E-book Saúde Psicológica e Bem-estar

Saúde Psicológica e Bem-estar | Observatório Escolar 133 Estudo aprofundado Opapel do contexto regional no desempenho académico das crianças inscritas na educação pré-escolar edos alunos matriculados no 1.º ciclodoensino básico Chen, X., Huang, X., Chang, L., Wang, L., & Li, D. (2010). Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study. Development and Psychopathology, 22(3), 583592. https://doi.org/10.1017/S0954579410000295 Connelly-Weida, C. (2007). Family literacy concepts for increased K–12 success: A review of the literature. Disponível em http://www.pde. state.pa.us/ able/lib/able/field notes07/fn07flliterature.pdf Dias, P., Veríssimo, L., Carneiro, A., & Figueiredo, B. (2022). Academic achievement and emotional and behavioural problems: The moderating role of gender. Clinical Child Psychology and Psychiatry, 13591045211059410. Advance online publication. https://doi.org/10.1177/13591045211059410 Flouri, E., & Sarmadi, Z. (2016). Prosocial behavior and childhood trajectories of internalizing and externalizing problems: The role of neighborhood and school contexts. Developmental Psychology, 52(2), 253–258. doi.org/10.1037/dev0000076 Gage, N. A., Adamson, R., MacSuga-Gage, A. S., & Lewis, T. J. (2017). The relation between the academic achievement of students with emotional and behavioral disorders and teacher characteristics. Behavioral Disorders, 43(1), 213-222. doi.org/10.1177/0198742917713211 Goodman R (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry 38, 581–586. doi.org/10.1111/j.1469-7610.1997.tb01545.x Grover, R. L., Ginsburg, G. S., & Ialongo, N. (2007). Psychosocial outcomes of anxious first graders: A seven-year follow-up. Depression and Anxiety, 24, 410-420. http://dx.doi.org/10.1002/da.20241 Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2009) Multivariate data analysis. 7th Ed, Prentice Hall. Hamad, R., Elser, H., Tran, D. C., Rehkopf, D. H., & Goodman, S. N. (2018). How and why studies disagree about the effects of education on health: A systematic review and meta-analysis of studies of compulsory schooling laws. Social Science & Medicine, 198(212), 168–178. doi.org/10.1016/j.socscimed.2018.07.016 Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111(1), 127–155. Keilow, M., Sievertsen, H. H., Niclasen, J., & Obel, C. (2019). The Strengths and Difficulties Questionnaire and standardized academic tests: Reliability across respondent type and age. PloS one, 14(7), e0220193. doi.org/10.1371/journal.pone.0220193 Khanam, R., & Nghiem, S. (2018). Behavioural and Emotional Problems in Children and Educational Outcomes: A Dynamic Panel Data Analysis. Administration and Policy in Mental Health, 45(3), 472–483. doi.org/10.1007/s10488-017-0837-7 Konold, T. R., Jamison, K. R., Stanton-Chapman, T. L., & Rimm-Kaufman, S. E. (2010). Relationships among informant based measures of social skills and student achievement: A longitudinal examination of differential effects by sex. Applied Developmental Science, 14(1), 18-34. https://doi.org/10.1080/10888690903510307

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