Mariana Rodrigues- PhD in Education Sciences
- Researcher at University of Porto
Mariana Rodrigues
- PhD in Education Sciences
- Researcher at University of Porto
About
22
Publications
34,335
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
139
Citations
Introduction
Current institution
Additional affiliations
June 2010 - present
Education
September 2012 - December 2016
September 2005 - July 2007
September 2002 - July 2007
Publications
Publications (22)
The literature has recently raised the need to clarify the nature of psychological empowerment. There are theoretical and empirical evidences that this conceptualization may not be appropriate, and therefore other alternatives to the reflective measurement model should be considered. Consequently, serious problems may arise from the measurement mod...
O uso das redes sociais enquanto meios de interação e comunicação social tem crescido notoriamente entre os mais jovens, trazendo novas oportunidades, mas também novos desafios e riscos. O cyberbullying é um dos potenciais riscos e um problema premente e recorrente entre a população juvenil. A literatura traz evidências dos efeitos negativos destas...
Research shows its limitations by not capturing the specificities of individual experiences, which result either from the participation of or interaction among different people in a given context across time. This study explores the effect that the quality of youth participation experiences in a Portuguese voluntary organization can have on the dev...
Background/purpose-Research tends to focus on understanding the school climate impacts and outcomes on real-life situations and problems while not giving deserved attention to their effects on digital life experiences and behaviors, such as those provided by videogame contexts. This article explores the relationship between school climate openness,...
Purpose: This paper explores the potential of students’ participation in
the HW educational intervention programme is based on participatory
methodologies in promoting their environmental citizenship.
Design/methodology/approach: Using a quasi-experimental design, 126
students were randomly assigned to the intervention and control groups
and filled...
In this chapter, we analyse how governance patterns of LLL policies, particularly VET systems, shape youth opportunities in the transition from education to employment in specific regional contexts. In doing so, we resort to institutional analysis, applying a general framework of institutional opportunity structures. We consider specific policies t...
Digital Citizenship Education
Learning from the field
Digital Media Literacy Resources
WHAT IS YOUTH-LED PARTICIPATION AND WHY DOES IT MATTER?
PARTICIPATORY MODELS FOSTERING THE INCLUSION OF YOUNG PEOPLE
YOUTH-LED PARTICIPATION AND EMPOWERMENT SCENARIOS AT
SCHOOLS
- Participants more involved in Young Mayor project assign higher scores when assessing the impact of the project.
-Participants who had participation experiences with higher developmental quality have more positive perceptions about the Young Mayor project and report more civic and political participation experiences in their communities.
Purpose...
Precarious jobs and unemployment have become common issues for many young adults due to the unfavourable labour market situation in Portugal. Against this background, lifelong learning (LLL) policies have been called in to play a role in creating economic growth and supporting the social inclusion of young adults in vulnerable educational and econo...
Resumo: A produção científica apresenta lacunas no que concerne a exploração dos potenciais contributos do escutismo na construção das subjetividades e das experiências cidadãs dos/as jovens envolvidos no movimento. Questionando o seu "lugar" na vivência quotidiana dos jovens escuteiros/as e assente em uma abordagem qualitativa, este estudo procura...
Abstract: The scientific production presents gaps concerning the exploration of the potential contributions of scouting in the construction of the subjectivities and citizenship experiences of the young people involved in the movement. Questioning their “place” in the everyday experiences of young scouts and based on a qualitative approach, this st...
Este artigo parte da premissa de que a socialização política juvenil na contemporaneidade se baseia em processos dinâmicos que emergem da ação e interação simultâneas de diferentes contextos e agentes sociais, constituindo oportunidades de aprendizagem cívica e vivência democrática que influenciam as experiências juvenis de participação cívica e po...
This paper assumes the premise that youth political socialization in contemporary society is based on dynamic processes, which emerge from the simultaneous actions and interactions of different social agents and contexts, constituting opportunities of civic learning and democratic living that influence the youth experiences of civic and political p...
Notwithstanding its relevance as a context for youth participation, research is lacking regarding how the scout organisational and educational settings contribute to development of civic and political competences. Using a mixed methods approach, combining document analysis, interviews with scout leaders and a pilot study with a non-probability samp...
The International Handbook of Progressive Education engages contemporary debates about the purpose of education, presenting diverse ideas developed within a broadly conceived progressive education movement. It calls for a more critical and dynamic conception of education goals as a necessary element of a healthy society. The scope is global, with c...
The World Health Organization (2002) considers that a balance between government, community, and individual action is necessary for health education and promotion, recognizing that non-governmental organizations, local groups, and community institutions are central in this process. This argument reinforces the idea that individuals should be empowe...
This chapter starts by stressing the (dis)continuities in the political history of Portugal and Spain and questions how authoritarian pasts are approached and portrayed in educational policies and practices. Interviews with specialists in Contemporary History and Education from both countries, and an analysis of History textbooks, reveal that while...
In the last decades, Citizenship Education (CE) has been at the forefront of both educational policies and international research regarding curriculum design and impact on pupils' knowledge, values and skills. However, not only what citizenship "is" is diversely conceived by different democratic traditions (Eisenstadt, 2000; Heater, 1999) but, obvi...
Questions
Questions (6)
Goal: explore how the higher education students' perceptions of their school openness for reflection, discussion and dissent (multicategorical independent variable: low, medium, and high) influence their sense of political and civic efficacy (continuous, mediator variable), which in turn will affect their civic and prosocial behaviors when playing videogames (continuous, outcome variable).
Some results:
school climate -> political and civic efficacy
Bhigh-medium= -.38, t(509) = -3.76, p < .001
Bmedium-low= -.35, t(509) = -3.57, p < .001
school climate -> prosocial gaming behaviors
Bhigh-medium= -.26, t(508) = -2.49, p = .013
Bmedium-low= .03, t(508) = .32, p > .05
school climate -> political and civic efficacy -> prosocial gaming behaviors
INDIRECThigh-medium= -.10, SE = ,03, 95% IC [-.16, .05]
INDIRECTmedium-low= -.09, SE = ,03, 95% IC [-.16, .04]
Could you give some references that have used this analoytical approach?
Thanks in adavance for your help!
I am interested to understand how students' perceptions of their school climate affect their sense of political and civic efficacy, which in turn impact on their prosocial gaming behaviors (see research model in attachment).
Firstly I decided to conduct a cluster analysis to classify participants into groups based on their perceptions of the openness of their school climate the op. It was identified 2 clusters (low and high), which were used as preditor (independent) variables.
The results are confuse. How should be interpreted the fact that low school climate -> prosocial gaming behaviors present a non-significant total and direct effect, and a significant direct affect (see results in attachment)?
I sincerely appreciate your help and insights!
Hi everyone,
I'm running some unconditional LGM and would like to add covariates to my models. I have a question in this regard:
The means of intercepts and slopes are significant. However, the slope variances are not significant. Can I still add (and interpret in a meaningful way) covariates?
Thank you in advance for your help.
I constructed a third-order reflective model of psychological empowerment (see model in attachment), which is composed by:
- 12 first-order latent variables: PC, ACT, CIE, OCE, PTR, PF, SI, CC, CP, OI, SN, and SB
- 3 second-order latent variables: CE (reflected in PTR, PF, and SI), RE (reflected in CC, CP, OI, SN, and SB), and BE (reflected in ACT, CIE, and OCE).
To establish the measurement model of higher-order variables, all the indicators from the lower-order variables were assigned to the higher-order variables in the form of a repeated indicators approach.
Then, CTA-PLS was used to investigate the directionality for indicators associated with the psychological empowerment construct (see CTA-PLS results in attachment)
1) Should I use significance test at p = 0.1 or 0.05 level?
2) Since I'm testing for multiple model-implied vanishing at the same time, should I assess the significance of the tetrads based on CI Low adj. and CI Up Adj. values?
3) Should I analyze both first and second-order LV results? Should I report all the results in the paper (it's a very long table...)
4) Taking into account the results, 3 first-order LV (SI, SB and SN) and 1 second-order LV (RE) are formative ([CI Low Adj., CI Up Adj.] don't include 0). Should I conclude that psychological empowerment model is better measured formatively?
Your help will be sincerely appreciated.
In attachment, you can find the model.
I didn't include any global item to assess PE construct in the questionnaire (Hair et al. 2014). What can I do to assess the convergent validity of this model?
I will appreciate your help.
I am interested to explore the nature of psychological empowerment (PE) as a higher-order multidimensional construct. So, I will test reflective and formative models of PE. Does anyone can explain me how to compare both models? How can I decide which measurement (reflective or formative) is better? Are there any psychometric frameworks to be used for this evaluation?
