E-book Saúde Psicológica e Bem-estar

Saúde Psicológica e Bem-estar | Observatório Escolar 135 Estudo aprofundado Opapel do contexto regional no desempenho académico das crianças inscritas na educação pré-escolar edos alunos matriculados no 1.º ciclodoensino básico Osterling, J. P. (2001). Waking the sleeping giant: Engaging and capitalizing on the sociocultural strengths of the Latino community. Bilingual Research Journal, 25(1-2), 59-88. https://doi.org/10.1080/15235882.2001.10162785 Pierce, M., & Brisk, M. E. (2002). Sharing the bilingual journey: Situational autobiography in a family literacy context. Bilingual Research Journal, 26(3), 575-597. https://doi.org/10.1080/15235882.2002.10162579 Robinson, A. R., & Piff, P. K. (2017). Deprived, but not depraved: Prosocial behavior is an adaptive response to lower socioeconomic status. Behavioral and Brain Sciences, 40, e341. doi.org/10.1017/S0140525X17001108 Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. doi.org/10.1037/bul0000227 Romano, E., Babchishin, L., Pagani, L. S., & Kohen, D. (2010). School Readiness and Later Achievement: Replication and Extension Using a Nationwide Canadian Survey. Developmental Psychology, 46, 995-1007. http://dx.doi.org/10.1037/a0018880 Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. The British Journal of Psychiatry, 147(6), 598-611. Salla, J., Michel, G., Pingault, J. B,, Lacourse, E., Paquin, S., Galera, C., Falissard, B., Boivin, M., Tremblay, R. E., Cote, S. M. (2016) Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years. European Child and Adolescent Psychiatry 25(11), 1195– 1206. doi.org/10.1007/s00787-016-0843-4 Sijtsema, J. J., Verboom, C. E., Penninx, B. W., Verhulst, F. C., & Ormel, J. (2014). Psychopathology and academic performance, social well-being, and social preference at school: the TRAILS study. Child Psychiatry and Human Development, 45(3), 273–284. doi.org/10.1007/s10578-013-0399-1 Tamayo Martinez, N., Tiemeier, H., Luijk, M. P. C. M. et al. (2021). Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school. Social Psychiatry and Psychiatric Epidemiology, 56(5), 837–846. doi.org/10.1007/s00127-021-02039-3 The Lancet Public Health. (2020). Education: a neglected social determinant of health. The Lancet. Public Health, 5(7), e361. https://doi.org/10.1016/S2468-2667(20)30144-4 Thomas, J., & Stockton, C. (2003). Socioeconomic status, race, gender, & retention: Impact on student achievement. Essays in Education, 7(1), 4. van Ham, M., Manley, D., Bailey, N., Simpson, L., Maclennan, D. (2012). Neighbourhood Effects Research: New Perspectives. Dordrecht: Springer. Valenzuela, P. L., Pinto-Escalona, T., Lucia, A., & Martínez-de-Quel, Ó. (2022). Academic performance and psychosocial functioning in European schoolchildren: The role of cardiorespiratory fitness and weight status. Pediatric obesity, 17(2), e12850. https://doi.org/10.1111/ijpo.12850

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