Cristina Sanches
International Sleep Products Association
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Featured researches published by Cristina Sanches.
Frontiers in Psychology | 2016
Francisco Peixoto; Vera Monteiro; Lourdes Mata; Cristina Sanches; Joana Pipa; Leandro S. Almeida
Keeping students back in the same grade – retention – has always been a controversial issue in Education, with some defending it as a beneficial remedial practice and others arguing against its detrimental effects. This paper undertakes an analysis of this issue, focusing on the differences in student motivation and self-related variables according to their retention related status, and the interrelationship between retention and these variables. The participants were 695 students selected from two cohorts (5th and 7th graders) of a larger group of students followed over a 3-year project. The students were assigned to four groups according to their retention-related status over time: (1) students with past and recent retention; (2) students with past but no recent retention; (3) students with no past but recent retention; (4) students with no past or recent retention. Measures of achievement goal orientations, self-concept, self-esteem, importance given to school subjects and Grade Point Average (GPA) were collected for all students. Repeated measures MANCOVA analyses were carried out showing group differences in self-esteem, academic self-concept, importance attributed to academic competencies, task and avoidance orientation and academic achievement. To attain a deeper understanding of these results and to identify profiles across variables, a cluster analysis based on achievement goals was conducted and four clusters were identified. Students who were retained at the end of the school year are mainly represented in clusters with less adaptive motivational profiles and almost absent from clusters exhibiting more adaptive ones. Findings highlight that retention leaves a significant mark that remains even when students recover academic achievement and retention is in the distant past. This is reflected in the low academic self-concept as well as in the devaluation of academic competencies and in the avoidance orientation which, taken together, can undermine students’ academic adjustment and turn retention into a risk factor.
European Journal of Developmental Psychology | 2017
Joana Pipa; Francisco Peixoto; Lourdes Mata; Vera Monteiro; Cristina Sanches
Abstract Current research on achievement goals acknowledges that students can manifest different goal patterns. This study aimed to adapt and validate a self-report scale to assess the goal orientations of Portuguese students. A total of 2675 (age range 9–24 years) Portuguese students completed the Goal Orientations Scale (GOS). Through a cross-validation procedure, confirmatory factor analysis and descriptive statistics supports the existence of four different goal orientations: task, self-enhancing, self-defeating and avoidance orientations. The reliability and the internal validity estimates confirm that the GOS is an adequate instrument in assessing student goal orientations.
British Journal of Educational Psychology | 2012
Cristina Sanches; Maria Gouveia-Pereira; Felice Carugati
Análise Psicológica | 2012
Cristina Sanches; Maria Gouveia-Pereira
European Journal of Developmental Psychology | 2015
Francisco Peixoto; Lourdes Mata; Vera Monteiro; Cristina Sanches; Reinhard Pekrun
European Journal of Psychology of Education | 2017
Francisco Peixoto; Cristina Sanches; Lourdes Mata; Vera Monteiro
Psicologia-reflexao E Critica | 2016
Cristina Sanches; Maria Gouveia-Pereira; João Maroco; Hugo Miguel dos Santos Gomes; Filipa Roncon
Análise Psicológica | 2017
Francisco Peixoto; Joana Pipa; Lourdes Mata; Vera Monteiro; Cristina Sanches
Análise Psicológica | 2017
Lourdes Mata; Francisco Peixoto; Vera Monteiro; Cristina Sanches
Análise Psicológica | 2017
Vera Monteiro; Francisco Peixoto; Lourdes Mata; Cristina Sanches