Validação da Escala de Autoconceito e Autoestima para Pré-adolescentes (EAAPA) e Análise da Estrutura Organizativa do Autoconceito

Peixoto, Francisco; Mata, Lourdes; Monteiro, Vera; Sanches, Cristina; Ribeiro, Rui Bártolo; Pipa, Joana

doi:10.21865/ridep43_71

Cited by 7 publications

(3 citation statements)

References 38 publications

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“…The Competence in Mathematics subscale of the Self-concept and Self-esteem Scale for Pre-Adolescents (Peixoto, Mata, et al, 2017; Peixoto & Almeida, 2010, 2011) was used to measure students’ competence beliefs in math as an indicator for their domain-specific control appraisals (five items; “Some young people have difficulties solving math exercises”; “Some young people manage to solve math problems very quickly”; “Some young people think that they are good math students”; “Some young people have difficulties solving math problems”; “Some young people think that they do not have good grades in math”). Participants responded to items on a 4-point Likert scale (1 = completely different from me to 4 = exactly like me ).…”

Section: Methodsmentioning

confidence: 99%

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Forsblom¹,

Pekrun²,

Loderer³

et al. 2022

Journal of Educational Psychology

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Based on control-value theory (CVT), we examined longitudinal relations between students’ control and value appraisals, three activity-related achievement emotions (enjoyment, anger, and boredom), and math achievement (N = 1,716 fifth and seventh grade students). We assessed appraisals and emotions with self-report measures of perceived competence in math, perceived value of math, and math emotions, and achievement with school grades in math. All variables were measured in each of three consecutive annual assessments. Using structural equation modeling, we tested the CVT proposition that appraisals, emotions, and achievement show reciprocal relations over time. We hypothesized that (a) control-value appraisals influence the emotions, (b) the emotions influence achievement, and (c) achievement reciprocally influences appraisals and emotions. Supporting these hypotheses, the findings show that students’ perceived competence and perceived value positively predicted their subsequent enjoyment and negatively predicted their anger and boredom, controlling for prior levels of these variables, gender, and prior achievement. Students’ enjoyment positively predicted subsequent math achievement; anger and boredom negatively predicted achievement. Achievement showed reciprocal positive predictive effects on subsequent perceived competence, value, and enjoyment, and negative effects on subsequent anger and boredom; the effects on enjoyment and boredom were significant from Time 1 to 2 only. As posited in CVT, the effects of achievement on the emotions were mediated by perceived competence. In sum, the findings suggest that enjoyment, anger, and boredom influence students’ achievement in mathematics, and that control-value appraisals and achievement are important antecedents of these emotions. Implications for future research and educational practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Forsblom¹,

Pekrun²,

Loderer³

et al. 2022

Journal of Educational Psychology

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“…It should also be noted that the nature of the association between body appreciation and body dissatisfaction cannot be entirely understood from our findings, as the CBIS only measures dissatisfaction with body size, not other body features. Despite the reduced availability of previously-validated measures in Portugal, there are still some variables of interest, such as self-esteem (e.g., Self-concept and Self-esteem Scale; Peixoto et al, 2017) and positive affect (e.g., Positive and Negative Affect Scale for Children; Ameixa, 2013), that can be used in future work to extend the evidence base of construct validity.…”

Section: Tablementioning

confidence: 99%

Portuguese version of the Body Appreciation Scale-2 for Children (BAS-2C): Psychometric evaluation and measurement of invariance across sex

et al. 2022

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“…Convém expressar que o autoconceito pode ser considerado como importante mediador na obtenção de um adequado desempenho nos múltiplos contextos onde a pessoa está inserida e pode se configurar como o conjunto de crenças que cada um possui acerca de si próprio, formadas a partir das interpretações das experiências vividas no meio que as envolve (18) . Esse Modo adaptativo encontra-se evidenciado em outra averiguação, na qual se buscou compreender, sob a concepção dos pressupostos de Callista Roy, as experiências de adaptação de mulheres submetidas à mastectomia (19) .…”

Section: Discussõesunclassified

Aplicação da teoria de Callista Roy a pais/Cuidadores de crianças autistas: uma proposta intervencionista

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Castro²,

Vilanova

et al. 2021

Rev. Enferm. Atual In Derme

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Objetivo: Elaborar e aplicar uma proposta de intervenção, conforme o Modelo Teórico apresentado pela enfermeira Callista Roy, a pais/cuidadores de crianças no Espectro Autista em um município maranhense. Metodologia: Estudo avaliativo, exploratório, com abordagem qualitativa, realizado em um município maranhense, com 31 pais/cuidadores de crianças no Espectro Autista, mediante aplicação de um formulário sociodemográfico, entrevista estruturada conforme modelo de Roy e um exame físico geral simples, bem como a aplicação dos Inventários de Ansiedade e Depressão de Beck. Resultados: Foram verificados problemas adaptativos no Modo Fisiológico - indigestão/desconforto abdominal, alteração no sono, agitação, falta de energia, incapacidade de relaxar, choro, dificuldade de concentração, medo que aconteça o pior, medo de morrer; atordoado e nervoso; Modo Autoconceito – problemas adaptativos de perda de prazer, irritabilidade, cansaço ou fadiga e autocrítica; Modo Função na vida real – desvalorização, medo de perder o controle e indecisão; e ainda, o Modo Interdependência - perda de interesse por sexo e perda de interesse. Outrossim, estabeleceram-se dezenove Diagnósticos de Enfermagem e Intervenções de Enfermagem necessárias, sendo que esta proposta de intervenção foi fornecida aos participantes do estudo. Conclusão: Considera-se que o Referencial Teórico da enfermeira Callista Roy pode ser plenamente aplicado a estas pessoas e seu núcleo familiar e destaca-se que a Enfermagem, como a profissão consolidada que tem se tornado, precisa resgatar seus constructos, pressupostos e referências, lançando mão do Processo de Enfermagem e aplicando na sua prática para que o seu fazer possa ser privativo da profissão, específico e efetivo.

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Validação da Escala de Autoconceito e Autoestima para Pré-adolescentes (EAAPA) e Análise da Estrutura Organizativa do Autoconceito

Cited by 7 publications

References 38 publications

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.

Portuguese version of the Body Appreciation Scale-2 for Children (BAS-2C): Psychometric evaluation and measurement of invariance across sex

Aplicação da teoria de Callista Roy a pais/Cuidadores de crianças autistas: uma proposta intervencionista

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