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Direct linkCoelho, Vítor Alexandre; Sousa, Vanda; Marchante, Marta – Journal of Positive Behavior Interventions, 2018
Transition to middle school in Portugal is associated with increased levels of stress for students, as well as an increase in grade retention. This study investigated the impact of a school adjustment program designed to support students during this transition, and its differential results by gender and fourth-grade class size. Multilevel linear…
Descriptors: Transitional Programs, Hierarchical Linear Modeling, Student Adjustment, Foreign Countries
van Hek, Margriet; Kraaykamp, Gerbert; Wolbers, Maarten H. J. – Educational Research and Evaluation, 2016
Nowadays, women outperform men in educational attainment in many countries. Still, large variation between countries remains. Emancipatory contexts in which individuals are raised might explain these differences in male-female educational attainment, both over time and across countries. This study examines individual and contextual factors that…
Descriptors: Foreign Countries, Comparative Education, Gender Differences, Educational Attainment
Lam, Shui-fong; Jimerson, Shane; Shin, Hyeonsook; Cefai, Carmel; Veiga, Feliciano H.; Hatzichristou, Chryse; Polychroni, Fotini; Kikas, Eve; Wong, Bernard P. H.; Stanculescu, Elena; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Nelson, Brett; Yang, Hongfei; Zollneritsch, Josef – British Journal of Educational Psychology, 2016
Background: A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims: This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these…
Descriptors: Foreign Countries, Comparative Education, Learner Engagement, Cross Cultural Studies
Santos, Antonio J.; Peceguina, Ines; Daniel, Joao R.; Shin, Nana; Vaughn, Brian E. – Social Development, 2013
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 Portuguese sample and one from US samples that had participated in the original study) contributed data. Seven SC indicators were tested for…
Descriptors: Preschool Children, Foreign Countries, Interpersonal Competence, Social Development
