Vol. 11 No. 1 (2024)

Articles

• A latent class analysis of multiple health-risk behaviours among Portuguese college students

  Regina Alves

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  Traditionally, the prevalence of health-risk behaviours is high among university students. Although these behaviours are often analysed in isolation, there is likely evidence for the co-occurrence of multiple risk behaviours. In this study, a latent class analysis (LCA) was conducted with cross-sectional data from 840 Portuguese students (55.4% female) to explore patterns of multiple risk behaviours across seven behavioural dimensions (alcohol consumption, smoking, unhealthy eating, sedentary behaviour, risky sexual practices, illicit drug use, and self-medication). Additionally, a latent class regression was performed to explore predictors (perceived well-being and sociodemographic and academic characteristics) for each behavioural pattern. A three-class model emerged with different probabilities of risk: Low-risk behaviours (51.4%), Moderate-risk behaviors (14.9%), and High-risk behaviours (33.7%). Students with better perceptions of well-being and health were likelier to be in the healthier class. Students in the low- and moderate-risk classes were more likely to be in their first year of study, not in a romantic relationship and to be full-time students. Students who had not changed residence at the beginning of their studies and were female were more likely to be in the healthiest class. This study provides essential strategies for health promotion among university students, offering crucial insights for the design of effective health promotion interventions, especially targeted at specific groups of students with similar patterns of multiple risk behaviours.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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• Secondary school students' perceptions of the online flipped classroom model in an online context

  Teresa Ribeirinha Marisa Correia Bento Silva

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  During the pandemic, the fully online flipped classroom model (FCM) became an alternative to the hybrid FCM. To assess the application of FCM in an online environment, an action research study combining asynchronous and synchronous classes was carried out with Portuguese secondary school students. The design of the lessons was based on the 5E Model: Engage, Explore, Explain, Elaborate and Evaluate. Data were collected using a questionnaire and students interactions in the synchronous activities. The results show that the asynchronous lessons stimulated students’ interest in the topic (Engage), and enabled them to gain an initial understanding of the topic (Explore) and to demonstrate the learning they had acquired (Explain). Synchronous lessons highlighted the active role of students in solving complex problems in groups and extending autonomous learning (Elaborate and Evaluate). However, in the process of extending their learning, students were found to rely more on immediate feedback from the teacher than from their peers. The results of the study confirm the suitability of FCM in an online environment, and its promotion of personalised learning and student autonomy.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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• Assessing expressive communication in young children using the Early Communication Indicator-Portugal

  Sandra Cristina Araújo Ferreira Anabela Cruz-Santos Leandro Almeida

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  Given the high prevalence of Portuguese children with communication disorders, valid instruments are needed for the early detection of these disorders. Therefore, the aim of this study is to determine the effectiveness of the Early Communication Indicator-Portugal (ECI-Portugal) in identifying the risk among Portuguese children of developing a communication disorder. The sample for the study comprised 480 children from across the country, aged 6-42 months, 40 of whom were identified as having communication disorders. The results found that children with communication disorders show significantly slower expressive communicative development compared to children with typical development, including longer use of vocalisations, and later emergence of words and sentences. These results demonstrate the utility of ECI-Portugal in identifying differences between children with and without communication disorders from an early age, and its potential importance as a tool for assessing and monitoring communication-related problems in Portuguese children from an early age.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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• Relationship between the use of legal and illegal substances and the existence of psychopathic traits among Portuguese university students

  Margarida Simões Vanessa Mendes Pedro Cunha Inês Carvalho Relva

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  The excessive use of illegal substances can impact negatively on an individual’s quality of life and is therefore a predictor of psychopathy. The combination of substance use and psychopathy can have detrimental consequences and lead to an increased risk of the persistence and severity of substance use. University students appear to be at greater risk of consumption of illegal substances owing to availability and possible ease of access. The aim of this study is to analyse the relationship between the use of legal and illegal substances and the existence of psychopathic traits in a sample of 487 students of both sexes, aged 17-49 years, from social sciences degrees at a public university in Portugal. The data for the study were collected using the Psychopathy Self-Assessment Scale (SRP-III), the Drug Abuse Screening Test (DAST) and a short sociodemographic questionnaire. The results suggest an association between consumption and psychopathic traits (values r = .18 to r = .37), which confirms the need for early detection of addictive behaviours among young people. The results also show slightly higher substance use by males (M = 1.01; DP = 1.33) compared to females (M = 0.52; DP = 1.14). The study concludes by recommending the creation of intervention programmes aimed specifically at young adults in a university context in order to prevent or intervene in the use of illegal substances.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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• Predicting ASD risk through adaptive behavioural indicators

  Isabel García-García Manoel Baña-Castro

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  Adaptive behavior refers to the effectiveness with which a person responds to the natural and social demands of their environment. It includes the learned conceptual, social and practical skills that enable a person to respond to everyday circumstances, and is one of the most important criteria used to determine a person’s level of disability. The aim of this study is to analyze the ability to predict the risk of ASD (Autism Spectrum Disorder) using GARS-2 and ICAP indicators of adaptive behavior. The study involved a sample of 209 people from Galicia (Spain). One group (n = 111) comprised subjects with a prior diagnosis of ASD (37 females and 74 males) aged 2-20 years. The second group (n=98) consisted of normotypical subjects (56 females and 42 males) aged 3-23 years. The two instruments showed significant correlations, while non-parametric analyses of variance showed age-related differences in the dimensions and skills assessed. A tree analysis allowed 75.1% of the cases to be correctly classified. 74.8% of participants with ASD were correctly identified by the analysis, as were 75.5% of the normotypical sample. The predictive variables revealed by the analysis were ICAP Social and Communication Skills and GARS-2 Communication Dimension. The findings confirm that adaptive behavior is a good risk predictor for ASD, which may contribute to early identification.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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• Self-regulated learning and study orientation: Results of an intervention project

  Patrícia Diane Puglia Regina de Cássia Rondina Raul Aragão Martins

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  This article reports on the application and assessment of a project for the promotion of self-regulatory skills among technical secondary school students. The study was conducted at a Federal Educational Institution in the state of São Paulo, Brazil. The study sample consisted of 35 new entry students who exhibited problems adapting to the new academic routine and symptoms of anxiety. The students were given systematic study guidance sessions to help them to develop self-regulated learning skills. The data for the study were collected using the following methods: Scale DASS-21 (Brazilian version), semi-structured initial and end interviews, and researcher’s observations. The results show varying degrees of success among students in acquiring self-regulation skills. The quantitative pre- and post-test comparison of the DASS-21 data and the JT Method showed a reduction in anxiety symptoms in 12 and 8 students respectively, and the analysis of variance detected a significant reduction in the group's average anxiety score after the project. The qualitative analysis showed that, for the majority of students, the project sessions promoted the development of skills in self-regulation of learning, improving aspects such as study planning and organisation, among others. Further research is necessary, to take into account intervening variables.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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• Musical training and working memory: relationship with performance, gender and instrument family of training

  Rebeca Kerstin Alonso Luz M. Fernández-Mateos José David Urchaga-Litago Antonio Sánchez-Cabaco

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  The aim of this research is to analyse the relationship between working memory and musical training, as well as its impact on academic performance, and the influence of gender and instrument family. The sample for the study comprised 300 students aged 10-18 years from a professional public conservatory in Spain. The measurement instruments used were the Wechsler scales WISC-IV and WAIS-IV, and a task (PMTM) designed specifically to assess the performance of musical working memory. Positive and statistically significant correlations were found between musical training (measured as low, medium and high, based on years of study) and academic performance (musical and general), and between the phonological loop of working memory and both types of academic performance. Positive correlations were also observed between musical training and phonological loop, and with musical working memory. Gender was not found to affect performance. By contrast, descriptive patterns varied systematically by instrument family, with students of bowed string instruments obtaining higher scores in musical working memory, followed by polyphonic instruments and finally wind instruments. These findings can be used to create programmes to enhance working memory, to help conservatory students to maximise their potential and the effectiveness of their learning.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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• Planning and working memory as predictors of academic performance in adolescents aged 12-17 years

  Álvaro Federico Muchiut Marcos Luis Pietto Paola Vaccaro Belén Sánchez

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  The primary aim of this work was to analyze the predictive value of executive functions in relation to changes in academic performance among secondary school adolescents based on self- and parental assessment. The study consisted of a quantitative non-experimental, descriptive-correlational investigation of 265 adolescents aged 12-17 years. Students assessed their own executive functions using the Self-Report Executive Functioning Scale, while their parents/guardians assessed them using the Parental Executive Function Scale. Socioeconomic status was obtained with the Socioeconomic Level Survey, and academic performance was obtained from the report cards. The results showed a positive correlation between academic performance and executive functions, as perceived by both adolescents and parents; as well as between academic performance and socioeconomic status. Furthermore, academic performance was significantly explained by socioeconomic status and activities related to working memory and planning, as perceived by both adolescents and parents. Based on these findings, the study concludes that adolescents are capable of reflecting on the effectiveness of their executive functions in a way that is relevant to their academic performance, and that caregivers can provide relevant information about their children’s executive functions. Additionally, the findings highlight the importance of socioeconomic status when examining the relationship between executive functions and academic performance.

  DOI: https://doi.org/10.17979/reipe.2024.11.1

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