Maria Olímpia Almeida de Paiva

Rendimento académico: influência do autoconceito e do ambiente de sala de aula

The objective of this study is verify whether the self-concept of students, measured by the scale PHCSCS-2, and the classroom environment, assessed with the APSA scale, are relevant factors explaining academic achievement. 217 students (112 males and 105 females) of a public school in north of Portugal participated in this study. Structural Equation Modeling was used to analyze the data. The results indicated that self-concept and classroom environment have a significant and positive impact on the language and mathematics achievement of the students and that self-concept positively affects the classroom environment. The educational implications of the results are discussed.

Comportamentos Disruptivos e Sucesso Académico: A Importância de Variáveis Psicológicas e de Ambiente

A presente investigacao teve como objectivo estudar o impacto do autoconceito e do ambiente da sala de aula nos comportamentos disruptivos, como tambem a influencia destes comportamentos nas notas escolares, em duas escolas publicas do norte de Portugal, atraves da aplicacao de 3 questionarios (PHCSCS�2, APSA e EDEP ) a 425 alunos do ensino obrigatorio portugues. Constatouse que com o incremento do autoconceito e a melhoria do ambiente da sala de aula sao menos frequentes os comportamentos disruptivos, aumentando, desta forma, o rendimento academico dos alunos (Lingua Portuguesa e Matematica), o que sublinha a importância destes construtos no sucesso escolar. Sao discutidas implicacoes educativas nestes niveis de ensino. Disruptive Behavior and Academic Achievement: The Importance of Psychological and Environment Variables. The present investigation aimed to study the impact of selfconcept and envir onment of the classroom in disruptive behaviors, as well as the influence of these behaviors on grades in two state schools in the north of Portugal, through 3 questionnaires (PHCSCS�2, APSA and EDEP) to 425 stu dents of the compulsory Portuguese schooling. It was found that with the increase of selfconcept and improve the environment of the cla ssroom are less frequent disruptive behaviors, increasing thus the academic achievement of students (Portuguese language and mathematics), which stresses the importance of these constructs in the success school. Educational implications are discussed at these levels of education.

Validation of the School Conflict Negotiation Effectiveness Questionnaire

This research aimed to construct and validate the School Conflict Negotiation Effectiveness Questionnaire (SCNEQ). This objective is both based on the increasing relevance of the area of constructive conflict management in schools and also in the scarcity of instruments that try to measure these dimensions in the educational context. We used two samples of students from middle and high school in two urban public schools, one with 622 students and another with 505, the last one to confirm validation. The results of the samples show values of Cronbach’s alpha of .84 and .87, respectively. The data suggest the feasibility and validity of SCNEQ to assess the construct under study. We consider it relevant to continue the psychometric studies of the scale, so future research should address this topic in depth. Concerning the findings, results of the present study reveal that affective groups statistically differ in their self-reported conflict management styles.