The relations between prosocial behaviors and self-regulation: evidences from the validation of the PTM-R for Portuguese early adolescents

The main goal of this study is to understand the relationship between different types of prosocial behaviors and different forms of self-regulation, as part of the adaptation and validation of the Portuguese version of the Prosocial Tendencies Measure-Revised (PTM-R). A total of 403 early adolescents (M = 11.81; SD = .92; 52.91% girls) completed self-reported measures. The evaluation of psychometric properties of the PTM-R involved a confirmatory factorial analysis, followed by the examination of factorial internal consistency and factorial invariance analyses across gender groups and school retention groups (retention vs. no-retention). The results support the premise that a 6-factor model similar to the original measure is the most appropriate factorial solution for the PTM-R Portuguese version (X2(174) = 1.725, p < .001, CFI = .95, RMSEA = .030, SRMR = .08). The levels of internal consistency for the different subscales ranged from .67 to .78. Further convergent and divergent validity tests reveal that different forms of prosocial behavior are more often related to girls’ cognitive, affective and behavioral regulation and that students who failed at least one school year and thus had to repeat it denote poorer relations between prosocial behaviors and self-regulation dimensions, as opposed to more successful students. In conclusion, the Portuguese version of the PTM-R has adequate psychometric properties and its use for research purposes in the field of social development may be appropriate. The discussion focuses on the implications of these findings for future research on prosociality.info:eu-repo/semantics/acceptedVersio

A matter of teaching and relationships: determinants of teaching style, interpersonal resources and teacher burnout

The present study tests a model of the interplay between teaching style determi- nants, interpersonal resources, and teacher burnout dimensions, controlling for teachers’ experience variables. Two-hundred and ninety-seven teachers in the Por- tuguese educational system teaching in a rural region participated in the research. Using a Structural Equation Modeling approach, the key finding of this study is that teacher interpersonal self-efficacy and teacher–student closeness partially mediated the connections between teacher epistemological sophistication and student misbe- havior and teacher burnout. Specifically, an increment of teacher depersonalization is associated with student misbehavior, when mediated by interpersonal self-efficacy and teacher–student closeness. Moreover, while greater attunement with students (meaning lower conflict) prevents emotional exhaustion caused by student misbe- havior, it also has costs in terms of lower professional accomplishment. Thus, in intense interpersonal settings like schools, teacher interpersonal resources, espe- cially teacher–student closeness and attunement, may not have an universal positive return for educators. Implications for future research are recommended, such as the replication of this model across urban and suburban settings. In addition, it seems warranted that teacher pre-service and service training readdress the topic of inter- personal resources as a means to improve teacher well-being, including its merits and limits.info:eu-repo/semantics/acceptedVersio

Youth mentoring and multiple social support attunement: Contributions to understand youth social development and well-being

Youth mentoring is well-known to be a complex, hybrid relational context mirroring other interpersonal relationships characteristics. Mentoring blends features of parenting, such as care giving or role modelling, friendships, including mutuality or promoting a sense of belonging, or teaching, when it involves some degree of instruction. Youth mentoring intricacy goes beyond the replication of core attributes of other relational dyads. Youth mentors nurture and sustain their bonds with the mentees in a broader social ecology of co-occurring, interactive, and sometimes competing relationships (Keller, 2005; Varga & Zaf, 2017). The social ecology of relationships as a determining factor of youth mentoring quality is, however, a relatively novel topic. Dominant research eforts in youth mentoring literature have focused on understanding how categories of factors, such as mentees’ and mentors’ interpersonal history and social competencies to held and sustain a mentoring relationship, the infuence of developmental features on youth mentoring quality, relationship traits (e.g. duration), or programmes’ characteristics and implementation (relationships goals, activities, or closure) afect mentoring processes and outcomes.info:eu-repo/semantics/acceptedVersio

An efficient numerical integration algorithm for the single mode compressible Leonov model – Complas XI

In this contribution, an algorithm for numerical integration of the Leonov elastoviscoplastic model is proposed. The operator split methodology and the Newton-Raphson method are used to derive the state update algorithm and obtain the numerical solution of the discretized evolution equations. Particular effort is devoted to the reduction of the number of required residual equations in order to have a more efficient numerical implementation. The consistent tangent module is expressed in a closed form as a result of the exact linearization of the discretized evolution equations. The performance of the algorithm is validated through comparison with existing experimental data

Determinação eletroanalítica do pesticida paration metílico em eletrodo de carbono vítreo.

bitstream/CNPDIA-2009-09/11854/1/DOC26_2006.pd

Socioeconomic status, multiple autonomy support attunement, and early adolescents' social development

This study explores the relationship between socioeconomic status (SES), Multiple Autonomy Support Attunement (MASA) and social development indicators (antisocial behavior, prosociality, and self-regulation), considering the concurrent effects of structural (gender and age) and social factors (social networks' size and orientation). MASA describes patterns of autonomy support provided by different sources, which in this case were parents, teachers, and mentors. Participants were 645 adolescents (M = 12.30; SD = .60; 55.35% girls). Using Latent Class Analysis LCA), a four-class solution for MASA presented the best fit. A Generalized Linear Model (GLM) approach revealed that lower SES was associated with greater antisocial behavior, while MASA was linked to improved prosociality and self-regulation when youths were included in a high-attuned multiple autonomy support class, compared to other MASA classes. Thus, optimal levels of MASA can represent an asset for training, implementation, and assessment stages of interventions aimed at improving early adolescents' positive social development.info:eu-repo/semantics/acceptedVersio