Pedro Rosário

Background: Promoting self‐determination during adolescence is crucial for enhancing academic engagement and social inclusion. This study examined the effects of the Self‐Determined Learning Model (SDLMI) on the self‐determination of students with and without intellectual disability (ID). Methods: A randomised parallel‐group trial involved 90 adolescents aged 13–17 years ( M = 14.05, SD = 1.39), including students with ( n = 41, 45.6%) and without ID ( n = 49, 54.4%). Participants were randomly allocated to either the experimental ( n = 41) group—which received the 12‐week SDLMI intervention or the control group ( n = 49), which followed standard school activities. Total composite self‐determination scores and its components‐constructs and essential characteristics were assessed pre‐ and post‐intervention using the Self‐Determination Inventory: Student Report (SDI:SR). Results: Linear mixed‐effects models were employed as the primary inferential analysis to examine Group × Time interaction effects. Baseline equivalence between groups was confirmed. Linear mixed‐effects modelling revealed significant effects for the total composite self‐determination score, demonstrating significantly greater improvements in the experimental group compared to the control group. Improvements were particularly evident in components‐construct of autonomy ( p = 0.001, d = 0.89) and self‐realisation ( p = 0.05, d = 0.56). Effect sizes indicated small‐to‐moderate gains, suggesting significant but incremental changes over the intervention period. No statistically significant changes were observed in the control group. Conclusions: The findings provide robust evidence for the causal efficacy of SDLMI as a viable instructional framework to foster self‐determination skills for students with and without ID in mainstream inclusive classrooms.

Promoting self‐determination has become an area of focus across the globe because of advocacy, policy, and research highlighting its role in improving the quality of life of people with disabilities. There have also been advancements in theories and research focused on how self‐determination is defined and supported across cultures. In this article, we explore information shared by a group of international translation teams working to translate an assessment of self‐determination, the Self‐Determination Inventory (SDI), and the theory that underlies the assessment, Casual Agency Theory, from American English. Findings suggest universal and context‐specific issues that impact translation and variation in the familiarity and contextual fit of self‐determination and Casual Agency Theory constructs across cultures. Implications for research focused on developing and translating new theories and constructs across cultures to promote cross‐cultural validity are discussed.

As in schools worldwide, climate change (CC) is addressed in curricula and environmental programs in Portugal. Grounded in Bandura’s human agency theory, effective CC mitigation requires the capacity to intentionally initiate, sustain, and reflect on behaviors to reduce greenhouse gas emissions, i.e., climate agency. This study aimed to map school’s role (environmental initiatives and CC teaching) in developing students’ climate agency and its determinants. Participants included 42 school representatives and 24 teachers from various subjects. Data sets, collected through online surveys, semi-structured interviews, and a focus group, were analyzed using content analysis. School representatives emphasized school initiatives requiring significant levels of student engagement (e.g., cleanups) but with limited participation. Most teachers reported employing transmissive teaching approaches, complemented by audio–visual resources and classroom discussions. Interviewees identified facilitators (e.g., family pro-environmental behaviors and municipal support), but mostly obstacles (e.g., limited instruction time and surface approach to learning) that contributed to a perceived minimal impact of CC education on their students. Overall, the data suggest that current environmental programs and CC teaching are not consistently developing students’ climate agency. The findings highlight the need to rethink formal and informal approaches to promote high-quality CC education and student agency in addressing the climate crisis.

Background: Self‐determination has received increasing interest worldwide, both as a key concept in disability policy and as a guiding principle for best practices and lifelong learning. Method: The study examined correlations between the Portuguese versions of the Self‐Determination Inventory (SDI) and the Self‐Determination Scale. A total of 168 participants with and without intellectual and developmental disabilities (IDD) aged 13–60 years (24.7 ± 12.2) completed both instruments. Results: Moderate and significant correlations were found, providing preliminary criterion evidence for the Portuguese translation of the SDI. The main findings include: (1) participants with IDD reported fewer self‐determination actions, (2) women scored higher than men and (3) academic qualifications had a limited influence on self‐determination scores. Conclusions: The SDI PT translation is a valid and reliable tool that supports the operationalisation of the construct within the Portuguese context. This study also contributes to a deeper understanding of how self‐determination manifests across diverse populations, offering insights into inclusive practices and future theoretical developments.

Background/Objectives: Self-regulated Learning (SRL) is essential in language learning, particularly in foreign languages where learners have limited exposure to the target language outside the classroom. Although storytelling has demonstrated potential in promoting SRL in several domains, studies in foreign language learning remain underexplored, and it is unknown which narrative elements contribute most to developing SRL learning. A study was designed with the aim of knowing how fictional stories in a foreign language, portraying a protagonist’s SRL experiences, influenced Foreign Language Learners (FLLs). Method: A total of 267 first-year Japanese foreign language students read stories in both English and Japanese and were assessed in comprehension, emotional engagement, empathy, and narrative transportation. Results: The results showed that narratives containing emotional elements related to the protagonist’s learning process enhanced learners’ comprehension, emotional connection, and reflection when reading stories in native language (Japanese) than when reading stories in foreign language (English). Additionally, stories that depicted the use of specific learning strategies elicited stronger self-referential responses than those emphasizing emotional states alone. Conclusions: These findings suggest that SRL-themed storytelling, when structured with strategic and emotional depth, can support FLLs reflective engagement and offer practical insights for language educators.

O estudo parte do construto da autorregulação da aprendizagem e contribuições da Teoria Social Cognitiva para realização de pesquisa no campo do autocuidado em saúde na escola. O objetivo da pesquisa foi analisar as concepções dos profissionais da saúde e da educação sobre ações de promoção da saúde na escola antes e depois de uma formação focada na autorregulação para o autocuidado e promoção da saúde. Foi realizado um estudo qualitativo do qual participaram 26 profissionais, da saúde e da educação, distribuídos em dois grupos focais antes e dois depois da formação. Os dados foram analisados a partir da análise temática reflexiva de Braun e Clarke (2006, 2019). A partir da temática ações em saúde e avaliação da formação, os participantes consideraram importante realizar as ações de promoção da saúde nas escolas, e esse entendimento se fortaleceu após a formação. Também destacaram que a formação aprimorou o trabalho já realizado nas escolas, além de promover a interdisciplinaridade entre a unidade de saúde e a escola. Por fim, destacaram a motivação extra para a realização das futuras ações em saúde com os estudantes, inspirados nas propostas vivenciadas na formação. Os resultados demonstram a importância da realização de formações focadas na autorregulação para a saúde para profissionais da saúde e da educação, com vistas à realização de ações em saúde nas escolas, bem como o seu potencial para a construção de ações de promoção da saúde mais efetivas nesse contexto.

Cerebral palsy is a neurodevelopmental disorder that can impair self-regulatory skills. Narrative-based tools, such as “The Incredible Adventures of Anastácio, the Explorer”, have shown promise in fostering these competencies in children with cerebral palsy. This study evaluated a training program for psychologists using a story-based intervention to promote self-regulation skills in children with cerebral palsy. A sequential explanatory mixed-methods design assessed declarative and procedural knowledge and self-efficacy changes. Seventeen psychologists completed a three-level program: Level 1 included sociodemographic and declarative knowledge assessments (pre/post); Level 2 focused on self-efficacy (pre/post) and a procedural knowledge task; and Level 3 reassessed self-efficacy (post 2). Semi-structured interviews explored participants’ experiences qualitatively. Results showed a significant increase in declarative knowledge, confirming the effectiveness of training. All participants demonstrated positive levels of procedural knowledge despite individual variations. Self-efficacy did not increase significantly, likely due to the tool’s high initial score and novelty. Qualitative findings highlighted the value of balancing theoretical and practical components in training. Although self-efficacy gains were limited, the program enhanced psychologists’ declarative and procedural knowledge. Findings suggest that narrative-based training may help professionals update their knowledge and practices, supporting the promotion of self-regulatory skills in children with cerebral palsy.