João R Daniel
Dados Biográficos
| ID | 635796 |
|---|---|
| NOME | João R Daniel |
| PRENOMES | João R |
| SOBRENOME | Daniel |
| ASSINATURA | DANIEL J R |
| AFILIAÇÕES | ISPA - Instituto Universitário |
| ORCID | 0000-0001-6609-2014 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 3 |
Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career
Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies. This study aimed to analyse both the short to medium and longitudinal effects of grade retention in gra…
Social and emotional competencies as predictors of student engagement in youth
Student engagement research in university students has been scarce, despite its major positive role on performance, degree completion and mental health. Social and emotional competencies, which are currently called twenty-first-century skills, exert some impact on student engagement in youth. Since engagement is cultural-sensitive, individual (social and emotional competencies) and cross-cultural (human developmental index and unemployment rate) …
Teacher attunement to preschool children's peer preferences
Network dynamics of affiliative ties in preschool peer groups
Changes in preschool children’s social engagement positively predict changes in social competence
To test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear chan…
Social engagement and adaptive functioning during early childhood
This study tested the hypothesis that social engagement (SE) with peers is a fundamental aspect of social competence during early childhood. Relations between SE and a set of previously validated social competence indicators, as well as additional variables derived from observation and sociometric interviews were assessed using both variable-centered and person-centered approaches (N = 1453, 696 girls) in 4 samples (3 U.S.A., 1 Portuguese). Direc…
Postconflict Affiliation Among Bystanders in a Captive Group of Japanese Macaques (Macaca fuscata)
Affiliative structures and social competence in Portuguese preschool children
The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool children (152 seen in consecutive years of data collection) from middle-class families participated. Affil…
Longitudinal stability of social competence indicators in a Portuguese sample
This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple indicators. Sociometric status categories (Asher & Dodge, 1986) and reciprocated friendships were derived from…
Exponential random graph models of preschool affiliative networks
Dominância e atracção social num grupo de macacos-verdes (Cercopithecus aethiops) em cativeiro
Dados de interacções de catagem, recolhidos durante quatro meses de observações directas, de um grupo de macacos-vervet (Cercopithecus aethiops) em cativeiro, no Jardim Zoológico de Lisboa, foram utilizados para testar o modelo clássico de Seyfarth (1977) de atracção por indivíduos dominantes. Cada indivíduo foi observado um total de 10.5 horas, através de amostragens focais. Todas as ocorrências de comportamentos agonísticos foram também regista…
A concordância entre medidas sociométricas e a estabilidade dos estatutos sociais em crianças de idade pré-escolar
O conceito de sociometria, introduzido por Moreno (1934/1953), refere-se a um conjunto de métodos que permitem identificar, simultaneamente, a estrutura social dos grupos e a posição relativa que cada indivíduo ocupa, na referida estrutura. Não obstante a sua utilização recorrente, em diversos campos da psicologia, são poucos os estudos (e.g., Jiang & Cillessen, 2005; Wasik, 1987; Wu, Hart, Draper, & Olsen, 2001) que, durante o período correspond…
Métodos de observação e análise para identificação das estruturas afiliativas de grupos de crianças em meio pré-escolar
Os modelos etológicos em desenvolvimento social sublinham que os grupos naturais proporcionam uma variedade de contextos sociais que influenciam de forma diferencial o crescimento e desenvolvimento individual. Contudo, os estudos comportamentais de primatas humanos e não-humanos têm sobretudo incidido nas relações de agressividade e estruturas de dominância. A investigação da organização do comportamento afiliativo tem sido impedida devido à falt…
Social Competence in Preschool Children
This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis ( CFA ) study of the social competence ( SC ) construct for preschool children. Two samples (total N = 408; a new P ortuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for mean differences across age, sex, and sample. Significant sex differences were found for peer acc…
Correlates of Self-directed Behaviors in Captive Cercopithecus aethiops
Longitudinal stability of social competence indicators in a Portuguese sample
This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple indicators. Sociometric status categories (Asher & Dodge, 1986) and reciprocated friendships were derived from…
Social engagement and adaptive functioning during early childhood
This study tested the hypothesis that social engagement (SE) with peers is a fundamental aspect of social competence during early childhood. Relations between SE and a set of previously validated social competence indicators, as well as additional variables derived from observation and sociometric interviews were assessed using both variable-centered and person-centered approaches (N = 1453, 696 girls) in 4 samples (3 U.S.A., 1 Portuguese). Direc…
Affiliative structures and social competence in Portuguese preschool children
The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool children (152 seen in consecutive years of data collection) from middle-class families participated. Affil…
Social Competence in Preschool Children
This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis ( CFA ) study of the social competence ( SC ) construct for preschool children. Two samples (total N = 408; a new P ortuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for mean differences across age, sex, and sample. Significant sex differences were found for peer acc…
Social and emotional competencies as predictors of student engagement in youth
Student engagement research in university students has been scarce, despite its major positive role on performance, degree completion and mental health. Social and emotional competencies, which are currently called twenty-first-century skills, exert some impact on student engagement in youth. Since engagement is cultural-sensitive, individual (social and emotional competencies) and cross-cultural (human developmental index and unemployment rate) …
Teacher attunement to preschool children's peer preferences
Postconflict Affiliation Among Bystanders in a Captive Group of Japanese Macaques (Macaca fuscata)
Correlates of Self-directed Behaviors in Captive Cercopithecus aethiops
Correlates of Self-directed Behaviors in Captive Cercopithecus aethiops
Exponential random graph models of preschool affiliative networks
Dominância e atracção social num grupo de macacos-verdes (Cercopithecus aethiops) em cativeiro
Dados de interacções de catagem, recolhidos durante quatro meses de observações directas, de um grupo de macacos-vervet (Cercopithecus aethiops) em cativeiro, no Jardim Zoológico de Lisboa, foram utilizados para testar o modelo clássico de Seyfarth (1977) de atracção por indivíduos dominantes. Cada indivíduo foi observado um total de 10.5 horas, através de amostragens focais. Todas as ocorrências de comportamentos agonísticos foram também regista…
A concordância entre medidas sociométricas e a estabilidade dos estatutos sociais em crianças de idade pré-escolar
O conceito de sociometria, introduzido por Moreno (1934/1953), refere-se a um conjunto de métodos que permitem identificar, simultaneamente, a estrutura social dos grupos e a posição relativa que cada indivíduo ocupa, na referida estrutura. Não obstante a sua utilização recorrente, em diversos campos da psicologia, são poucos os estudos (e.g., Jiang & Cillessen, 2005; Wasik, 1987; Wu, Hart, Draper, & Olsen, 2001) que, durante o período correspond…
Métodos de observação e análise para identificação das estruturas afiliativas de grupos de crianças em meio pré-escolar
Os modelos etológicos em desenvolvimento social sublinham que os grupos naturais proporcionam uma variedade de contextos sociais que influenciam de forma diferencial o crescimento e desenvolvimento individual. Contudo, os estudos comportamentais de primatas humanos e não-humanos têm sobretudo incidido nas relações de agressividade e estruturas de dominância. A investigação da organização do comportamento afiliativo tem sido impedida devido à falt…
Social Competence in Preschool Children
This study tested assumptions and conclusions reached in an earlier confirmatory factor analysis ( CFA ) study of the social competence ( SC ) construct for preschool children. Two samples (total N = 408; a new P ortuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for mean differences across age, sex, and sample. Significant sex differences were found for peer acc…
Longitudinal stability of social competence indicators in a Portuguese sample
This study examines the temporal stability (over 3 years) of individual differences in 3 domains relevant to preschool children's social competence: social engagement/motivation, profiles of behavior and personality attributes characteristic of socially competent young children, and peer acceptance. Each domain was measured with multiple indicators. Sociometric status categories (Asher & Dodge, 1986) and reciprocated friendships were derived from…
Postconflict Affiliation Among Bystanders in a Captive Group of Japanese Macaques (Macaca fuscata)
Affiliative structures and social competence in Portuguese preschool children
The goal of this study was to determine whether peer social competence (SC), defined as the capacity to use behavioral, cognitive, and emotional resources in the service of achieving personal goals within preschool peer groups, was related to the type of affiliative subgroups to which children belonged. Two hundred forty Portuguese preschool children (152 seen in consecutive years of data collection) from middle-class families participated. Affil…
Social engagement and adaptive functioning during early childhood
This study tested the hypothesis that social engagement (SE) with peers is a fundamental aspect of social competence during early childhood. Relations between SE and a set of previously validated social competence indicators, as well as additional variables derived from observation and sociometric interviews were assessed using both variable-centered and person-centered approaches (N = 1453, 696 girls) in 4 samples (3 U.S.A., 1 Portuguese). Direc…
Network dynamics of affiliative ties in preschool peer groups
Changes in preschool children’s social engagement positively predict changes in social competence
To test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear chan…
Teacher attunement to preschool children's peer preferences
Social and emotional competencies as predictors of student engagement in youth
Student engagement research in university students has been scarce, despite its major positive role on performance, degree completion and mental health. Social and emotional competencies, which are currently called twenty-first-century skills, exert some impact on student engagement in youth. Since engagement is cultural-sensitive, individual (social and emotional competencies) and cross-cultural (human developmental index and unemployment rate) …
Effects of grade retention in lower secondary education on students' self‐concept, self‐esteem, goal orientations, and school career
Grade retention is one of the most discussed and controversial educational measures, and yet, it is still widely applied in many countries. Research investigating the effects of grade retention on students' psychosocial variables presents mixed findings, partly due to the variables assessed, methodological issues, and the length of the studies. This study aimed to analyse both the short to medium and longitudinal effects of grade retention in gra…
Psychology (14 obras) · Developmental psychology (12 obras) · Social Psychology (10 obras) · Child and Adolescent Psychosocial and Emotional Development (6 obras) · Competence (human resources (5 obras) · Social change (5 obras) · Social competence (5 obras) · Social Psychology (5 obras) · Bullying, Victimization, and Aggression (4 obras) · Child Development and Digital Technology (4 obras)