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ResumoO estudo analisa as propriedades psicométricas da versão Portuguesa do Inventário de Atividades para Crianças -Revisto (ICA-R), numa amostra de crianças (N=228) do 4º ano de escolaridade. Os dados são examinados no modelo de Holland, de acordo com premissas desenvolvimentistas e sociocognitivas que salientam fatores sociais e escolares na formação do autoconceito. A análise em componentes principais revela uma estrutura dos interesses e das crenças de capacidade consistente com o modelo de Holland e com atribuições de género e preferências escolares. O conjunto dos dados indica que a versão portuguesa do ICA-R é metrologicamente precisa e válida, e aponta dados positivos para a validade intercultural da medida e do modelo de Holland. As potencialidades do ICA-R são discutidas na investigação sobre o processo de formação do autoconceito e na intervenção educacional de carreira. Palavras-chave: interesses, competências, autoconceito, género, experiências escolares AbstractThis study analyzes the psychometric properties of the Inventory of Children's Activities -Revised (ICA-R), in a sample of 4th grade children (N=228). Data are examined base upon Holland's Personality Type Model, according to developmental and socio-cognitive assumptions that emphasize social and academic factors in the formation of self-concept. Principal component analysis reveals a structure of interests and competence perceptions consistent with the Holland's model, as well as with gender attributions and school preferences. The data set indicates that the Portuguese version of ICA-R is metrologically accurate and valid, and points out the intercultural validity of the measure and of Holland's model. The potential of the ICA-R is discussed in the context of research on the process of self-concept formation and career educational intervention.

Empowerment theories provide the conceptual framework to understand the process of change among marginalized groups in rehabilitation. Sociopolitical control is an element of the intrapersonal component of psychological empowerment (PE). The current study analyzes the psychometric properties of the Brazilian version of the Sociopolitical Control Scale for Youth (SPCS‐Y) in a sample of institutionalized young male offenders (N = 190) and examines its relationships with well‐being, perception of educational environment, self‐efficacy, and drug consumption. The results of the confirmatory factor analysis supported the two‐dimensional structure of the SPCS‐Y (leadership competence and policy control). Linear regression models indicated that consumption of drugs contribute positively to leadership competence, and policy control was explained by well‐being, positive perception of educational environment, and enlisting social support. The results are consistent with previous studies from other countries and indicate that the SPCS‐Y is a valid measure to assess sociopolitical control among adolescents in rehabilitation. Additionally, theoretical implications and directions for practice are discussed in the paper.

Teacher feedback in the classroom has a powerful influence on pupils’ performance and motivation. The study aims to analyze psychometric properties of the Portuguese version of the Teacher Feedback Scale (TFS) in a sample of 228 children in the 4th grade of schooling. Exploratory factor analysis shows similarities with the original version, and the differences observed were based on the children’s cognitive development characteristics and cultural specificities of the two samples. The relationship between teacher feedback and students’ motivational variables was confirmed, such as the preference that the children expressed for the school subjects. The possibility to make some changes in the items is contemplated, in order to increase validity and reliability of the measure. The data highlight the potential of using the TFS in schools, which could contribute towards clarifying the teachers’ role in the formation of pupils’ self-concept.