Carvalhais, Lénia
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Último Nome
Carvalhais
Primeiro Nome
Lénia
Nome
Lénia Carvalhais
Biografia
I'm interested in research on literacy (reading and writing disabilities and intervention programs), on schools field (student/teacher relationship; teacher training) and specific work carried out/training by personnel in organizations such as Residential Care or Occupational Centres for Disability.
I have extensive experience in applying and developing tests and intervention programs, including Randomized Controlled Trials. I also explore the role of different cognitive variables on children’s language development considering different background factors.
My research has important implications for theoretical questions and interventions. It can lead to new assessment tools and intervention materials that could help to tackle some of the difficulties faced by children and youth in actual days.
Identificadores
5C18-3D5D-75B5
35811953400
L-6803-2019Projetos de investigação
Unidades organizacionais
RISE-HEALTH@UPT
A RISE-Health tem seis linhas de investigação: Investigação Clínica e Translacional em Ciências Cardiovasculares; Investigação Clínica e Translacional em Oncologia; Investigação Clínica e Translacional em Doenças Inflamatórias e Degenerativas; Política de Saúde, Tecnologia e Transformação Digital; Saúde Comunitária e Desafios Societais.
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Publicação Acesso Aberto Digital teacher training in the Portuguese National Plan for Digital Development at Schools: A case study [comunicação oral]2024-10-10 - Carvalhais, Lénia; Azevedo, PaulaComunicação oral com o título Digital teacher training in the Portuguese National Plan for Digital Development at Schools: A case study apresentada no IV International Seminar on Education and LKT.AI and Interdisciplinarity, em Alicante, Espanha, de 10-11 de outubro de 2024Publicação Acesso Restrito Family matters: Social support, parental stress, and psychological symptoms2025-02-05 - Carvalhais, Lénia; Alho, Laura; Paulino, Mauro; Vagos, PaulaPurpose Social support has been suggested to reduce psychological symptomatology, especially when facing stressful events. However, less is known about the underlying mechanisms through each social support from different sources may interact with parental stress in protecting parents’ symptomatology. Design/methodology/approach A cross-sectional study was conducted online using the Depression, Anxiety, and Stress Scale, the Parental Stress Scale and the Multidimensional Scale of Perceived Social Support with 108 Portuguese parents of children attending Grades 1–9. Using a path analysis approach, we explored a mediating model with perceived social support as a factor that could reduce stress, anxiety, and depression directly, and indirectly by lessening perceived parental stress. Findings Social support, particularly from family, was the only significant predictor of lower levels of stress and depression. Alternatively, social support from family had only an indirect effect on anxiety connected with parental stress, particularly in the areas of fear and anguish. Originality/value These findings provide a comprehensive understanding of the relationship between perceived social support, parental stress, and psychological symptomatology. They can also be used to develop relevant psychological intervention actions and to reinforce ways of strengthening social support—particularly from family—to make it continuously available to parents managing stressful situations.Publicação Acesso Aberto Portuguese spelling in primary grades: complexity, length and lexicality effects2020-01 - Mesquita, Ana; Limpo, Teresa; Castro, São Luís; Carvalhais, LéniaThis study investigates spelling abilities of 189 second, third, and fourth graders using a word and pseudoword dictation task in European Portuguese. We analyzed the effect of orthographic complexity on spelling accuracy and the moderating role of length (two vs. three syllables), lexicality (words vs. pseudowords), and grade (second, third, and fourth). Each item represented one of the following orthographic complexity categories: digraph, contextual consistency, position consistency, consonant cluster, stress mark, inconsistency, and silent letter ‹h›. Digraphs and position consistencies reached high levels of accuracy already in Grade 2, but stress marks, inconsistencies, and the silent letter ‹h› were not yet fully mastered by the end of primary school. Performance across complexities was more discrepant in Grade 2 than in Grades 3 and 4. Moreover, within each complexity, there were larger differences between Grades 2 and 3 than between Grades 3 and 4. Words were better spelled than pseudowords in position consistency and stress mark categories, and a shorter length improved accuracy only in consonant clusters and stress marks. These findings underline the importance of applying learning and teaching strategies in early education adapted to the properties of the writing system to be learned.Publicação Acesso Restrito Literacia ambiental [poster]2025-05-12 - Carvalhais, Lénia; Roque, Inês; Silva, SaraSem resumo disponível.Publicação Acesso Aberto A latent profile analysis of aggression and prosocial behavior in relation to adolescent wellbeing2025-07-11 - Carvalhais, Lénia; Vagos, PaulaAggressive and prosocial behaviors have often been addressed as opposing constructs, namely in their opposite association with subjective wellbeing. Alternatively, the Resource Control Theory assumes that individuals may resort to both aggressive and prosocial behaviors as strategic ways to obtain individual and social resources, which are particularly relevant in adolescence. This bistrategic use of social behaviors may be particularly noticeable when considering the overt and indirect forms of aggression but these forms have not been considered before in relation to prosociality.Publicação Acesso Restrito Educação e saúde: Um caminho para a sustentabilidade [poster]2025-05-12 - Caetano, Antónia; Paulo, Marcelina; Carvalhais, LéniaSem resumo disponível.Publicação Acesso Aberto Development and preliminary psychometric study of the student version of the Teacher-Student Relationship Scale2020-08 - Maia, Rafaela; Carvalhais, Lénia; Vagos, PaulaThis study developed a version for students of the Teacher-Student Relationship Scale and evaluated its psychometric characteristics. In line with its teacher version, this student version intends to evaluate conflict and closeness as dimensions characterizing teacher-student interactions. Qualitative evaluation (i.e. via thinking aloud) of the instrument with a group of eight 7th grade students showed that the instrument had good facial validity. The instrument was then applied to 297 students, boys and girls, attending the 7th trough 9th grade. The two-factor internal structure of the instrument was confirmed, and both factors had good internal consistency values; furthermore, this measurement model proved invariant by sex. This instrument will allow (re)addressing the student's perspective on his / her relationship with the teacher and may allow further work into how this perception can impact on several aspects of the intra and interpersonal functioning of both student and teacher.Publicação Acesso Aberto Online versus classroom teaching: Impact on teacher and student relationship quality and quality of life2022-02-17 - Vagos, Paula; Carvalhais, LéniaThe student-teacher relationship (STR) has been consistently associated to positive and generalized outcomes, though its quality seems to be questioned in online teaching, which in turn has had a negative impact on students and teachers’ wellbeing during school closures forced by the COVID-19 pandemic. The current work compared students and teachers’ perceptions of STR quality and quality of life after online and after classroom teaching, and if STR quality relates with perceived wellbeing across those teaching modalities. Participants were 47 teachers (61.7% female, Mage=47.85) and 56 students (48.2% female, Mage=13.13), who self-reported on the quality of STR and quality of life twice: after 3months of online teaching and after 3months of classroom teaching. Quality of life remained stable across teaching modalities. Teachers perceived no differences in teacher-student quality across both moments; students perceived higher conflict after classroom teaching. Closeness in STR associated with increased wellbeing and the reverse was true for conflict, though diverse domains of quality of life were implicated across timings and across teachers and students. These findings concur to online teaching being an impersonal experience for students, where conflict is lower due to the absence of social stimuli; alternatively, teachers may be urged to use the STR as a resource to sustain better positive outcomes even when teaching online, both for them and for their students.Publicação Acesso Aberto Digital Teacher Training in the Portuguese National Plan for Digital Development at Schools: A case study2024-07-06 - Carvalhais, Lénia; Azevedo, PaulaSchools have been responding to the ongoing digital transformation, which requires continuous self-reflection and decision-making skills from teachers in the inclusion of new digital technologies in the teaching and learning process. In the present study, descriptive measures were used to understand how 140 teachers, in a school group, perceived their digital competences through the Check-in Questionnaire (Study 1). A school group is a Portuguese organisational unit, constituted by different schools, catering to different age groups, managed by a single director. Study 2 addressed how this specific school group organised teacher training courses, considering the results of Check-in Questionnaire, and the scope of the National Digital Transition Plan. Interviews, in which data content analysis was applied, were undertaken with seven teacher instructors, selected to implement digital training. The results of Study 1 revealed that most teachers are positioned at level 2, an intermediate level, with no differences in age or years of service. In Study 2, instructors revealed that the proficiency level assigned in the Check-in Questionnaire did not always correspond to a teacher’s real digital skills, identifying this as one of the obstacles to achieving the initial training aims. The goal of the training was for these professionals to feel committed to their educational context and understand what is intended in the inclusion of digital skills in the classroom. The relevance of this study relates to the current context, which places education and teachers at the centre of a digital agenda focused on the development of digital skills, thus generating new pedagogical practices, while accompanying the process from the initial assessment to the implementation of training in the National Digital Transition Plan.Publicação Acesso Aberto The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study2021-08-03 - Limpo, Teresa; Pereira, Luísa Álvares; Carvalhais, LéniaWriting is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts—Grades 4–7 (n = 47) 6–9 (n = 48)—were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features.