The current study intended to model the link between implicit theories of intelligence (ITI) and students' academic achievement, within a meta-analytic review procedure. To assess studies' effect size, the Pearson's correlation coefficient (r) was used. The review of 46 studies (94 effect sizes) with 412,022 students presented a low-to-moderate association between the ITI and students' academic achievement. The results indicated that incremental theorists are more likely to have higher grades in specific subjects (verbal and quantitative) and in overall achievement. The entity beliefs were positively associated with students' specific verbal and quantitative domains but at a lower magnitude than incremental beliefs. Moreover, the moderator effect analyses results indicated that the link between ITI and students' achievement was not moderated by gender, but there was a moderate association in student's middle school grade. Additionally, the ITI assessment based on the most recent versions of Dweck's scales, the use of specific academic scales instead of general ITI scales, and the use of the original measures rather than adapted versions strongly moderated the link between ITI and achievement. Moreover, students from Eastern continents (Asia and Oceania) reported a positive association between incremental beliefs and achievement, Europe displayed a positive link between entity beliefs and achievement, whereas North America presented negative correlations between entity perspectives and academic achievement. This meta-analysis updates the current evidence supporting the direct link of ITI and students' academic achievement and acknowledges specific effects that ITI could have in different academic outcomes.

This study examines the predictive validity of Emotional Intelligence (EI), assessed by a self-report and a performance ability-based measure, over students' academic achievement in Portuguese secondary school. Within a 3-wave longitudinal design, 380 Path analysis results showed that although both types of EI can predict students' academic achievement, they exert a higher influence in the prediction of 10 th grade students' achievement. Moreover, the performance measure exhibited higher predictive power over the self-report one. Multi-group analyses indicated that some paths in the GPA model differ by gender while in the Mathematic model differ by type of school.These findings suggested the importance of fostering students' EI in the academic context as a strategy of enhancing academic success.

AMP dephosphorylation via ecto-5′-nucleotidase/CD73 is the rate limiting step to generate extracellular adenosine (ADO) from released adenine nucleotides. ADO, via A2A receptors (A2ARs), is a potent modulator of neuromuscular and immunological responses. The pivotal role of ecto-5′-nucleotidase/CD73, in controlling extracellular ADO formation, prompted us to investigate its role in a rat model of experimental autoimmune myasthenia gravis (EAMG). Results show that CD4+CD25+FoxP3+ regulatory T cells express lower amounts of ecto-5′-nucleotidase/CD73 as compared to controls. Reduction of endogenous ADO formation might explain why proliferation of CD4+ T cells failed upon blocking A2A receptors activation with ZM241385 or adenosine deaminase in EAMG animals. Deficits in ADO also contribute to neuromuscular transmission failure in EAMG rats. Rehabilitation of A2AR-mediated immune suppression and facilitation of transmitter release were observed by incubating the cells with the nucleoside precursor, AMP. These findings, together with the characteristic increase in serum adenosine deaminase activity of MG patients, strengthen our hypothesis that the adenosinergic pathway may be dysfunctional in EAMG. Given that endogenous ADO formation is balanced by ecto-5′-nucleotidase/CD73 activity and that A2ARs exert a dual role to restore use-dependent neurocompetence and immune suppression in myasthenics, we hypothesize that stimulation of the two mechanisms may have therapeutic potential in MG.

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This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GPA were similar across students’ gender and socio-professional status. These findings underline the relevance of students’ implicit theories and EI and suggest their usefulness as strategies to foster academic success.

Different online courses and training programs in Laboratory Animal Science (LAS) have emerged across Europe in recent years. E-learning appears to be a promising solution to achieve flexibility in training while meeting the quality criteria of demanding programs in short training periods. However, little is known about how students perceive e-learning in this context, and there is also a lack of specific and valid instruments to measure this perception. Within an exploratory study framework, the e-learning perception of 229 participants in 15 courses in Portugal using two different online training formats, flipped classroom and full online theoretical training, was assessed. For this purpose, the Questionnaire of E-learning Acceptance (QELA), a 32-item accordance Likert-type scale comprising five subscales was developed to explore the following: how participant perceive e-learning, satisfaction with organization and contents, perception of e-learning relevance for the time management, and its influence for practical training. In general, e-learning was well accepted and perceived to work well and be useful by the majority of courses participants, independently of the course level and e-learning format approach. These results indeed suggest that integration of e-learning is useful in LAS training. We also propose the QELA as a starting point for development and implementation of specific instruments to assess e-learning acceptance in LAS across a wider range of geographical and training contexts.

Conseguirá a Escola atual potenciar a aprendizagem social e emocional dos alunos? No quadro de um estudo exploratório qualitativo, partiu-se da análise do discurso de 12 docentes, na maioria do sexo feminino (75%), com idades compreendidas entre 32 e 57 anos (M=44,3; DP=8,95), dos quais 50% leciona ou já lecionou disciplinas de desenvolvimento social e emocional, com o objetivo de contribuir para a compreensão do papel da Escola na promoção de competências sociais e emocionais dos alunos no ensino secundário. Construído de raiz para este estudo, administrou-se um questionário com questões abertas que explorava as perceções dos docentes sobre a importância destas áreas, as estratégias adotadas na sua promoção e a perspetiva sobre as atuais alterações curriculares no contexto português. Os resultados foram analisados com o programa NVivo 8. Globalmente, apesar do reconhecimento implícito da importância destas áreas, evidenciado pelos participantes, e do investimento em estratégias curriculares e extracurriculares na sua promoção, a aprendizagem social e emocional carece ainda de redefinição e de valorização enquanto objetivo particular da função da Escola, de forma a tornar-se uma realidade para todos os alunos e, assim, contribuir para promover e ancorar o desenvolvimento cognitivo no quadro de um desenvolvimento global mais harmonioso. Palavras-chave:Aprendizagem social e emocional, Sucesso académico, Alterações curriculares, Ensino secundário português. INTRODUÇÃOA convicção de que para além da família, a escola e a sociedade deverão promover, de forma explícita, os aspetos sociais e emocionais do desenvolvimento de crianças e adolescentes, emergiu em consonância com a aceitação da diversidade do funcionamento humano. Assim, torna-se essencial que a Escola assuma um papel mais abrangente na promoção do desenvolvimento e na formação global de crianças e adolescentes, não incidindo apenas no seu desenvolvimento cognitivo, mas também no seu desenvolvimento social e emocional: as escolas serão melhor sucedidas na sua missão educacional se envidarem esforços para integrar a aprendizagem social e emocional na experiência educativa dos alunos, maximizando o seu potencial para o sucesso atual e futuro na vida pessoal e profissional (Elias et al

RESUMO -Apresenta-se a adaptação e validação do Teste de Vocabulário Emocional (TVE) ao contexto português, uma medida de desempenho de inteligência emocional, explorando as suas qualidades psicométricas e a validade de critério e convergente com uma medida de autorrelato, o Questionário de Competência Emocional -Revisto (QCE-R). O TVE, com 35 itens, desenvolvido por Takšic, Herambasic e Velemir (2003) no contexto croata, mede a capacidade para compreender emoções. A amostra incluiu 682 alunos do 10.º ano, entre 14 e 21 anos (M = 15,5; DP = 0,77) de diferentes cursos científico-humanísticos. Genericamente, o TVE revelou boas qualidades psicométricas, tendo-se correlacionado positivamente com o rendimento académico e evidenciado maior capacidade para o predizer do que o QCE-R, com o qual não estabeleceu qualquer associação.Palavras-chave: inteligência emocional, medida de autorrelato, medida de desempenho, TVE, ensino secundário ABSTRACT -This study presents the adaptation and validation to the Portuguese context of the Vocabulary Emotions Test (VET), an ability measure of Emotional Intelligence, particularly exploring their psychometrics properties and the criterion and convergent validity with a self-report measure, the Emotional Skills and Competence Questionnaire -Reviewed (ESCQ-R). Consisting of 35 items, the VET was constructed in Croatian settings by Takšic, Herambasic and Velemir (2003), and was developed to measure the ability to understand emotions. This study involved 682 10 th graders, with ages between 14 and 21 years (M = 15.5; SD = .77) from several courses. The VET revealed good psychometric properties, showed positive correlations with academic achievement and evidenced better predictive validity than the ESCQ-R, with which no association was found.