This paper postulates that psychology can make an important contribution at an individual level to help children with school failure problems in a context where too little applied research has been conducted on the instructional needs of these children. Some data are analyzed, revealing that, despite some progress, school failure is still a main educational problem in many countries. In this study, Behavioral Skills Training (BST) was applied in Portugal to train children with school failure difficulties. BST is a method based on Applied Behavior Analysis, a teaching package consisting of a combination of behavioral techniques: instructions, modeling, rehearsal, and feedback. Two empirical studies are presented. Their main purpose was to develop behavioral diagnostic and training techniques to teach lacking skills. School success was defined in terms of a set of skills proposed by teachers and school failure as a lack of one or more of these skills. The main instrument was a package of training programs to be applied in three areas: basic behavior (precurrents), academic behavior, or social behavior. The second instrument is a package of check-lists, aimed to determine the level of performance of the child in an area. This check-list was applied before (pre-test) and after (post-test) training. In the first study, 16, 7- to 8-year old children were trained. They were attending the second or third grades and having academic difficulties of different origins. The effects of the training programs are evaluated in terms of percentage of attained objectives, comparing a pre- and a post-test. The results showed an increase in correct responses after training in all cases. To provide a sounder demonstration of the efficacy of the training programs, a second study was carried out using a quasi-experimental design. A multiple baseline design was applied to three 10- to 11-year-old children, referred by teachers because of learning difficulties in the fourth grade. Results showed few performance changes without training. Increases in behavior following BST were evident in all cases, indicating that training generated improvement in all three children. In both studies, comparable results occurred across students, demonstrating replication of the effects of the training programs.

Several factors like pupils’ characteristics, school conditions and family context have been pointed out in the literature as being linked to academic achievement. Regarding the latter, family socio-economic status and parental support have been identified as determining variables on success at school. The current study analyses the influence of family support on the achievement of school children in their native language [Portuguese language course (PLC)]. Participants were 885 students attending PLC on basic and secondary schools (6th and 9th school grades) (ISCED 1); 418 boys and 467 girls, ranged between 10 and 18 years of age (M = 12.99). School achievement was assessed using year-end classifications in PLC. Family support was assessed using the Family Support-Context Variables Questionnaire. A regression analysis showed that students’ perception about instrumental and affective family support in school life was positively related to their Portuguese grades. However, different predictive values were revealed according to gender. Girls’ Portuguese languge couse classification seemed to depend on affective variables like their perception of affective parental support and affective attitudes toward the PLC, while boys’ results seemed to be influenced by instrumental variables, such as the perception of instrumental support from parents and boys’ attitudes toward the utility of learning Portuguese language. These results supported those of other studies, showing the need to take gender differences into account in educational interventions, especially during early adolescence. In conclusion, the study shows an influence of parental support on PLC achievement. Such influence differs according to gender, with girls being more sensitive to the affective dimension of parental support and boys to the instrumental one.

Higher education is a fundamental resource to achieve the 2030’ Sustainable Development Goals (SDG) defined by the United Nations. Specifically, SDG4 advocates the access to quality education for all, including tertiary education. Besides, higher education is expected to be an important condition for achieving other SDGs. Developing countries face particularly important challenges to accomplish these higher education goals. Thus, it is crucial to understand how to promote quality in higher education in the specific context of each country. Among the most important factors influencing higher education quality are professors’ conceptions of teaching. These conceptions influence teaching action and have a direct impact on students’ own academic performance and learning outcomes. Teaching conceptions seems to be strongly influenced by cultural values and social norms and in African countries there is little research in this field. This study aims to characterize and understand both the conceptions of teaching and on facilitating factors and barriers to university teaching held by the University of Sao Tome and Principe (USTP) faculty. The data were obtained through semi-structured interviews to 19 university professors and analyzed through qualitative and quantitative methodologies. The results suggest the prevalence of teacher-centered/transmission-oriented and student-centered/learning-oriented conceptions of university teaching. In addition, other conceptions highlight professors’ competences and the relationship between teaching and context variables. Organizational aspects of the education system, material resources and facilities, characteristics and training of the faculty, teaching action, and students’ characteristics, are mentioned both as facilitators and barriers to university teaching. Some contributions emerged from the professors’ conceptions that could inspire improvements at the USTP teaching, therefore contributing to facing changes and challenges of a society in development.

No abstract

ResumoNa adolescência, a interação entre adolescentes e pais assume uma nova dimensão. A busca pela autonomia, a construção da identidade e os pares adquirem grande importância. Acresce que o desenvolvimento e utilização de tecnologias, sendo estas necessárias às rotinas das pessoas, tornaram-se suscetíveis de influenciar a interação familiar, particularmente, a comunicação. Mediante estudo qualitativo e realização de entrevista semiestruturada analisou-se a influência das tecnologias na comunicação em famílias com adolescentes. Participaram no estudo 13 mães e respetivos filhos/as. Dos dados sujeitos a análise de conteúdo concluiu-se que as tecnologias influenciam a comunicação entre mães e adolescentes, facilitando-a ou dificultando-a. Palavras-chave: interação familiar, adolescência, comunicação, tecnologia. AbstractIn adolescence, the interaction between adolescents and parents assumes a new dimension. The pursuit of autonomy, the self-identity development and the peers acquire a great importance. Furthermore, the increasingly development and widespread use of technologies, which are necessary to people's dailylife routine, became susceptible to influence family interaction, particularly, communication. Through a qualitative study and a semistructured interview, the influence of technologies in family communication in families with adolescents was analyzed. Thirteen mothers and their offspring participated in the study. From the data subjected to content analysis, it was concluded that technologies do influence communication between mothers and adolescents, whether facilitating or hindering it.