ESECS - Artigos em revistas internacionais
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- Effects of a Twelve-Week Complementary Sports Program to Athletics Training on Motor Competence in Children Aged 6 to 10 Years Old—A Study ProtocolPublication . Lopes, Nataniel; Susano Jacinto, Miguel Ângelo; Monteiro, Diogo; Matos, Rui; Ibáñez, Sérgio J.Motor competence (MC) is defined as a global term that describes a person’s ability to be proficient in a wide range of motor acts. Based on this principle, we have created a training program that aims to determine the effect of 12 weeks of enriched athletics sports training with complementary motor activities on MC in children aged between 6 and 10 years old. The subjects will be divided into two groups: (i) the athletics training group (IG_A) that will participate in athletics training three times a week for 12 weeks, with 60 min sessions; and (ii) the athletics training + other activities group (IG_B) that will participate in athletics training twice a week and will have another activity training (gymnastics, handball, swimming, and motor games) for 12 weeks, with 60 min sessions. The two groups will be assessed at baseline and 12 weeks later. The KTK3+ will be used to assess MC. A between–within ANOVA-RM (2 [groups] × 2 [time points]) will be conducted. The results and conclusions of the implementation program will be presented in another study.
- Mediating Role of Basic Psychological Needs in the Association Between Exercise Goal Content and Subjective Well-Being in Portuguese Older AdultsPublication . Couto, Nuno; Antunes, Raul; Bento, T.; Pereira dos Santos de Sousa Vitorino, Anabela; Monteiro, Diogo; Cid, LuisBackground: This study aimed to examine the association between different exercise goals and their impact on subjective well-being (SWB) variables, namely, positive affect (PA), negative affect (NA), and satisfaction with life (SWL), as well as to explore the mediating role of basic psychological needs (BPNs) in this relationship within a sample of Portuguese older adults. Objectives: The present study aimed to analyze the association between extrinsic and intrinsic motivation for exercise, basic psychological needs (BPNs), and subjective well-being (SWB) in older Portuguese people. Methods: The sample study constituted 298 individuals (233 females, 65 males), aged between 60 and 90 years (M = 68.43; SD = 6.48). Through model four of the Process macro for SPSS version 3.5, a simple mediation analysis was carried out. Results: The results show that BPNs mediated the relationship between goal content for exercise health management and positive affect (PA) and satisfaction with life (SWL); goal content for exercise skill development and PA; goal content for exercise image, PA, and SWL; and goal content for exercise social affiliation and PA. Conclusions: Thus, we can conclude that BPNs stand out as a relevant mediator in the relationship between goal content for exercise and SWB variables, which reinforces the importance of BPNs in SWB promotion in the older population.
- Tell Me What You’ve Done, and I’ll Predict What You’ll Do: The Role of Motivation and Past Behavior in Exercise AdherencePublication . Cid, Luis; Monteiro, Diogo; Bento, Teresa; Susano Jacinto, Miguel Ângelo; Pereira dos Santos de Sousa Vitorino, Anabela; Teixeira, Diogo S.; Duarte-Mendes, Pedro; Bastos, Vasco; Couto, NunoIntroduction: The main purpose of this study was to test a hierarchical model of motivation that integrates Achievement Goal Theory and Self-Determination Theory to explain and predict exercise adherence. Method: In total, 2180 exercisers (1020 female, 1160 male) aged between 18 and 60 years, from different gyms and health clubs, completed several scales validated in exercise settings, regarding perceived motivational climate, basic psychological need satisfaction, behavioral regulation, and exercise adherence. For the last measure, weekly computer access to a control system over a 6-month period before and after data collection was consulted. Results: Through structural equation models (SEM), it was verified that (1) task-involving climate positively predicted basic psychological needs. In turn, the satisfaction of these needs predicted autonomous motivation, which led to a positive prediction of adherence; (2) a small variation in exercise adherence was explained by the motivational model under analysis. Nevertheless, models significantly improved their analytical power when past adherence was inserted in the model increasing the explained variance in future behavior from 9.2% to 64%. Conclusions: In conclusion, autonomous motivation can predict people's exercise adherence, and past behavior increases that predictive effect. The present study brings scientific evidence to the popular saying "tell me what you've done and, and I'll predict what you'll do".
- Funcionamento e potencialidades do percurso didático enquanto dispositivo de ensino da leitura e da escrita: o género entrevista no 3.º ano de escolaridadePublication . Jorge, Noémia de Oliveira; Marques, J.; Bastos, S.Neste artigo pretendemos apresentar um dispositivo didático orientado para o ensino de géneros textuais: o percurso didático (AUTOR1, 2019; AUTOR1, GONÇALVES & COUTINHO, 2022). Concebido no programa de trabalhos do interacionismo sociodiscursivo (BRONCKART, 1997), este dispositivo inspira-se na sequência didática (DOLZ, NOVERRAZ & SCHNEUWLY, 2004) e na sequência de ensino (PEREIRA & CARDOSO, 2013; PEREIRA, CARDOSO & GRAÇA, 2013). Depois de explicitarmos os contornos conceptuais do percurso didático, apresentaremos os resultados de uma investigação desenvolvida em torno deste dispositivo de ensino, em Portugal, no 1.º Ciclo do Ensino Básico em Portugal (3.º ano de escolaridade), em 2022, com enfoque no género entrevista (impressa, destinada ao público infantojuvenil). Ao longo do artigo, daremos conta das três etapas que nortearam a investigação: i) descrição prévia do género a focar (com base na revisão de literatura e na análise das práticas sociais de referência); ii) relato da experiência didática realizada (com recurso à observação participante, em contexto de investigação sobre a própria prática – PONTE, 2002); iii) análise da entrevista produzida coletivamente pelos alunos, no momento final do percurso didático, tendo em conta três dimensões de análise: temático-estrutural, linguística, gráfica. Esperamos, assim, não apenas ilustrar o funcionamento do percurso didático, como também evidenciar as potencialidades deste dispositivo de ensino-aprendizagem, sobretudo a dois níveis: compreensão e produção de textos e de géneros textuais; atividade metalinguística.
- Analysis of Frailty Indices Based on Sociodemographic and Clinical Determinants in Older WomenPublication . Rodrigues, Filipe; Monteiro, Diogo; Susano Jacinto, Miguel Ângelo; Matos, Rui; Amaro, Nuno; Pocinho, Ricardo Filipe da Silva; Gordo, Sara; Dias Tavares da Silva, Sílvia Manuela; Antunes, RaulBackground: The aim of this study was to analyze levels of frailty, across physical, psychological, social, and overall dimensions, according to marital status, age, number of diagnosed illnesses, and number of medications taken in community-dwelling older women. Methods: The study included a total of 94 older women, aged between 60 and 89 years. All participants completed a sociodemographic and clinical questionnaire, as well as an instrument to measure physical, psychological, and social frailty, along with the total frailty score in the study participants. Group comparison test, such as the Kruskal–Wallis test, was applied. Results: Statistically significant differences (p < 0.05) in frailty were associated with marital status, clinical burden, and polypharmacy, with widowed/divorced individuals, those with more diagnosed diseases, and those taking more medications exhibiting higher physical and total frailty levels, while psychological frailty was notably higher in the oldest age group. Conclusions: The results indicate that physical and social interventions should be more relevant for older women with greater social isolation, as they may increase frailty indices and consequently the risk of hospitalization, institutionalization, and mortality.
- Os títulos no processo de escrita de histórias por alunos do 2.º ano de escolaridadePublication . Barbeiro, Luís Filipe; Pereira, Luísa Álvares; Coimbra, Rosa Lídia; Calil, EduardoO título, embora referindo-se ao texto, também funciona de forma autónoma. A sua motivação advém da relação com o texto e com outros títulos conhecidos. O nosso objetivo é entender a génese dos títulos no processo de escrita de histórias por alunos do 2.º ano. Para isso, a interação entre os alunos, organizados em díades e produzindo histórias, foi registada utilizando o sistema RAMOS, um recurso audiovisual que capta simultaneamente o diálogo entre os alunos e o que eles estão a escrever. As transcrições da produção de 14 histórias por quatro díades foram analisadas e o diálogo referente ao título foi considerado como uma unidade de análise. Os resultados mostram o lugar autónomo da construção do título no processo de escrita e a projeção no título de um elemento nuclear da história. Entender o processo de escrever um título pode ajudar os alunos a estar conscientes da sua importância e possibilidades.
- The moderation role of self-efficacy on the relationship between transformational leadership and enjoyment in physical educational studentsPublication . Sánchez García, C.; Reigal, R. E.; Monteiro, Diogo; Hernández Martos, J.; Hernández Mendo, A.; Morales Sánchez, V.Background: Enjoyment in physical education classes is recognized as a key factor in fostering a positive relationship with physical activity. Its significance as a component for sports participation is emphasized. Purpose: This study investigates the moderating role of self-efficacy in the relationship between the transformational leadership of physical education teachers and students’ enjoyment during classes. The hypothesis is that students’ perceived self-efficacy moderates this relationship. Methods: An associative and explanatory approach was employed. The study involved 429 adolescents (205 boys, 224 girls) aged 14–16 from the province of Málaga, Spain. Data was collected using three questionnaires: the Transformational Teaching Questionnaire to assess the teacher’s transformational leadership, the Motor Self-Efficacy Scale to measure students’ motor self-efficacy, and the Intrinsic Satisfaction in Sport Instrument to evaluate students’ enjoyment in physical education classes. Results: The findings revealed a positive relationship between teachers’ transformational leadership and students’ enjoyment in physical education classes. Moreover, students’ motor self-efficacy was found to moderate this relationship: Specifically, the positive effect of transformational leadership on enjoyment was more pronounced among students with low self-efficacy, whereas the effect was less evident among students with high self-efficacy. Discussion: The study concludes that transformational leadership influences students’ enjoyment in physical education classes, but its impact is moderated by students’ perceived self-efficacy. These results emphasize the importance of training physical education teachers in transformational leadership strategies to improve students’ experiences, fostering active and healthy lifestyles from adolescence into adulthood.
- Extending Dirac and Faddeev-Jackiw Formalisms to Fractal First alpha-Order Lagrangian SystemsPublication . Golmankhaneh, Alireza Khalili; Şevli, Hamdullah; Tavares, Dina; Jørgensen, Palle E. T.This paper presents the foundational concepts of fractal calculus before generalizing the Dirac Constraint Formalism and the Faddeev-Jackiw Formalism for first -order Lagrangian systems in fractal spaces with non-integer dimensions. We provide a detailed analysis of the generalization process, highlighting the theoretical framework and key results, including the extended structure of the constraint systems in these Lagrangian formulations. Specific examples are discussed to demonstrate the practical application of the generalized formalism and to validate the consistency of our results. Moreover, graphical visualizations are included to enhance clarity, offering a visual interpretation of the findings and illustrating the relationship between the theory and its real-world implications.
- Fire effects on litter chemistry and early development of Eucalyptus globulusPublication . Águas, Ana; Incerti, Guido; Saracino, Antonio; Lanzotti, Virginia; Silva, Joaquim S.; Rego, Francisco C.; Mazzoleni, Stefano; Bonanomi, GiulianoBackground and aim Fires affect what happens to litter in ecosystems. Biological and chemical effects of burnt litter on plants are not as of yet fully understood. We aimed to assess the effects of heat-treated leaf litter on germination and seedling root growth of Eucalyptus globulus. Methods Litter from E. globulus, Acacia dealbata, Pinus pinaster, and Quercus suber was collected in Portugal, on Humic Cambisol, and heated between 25 °C and 600 °C. Those materials were then characterized by: 13C CPMAS NMR spectroscopy, proximate lignin and cellulose, and elemental analyses. Afterwards, they were used as substrate in bioassays with Eucalyptus seeds. Results Heating changed litter composition (P < 0.05), consistently across species: alkyl C, O-alkyl C, and methoxyl + N-alkyl C decreased more than 50%; and aromatic C increased more than 5-fold. Unheated and lightly heated litters inhibited germination and growth, with maximum inhibition by Quercus and Eucalyptus litters, down to 17% of the control (P < 0.05). Severely charred materials had neutral or stimulatory effects, up to 191% of the control (P < 0.05). These responses were associated with concentrations of dominant C types in litters (P < 0.05). Conclusion Litter charring, as it occurs during wildfires, is potentially critical for the success of E. globulus’s regeneration from seeds.
- Teacher perspectives on language learning psychologyPublication . Gkonou, Christina; Mercer, Sarah; Daubney, MarkResearch into the psychology of language learning has grown exponentially in the last decade, yet, teacher perspectives on the field have been surprisingly absent from this body of research. The present study was designed to address this gap. Drawing on a survey with 311 foreign language teachers working at different school levels in 3 European countries, and on individual, semi-structured interviews with 11 teachers, the study focuses on the psychological aspects of language learning which teachers felt were particularly important in their own settings. In particular, teachers’ beliefs, experiences and teaching strategies were explored. The data also revealed strong interconnections between language learning psychology constructs, differences across contexts, and a perceived link between learner and teacher psychology.