Joana Cadima

Dados Biográficos

ID129591
NOMEJoana Cadima
PRENOMESJoana
SOBRENOMECadima
ASSINATURACADIMA J
AFILIAÇÕESUniversidade do Porto
ORCID0000-0002-8814-8899
VERIFICADOSim
TOTAL DE OBRAS30
TOTAL DE CITAÇÕES49
TOTAL COMO AUTOR30
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2010
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H4

  • Cross-cultural differences in preschool teachers’ perceptions of student-teacher emotional dependency

    Open AccessSofie Hendrix, Jantine L Spilt et al.ARTICLESocial Psychology of Education2026

  • Associations between executive functions at age 3 and children’s learning behaviors at age 6

    Open AccessCarolina Cristina Pereira Guedes, Tiago Ferreira et al.ARTICLEInternational Journal of…2025

    This longitudinal study explores the associations between children’s executive functions at the beginning of preschool and their learning behaviors, namely competence motivation and attentional persistence, at the end of preschool. Participants were 218 Portuguese children ( M age = 40.4 months, SD = 4.2; 52% boys) and their preschool teachers ( n = 29). The children’s executive functions (specifically attention shifting, working memory, and resp…

  • Unraveling the complexity of children’s thinking about poverty

    Open AccessSofia Guichard, Gil Nata et al.ARTICLEApplied Developmental Science2025

  • Integrating the Perma model and SWPBS approach

    Open AccessFilipe Piedade, Tiago Ferreira et al.ARTICLEEarly Childhood Research Quarterly2025Referências: 3

  • Cross-Cultural Validation of Teachers Social Self-Efficacy Scale

    Open AccessAnastasia Vatou, Athanasios Gregoriadis et al.ARTICLEEducation Sciences2024

    The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of th…

  • Variations of Quality of Teacher–infant Interactions Across Play and Care Routine Activities

    Joana Cadima, Sílvia Barros et al.ARTICLEEarly Education and Development2023

    This study examined the extent to which the quality of teacher-infant interactions varies across play and routine care activities. In addition, the effects of the quantity of adult involvement in the quality of teacher-infant interactions were investigated. Participants were teachers and infants from 90 infant classrooms in Portugal. Classrooms had, on average, six infants enrolled (M = 6.38, SD = 2.34), with the number of adults ranging from 1 t…

  • Process Quality in Toddler Classrooms in Four European Countries

    Open AccessJoana Cadima, Cecília Aguiar et al.ARTICLEEarly Education and Development2023

    Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child interaction quality across activities. …

  • Unique and joint contributions of behavioral and emotional self-regulation to school readiness

    Carolina Cristina Pereira Guedes, Tiago Ferreira et al.ARTICLEApplied Developmental Science2023

    This study aimed to examine the unique and joint contributions of behavioral and emotional self-regulation to key but understudied emergent literacy and early social skills, disentangling sex-differentiated paths. The participants were 231 Portuguese preschoolers (50% boys; Mage = 59.5 months; SD = 8.5) enrolled in 47 classrooms. In the first assessment wave, the children’s behavioral self-regulation and receptive vocabulary were individually ass…

  • The power of teacher‐toddler relationships and stability of care for language development

    Open AccessJéssica Alves, Carolina Cristina Pereira Guedes et al.ARTICLESocial Development2023Referências: 9

    The value of positive teacher‐child relationships for child development is well established for preschool‐ and school‐age children, but little is known regarding children under the age of 3. The current study examined the links between teacher‐child relationship, stability of care, and toddlers’ expressive vocabulary. It also examined whether the associations between the expressive language and the teacher‐child relationship differ depending on t…

  • In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

    Open AccessRui Maio, Sofia Guichard et al.ARTICLESocial Psychology of Education2022Citada por: 1Referências: 15

  • The bidirectional interplay between self-regulation and expressive vocabulary during toddlerhood

    Open AccessCarolina Cristina Pereira Guedes, Joana CadimaARTICLEDevelopmental Psychology2022Citada por: 1

    The interplay between self-regulation related skills and language is well recognized in dynamic theories, but few empirical studies have tested it, especially in toddlers. The current study examines the bidirectional links between self-regulation related skills and expressive vocabulary in a longitudinal study during toddlerhood. Participants were 268 toddlers ( M age = 29.6 months, SD = 4.2; 52% boys), mostly of Portuguese nationality, with medi…

  • Elementary school children’s perspectives on distributive justice in trade

    Open AccessSofia Guichard, Gil Nata et al.ARTICLEThe Journal of Educational Research2021

    Although issues of global justice are increasingly considered an important topic to include in elementary school curricula, little is known about children’s perspectives on complex distributive justice issues. This exploratory study investigated children’s understanding of a fair economic distribution between the workers involved in international trade. As part of a classroom project, in mixed-aged groups, 57 elementary school children were invit…

  • Scaffolding patterns of dialogic exchange in toddler classrooms

    Open AccessJenni Salminen, Heli Muhonen et al.ARTICLELearning Culture and Social…2021

  • Classroom quality and children’s social skills and problem behaviors

    Open AccessAna Lúcia Aguiar, Cecília Aguiar et al.ARTICLEEarly Childhood Research Quarterly2019Citada por: 1Referências: 16

  • Quality of infant child care and early infant development in Portuguese childcare centers

    Open AccessAna Isabel Pinto, Joana Cadima et al.ARTICLEEarly Childhood Research Quarterly2019Citada por: 1Referências: 6

  • Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support

    Open AccessJoana Cadima, Sílvia Barros et al.ARTICLEEarly Childhood Research Quarterly2018Citada por: 6Referências: 21

  • Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities

    Open AccessJoana Cadima, Cecília Aguiar et al.ARTICLEEarly Childhood Research Quarterly2018Citada por: 3Referências: 14

  • The quality of caregiver–child interactions in infant classrooms in Portugal

    Sílvia Barros, Joana Cadima et al.ARTICLEResearch Papers in Education2018Citada por: 1Referências: 53

    Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant child care, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality o…

  • Trajectories of parental engagement in early childhood among dual-earner families

    Open AccessTiago Ferreira, Joana Cadima et al.ARTICLEDevelopmental Psychology2018Citada por: 8Referências: 9

    Parental engagement in positive activities with the child may show significant variation across time, assuming a crucial influence on child development. In dual-earner families, work-family conflict can interfere with parental engagement, with negative consequences for children's behavior. The current study examined the change trajectories of mothers' and fathers' engagement in early childhood, analyzing whether these trajectories are influenced …

  • Work–family conflict, psychological availability, and child emotion regulation

    Open AccessM Matias, Tiago Ferreira et al.ARTICLEPersonal Relationships2017

    Work–family balance and child rearing are major social concerns. Few studies, however, have addressed how parents' work–family conflict ( WFC ) associates with children's emotion regulation. This study proposes the link to occur through parents' psychological availability ( PA ). In our model we tested both intraindividual and interindividual effects on a sample of 138 dual‐earner couples with preschool‐aged children. Our results showed that WFC …

  • A experiência do bebé na creche

    Open AccessCatarina Grande, Catarina Rodrigues Grande et al.ARTICLEAnálise Psicológica2017

    Este estudo visa contribuir para a compreensão da experiência do bebé no período de transição do ambiente familiar para a creche, analisando a perceção das mães e das educadoras acerca do estado emocional do bebé, da manutenção das rotinas e da comunicação família-creche nesse período. Mães e educadoras de 90 bebés da Grande Área Metropolitana do Porto responderam ao Questionário de Experiência na Creche na primeira e quarta semana de frequência …

  • Stability and change in teacher-infant interaction quality over time

    Open AccessManuela Pessanha, Carla Peixoto et al.ARTICLEEarly Childhood Research Quarterly2017Citada por: 1Referências: 5

  • Risco e regulação emocional em idade pré-escolar

    Open AccessJoana Cadima, Tiago Ferreira et al.ARTICLEAnálise Psicológica2016

    A investigação tem demonstrado que as crianças em desvantagem social enfrentam muitos desafios e estão mais vulneráveis a desenvolver dificuldades a nível da regulação emocional, sendo extremamente relevante identificar fatores protetores que moderem esta vulnerabilidade. No presente estudo, foi analisado o papel moderador das interações do educador de infância no desenvolvimento da regulação emocional. Os participantes foram 338 crianças em idad…

  • Infant child care quality in Portugal

    Open AccessSílvia Barros, Joana Cadima et al.ARTICLEEarly Childhood Research Quarterly2016Citada por: 7Referências: 9

  • Parceria família-creche na transição do bebé para a creche

    Open AccessVera Coelho, Vera Lúcia Marques Coelho et al.ARTICLEAnálise Psicológica2015

    Este estudo apresenta atitudes e comportamentos de parceria família-creche, relatados por mães e educadoras, durante o período de entrada de bebés na creche. Mães e educadoras de 90 bebés responderam à Escala de Parceria Educadores-Pais (Ware, Rusher, Barfoot & Owen, 1995). Os resultados indicam uma grande valorização, por parte das mães e educadoras, da parceria família-creche para dar resposta às necessidadesdas crianças, bem como uma elevada p…