Vítor Alexandre Coelho
Biographic Data
| ID | 6033941 |
|---|---|
| NAME | Vítor Alexandre Coelho |
| GIVEN NAMES | Vítor Alexandre |
| FAMILY NAME | Coelho |
| SIGNATURE | COELHO V A |
| AFFILIATIONS | Tecnia |
| ORCID | 0000-0001-6427-4420 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 26 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The impact of the Paums SEL program on social anxiety and withdrawal in adolescents
Effectiveness of an Upper Middle School Social and Emotional Learning Program in Portugal
Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents
Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two‐wave panel study with a 1‐year time lag (October 2021–October 2022) examined the cross‐lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate …
Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents’ Social Withdrawal and Social Anxiety
There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social anxiety. This study analyzed the effectiveness of one such program on those variables, and the role of individual school climate perceptions. In this nationwide study, 704 seventh to eighth-grade Portuguese students ( M age = 12.96, SD = 1.09, 48% girls), of which 215 (30.6%) in the comparison group, were a…
A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
Trajectories of Students’ School Climate Dimensions throughout Middle School Transition
Differential Effectiveness of a Middle School Social and Emotional Learning Program
Trajectories of Social and Emotional Competencies according to Cyberbullying Roles
Comparing Two Low Middle School Social and Emotional Learning Program Formats
Promoting a Positive Middle School Transition
Programas de intervenção para o desenvolvimento de competências socioemocionais
Nos últimos anos tem aumento o interesse nos programas de desenvolvimento de competências socioemocional baseadas em escolas, face à perceção incrementadas destas como cruciais para o sucesso na vida e na escola. Este aumento impulsionou a criação de medidas legislativas de suporte e orientação nos Estados Unidos (Social and Emotional Learning - SEL) e em Inglaterra (Social and Emotional Aspects of Learning - SEAL). O presente artigo pretende ana…
The Effectiveness of a Portuguese Elementary School Social and Emotional Learning Program
Social and Emotional Competencies Evaluation Questionnaire—Teacher’s Version
The Social and Emotional Competencies Evaluation Questionnaire-Teacher's version, Short Form (QACSE-P-SF) allows teachers to assess their students' social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teacher…
Trajectories of Students’ School Climate Dimensions throughout Middle School Transition
A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
Trajectories of Social and Emotional Competencies according to Cyberbullying Roles
Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents
Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two‐wave panel study with a 1‐year time lag (October 2021–October 2022) examined the cross‐lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate …
Promoting a Positive Middle School Transition
Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents’ Social Withdrawal and Social Anxiety
There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social anxiety. This study analyzed the effectiveness of one such program on those variables, and the role of individual school climate perceptions. In this nationwide study, 704 seventh to eighth-grade Portuguese students ( M age = 12.96, SD = 1.09, 48% girls), of which 215 (30.6%) in the comparison group, were a…
Comparing Two Low Middle School Social and Emotional Learning Program Formats
Differential Effectiveness of a Middle School Social and Emotional Learning Program
Programas de intervenção para o desenvolvimento de competências socioemocionais
Nos últimos anos tem aumento o interesse nos programas de desenvolvimento de competências socioemocional baseadas em escolas, face à perceção incrementadas destas como cruciais para o sucesso na vida e na escola. Este aumento impulsionou a criação de medidas legislativas de suporte e orientação nos Estados Unidos (Social and Emotional Learning - SEL) e em Inglaterra (Social and Emotional Aspects of Learning - SEAL). O presente artigo pretende ana…
The Effectiveness of a Portuguese Elementary School Social and Emotional Learning Program
Social and Emotional Competencies Evaluation Questionnaire—Teacher’s Version
The Social and Emotional Competencies Evaluation Questionnaire-Teacher's version, Short Form (QACSE-P-SF) allows teachers to assess their students' social and emotional competencies, having been designed for program evaluation. Thirty-nine teachers completed the QACSE-P-SF, regarding 657 students (fourth to ninth grades). Factor analyses supported a six-factor structure with acceptable internal consistency. Sex differences were found with teacher…
Comparing Two Low Middle School Social and Emotional Learning Program Formats
Promoting a Positive Middle School Transition
Differential Effectiveness of a Middle School Social and Emotional Learning Program
Trajectories of Social and Emotional Competencies according to Cyberbullying Roles
Trajectories of Students’ School Climate Dimensions throughout Middle School Transition
A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students’ Self-concept and Self-esteem Throughout the Middle School Transition
Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents’ Social Withdrawal and Social Anxiety
There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social anxiety. This study analyzed the effectiveness of one such program on those variables, and the role of individual school climate perceptions. In this nationwide study, 704 seventh to eighth-grade Portuguese students ( M age = 12.96, SD = 1.09, 48% girls), of which 215 (30.6%) in the comparison group, were a…
Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents
Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two‐wave panel study with a 1‐year time lag (October 2021–October 2022) examined the cross‐lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate …
The impact of the Paums SEL program on social anxiety and withdrawal in adolescents
Effectiveness of an Upper Middle School Social and Emotional Learning Program in Portugal
Psychology (12 works) · Early Childhood Education and Development (11 works) · Developmental psychology (10 works) · Child and Adolescent Psychosocial and Emotional Development (9 works) · Health psychology (8 works) · Medicine (8 works) · Public health (8 works) · Portuguese (6 works) · Social emotional learning (6 works) · Bullying, Victimization, and Aggression (5 works)