Browsing by Author "Carvalho, Nuno A."
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- Do students with immigrant and native parents perceive themselves as equally engaged in school during adolescence?Publication . Veiga, Feliciano H.; Festas, Isabel; García, Óscar F.; Oliveira, Íris M.; Veiga, Carlota M.; Martins, Maria da Conceição; Covas, Filomena; Carvalho, Nuno A.Student engagement in school needs to be considered when comparing immigrant and native students, particularly at a time of increasing migratory movements throughout the world. Differences in cognitive, affective, behavioral, and agentic student engagement dimensions were examined for students with immigrant and native parents, and for early and middle adolescence. A four-dimensional measure of student engagement was completed by 643 students (52.7% women). Results indicated that: students with native parents present higher cognitive and agentic engagement than students with immigrant parents; early adolescents are more cognitively engaged than middle adolescents; early adolescents with native parents present higher cognitive engagement than early adolescents with immigrant parents and middle adolescents. These results contribute to knowledge advancement, enhancing the understanding of student engagement with immigrant and native parents during early and middle adolescence, which might stimulate additional research moving towards a more inclusive school. Based on the findings and conclusions from this study, possibilities for future research and political-educational recommendations are presented.
- Education to Promote Healthy and Sustainable Eating Habits: A Bibliometric AnalysisPublication . Carvalho, Nuno A.; Martins, Maria da ConceiçãoFood production accounts for a substantial part of human activities’ negative impact on planetary environmental stability. Although environmental education and education for sustainable development could both promote changes in this area, research often does not focus on their potential to build healthy and sustainable eating habits. Here, a bibliometric map of the scientific literature is outlined, revealing trends and opportunities for research on this topic. The SPAR-4-SLR protocol was used to collect a large sample (RQ1 sample: n = 2067) and, subsequently, a narrow sample (RQ2 sample: n = 256) of research works on this topic. The sampling process and data treatment were undertaken in RStudio. The bibliometric analysis shows that scientific research in this area is increasing exponentially in quantity (R2 = 0.926). However, the model also indicates that quality standards have been decreasing (β = −0.951 p < 0.001), with a high adjustment (R2 = 0.803). Crossstatistical corroboration points in the same direction (r = −0.541 p < 0.01). Authorship quality has low consistency among publications focused on eating-habit education from an environmental sustainability perspective. The emerging topics are meat consumption, behavior, attitudes, and the Mediterranean diet. This research unveils gaps to be explored in future research on education for sustainable development (and environmental education) to foster healthy and sustainable eating habits, and contributes to the discussion on the quality standards of scientific research.
- Rural and urban adolescents environmental attitudesPublication . Martins, Maria da Conceição; Veiga, Feliciano H.; Oliveira, Íris M.; Veiga, Carlota M.; Carvalho, Nuno A.; Martínez, Isabel; Festas, IsabelThe worldwide intensification of environmental problems has increased political debates and educational concerns about behaviors and citizens’ responsibilities. Studying the factors and dynamics of environmental attitudes is critical for environmental behaviors. However, studies regarding environmental attitudes throughout adolescence and considering rural and urban regions are lacking. This study investigated the environmental attitudes of early and middle adolescents, comparing rural and urban regions. The sample consisted of 1,262 students (53.6% women) who completed two environmental attitude inventories: one measuring ecocentrism (sustaining environmental preservation) and another measuring anthropocentrism (sustaining environmental utilization). Urban students presented higher anthropocentric attitudes than rural students. Early adolescents scored higher on ecocentric attitudes, whereas middle adolescents scored higher on anthropocentric attitudes. Urban students increased anthropocentric attitudes from early to middle adolescence, while rural students decreased ecocentric attitudes. The findings highlight developmental and contextual differences in environmental attitudes, which have implications for education and policy. We discuss recommendations for future research.