethink educational institutions considering the paradigmatic changes that currently occur.