Curriculum Vitae
Maria Teresa Limpo Hargreaves de Sousa Dias
Identificação
Identificação pessoal
- Nome completo
- Maria Teresa Limpo Hargreaves de Sousa Dias
Nomes de citação
- Limpo, Teresa
Identificadores de autor
- Ciência ID
- C81D-201E-775D
- ORCID iD
- 0000-0002-9903-7289
Endereços de correio eletrónico
- tlimpo@fpce.up.pt (Profissional)
Telefones
- Telefone
-
- (351) 220400610 (Profissional)
Moradas
- Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação. Rua Alfredo Allen, 4200-392, Porto, Porto, Portugal (Profissional)
Websites
- https://www.researchgate.net/profile/Teresa_Limpo (Profissional)
Domínios de atuação
- Ciências Sociais - Psicologia
Idiomas
| Idioma | Conversação | Leitura | Escrita | Compreensão | Peer-review |
|---|---|---|---|---|---|
| Português (Idioma materno) | |||||
| Inglês | Utilizador proficiente (C2) | Utilizador proficiente (C2) | Utilizador proficiente (C2) | Utilizador proficiente (C2) | Utilizador proficiente (C2) |
| Espanhol; Castelhano | Utilizador proficiente (C1) | Utilizador proficiente (C1) | Utilizador elementar (A1) | Utilizador proficiente (C1) | Utilizador proficiente (C1) |
| Francês | Utilizador elementar (A1) | Utilizador independente (B2) | Utilizador elementar (A1) | Utilizador independente (B1) | Utilizador elementar (A2) |
Formação
| Grau | Classificação | |
|---|---|---|
|
2022/04/26 - 2026
Em curso
|
Especialização em Psicoterapia Cognitivo-Comportamental - Adultos (Pós-Graduação)
Associação Portuguesa de Terapia Cognitivo Comportamental Integrativa, Portugal
|
|
|
2019 - 2020
Concluído
|
Post-graduation in Sport Psychology (Pós-Graduação)
Instituto CRIAP, Portugal
|
|
|
2015 - 2018
Concluído
|
Pos-doc funded by FCT (SFRH/BPD/100494/2014) (Pós-doutoramento)
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
|
|
|
2017 - 2017
Concluído
|
Projects' Management (Pós-Graduação)
Porto Business School, Portugal
|
|
|
2016 - 2016
Concluído
|
People, products and processes: The triple narrative that awakens writing (Outros)
Liverpool Hope University, Reino Unido
|
|
|
2014 - 2014
Concluído
|
Conceptualization of writing: Urgent issues and best solutions (Outros)
Universiteit Utrecht, Países Baixos
|
|
|
2010 - 2014
Concluído
|
Doctoral Program in Psychology funded by FCT (SFRH/BD/68548/2010) (Doutoramento)
Especialização em Cognitive Psychology
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
" Paving the way for better writers: The role of self-regulation in shaping writing development" (TESE/DISSERTAÇÃO)
|
Aprovado com distinção |
|
2013 - 2013
Concluído
|
Structural equation modelling: Path analysis (Outros)
Universidade do Porto, Portugal
|
|
|
2013 - 2013
Concluído
|
Advanced Methods in Educational Research (Outros)
Technische Universität Dortmund, Alemanha
|
|
|
2012 - 2012
Concluído
|
Assessing writing difficulties (Outros)
Università degli Studi di Padova, Itália
|
|
|
2011 - 2011
Concluído
|
Global Education and Developmental Studies (Outros)
Vanderbilt University, Estados Unidos
|
|
|
2011 - 2011
Concluído
|
Spelling and early text composition (Outros)
Université Lumière Lyon 2, França
|
|
|
2011 - 2011
Concluído
|
Mastering “Eye and Pen” software (Outros)
Université de Poitiers, França
|
|
|
2011 - 2011
Concluído
|
Academic writing (Outros)
Vanderbilt University, Estados Unidos
|
|
|
2010 - 2010
Concluído
|
Qualitative data analysis with NVivo (Curso médio)
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
|
|
|
2005 - 2010
Concluído
|
Integrated Master in Psychology (Mestrado)
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
"Efeitos de priming na produção de texto: O papel moderador da empatia e da auto-monitorização" (TESE/DISSERTAÇÃO)
|
18 |
Percurso profissional
Ciência
| Categoria Profissional Instituição de acolhimento |
Empregador | |
|---|---|---|
| 2010/12 - Atual | Investigador (Investigação) | Universidade do Porto Centro de Psicologia, Portugal |
Docência no Ensino Superior
| Categoria Profissional Instituição de acolhimento |
Empregador | |
|---|---|---|
| 2018/12/01 - Atual | Professor Auxiliar (Docente Universitário) | Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal |
Projetos
Projeto
| Designação | Financiadores | |
|---|---|---|
| 2018/07/01 - 2022/03/22 | Mindfulness to students’ success: Relating executive functions and writing through a mindfulness app to promote children’s
cognitive, social, and health-related outcomes
NORTE-01-0145-FEDER-028404
Investigador responsável
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
|
Fundação para a Ciência e a Tecnologia
Concluído
|
| 2019 - 2022 | Engage with your Heart: improving therapeutic adherence with a telemonitoring system for chronic heart failure patients
NORTE-01-0145-FEDER-032069
Investigador
Universidade do Porto Faculdade de Medicina, Portugal
|
Fundação para a Ciência e a Tecnologia
Concluído
|
| 2019 - 2021 | Digital Immigrants Survival Kit
2019-1-PT01-KA204-060898
Investigador
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
|
Erasmus Plus
Concluído
|
| 2018 - 2021 | Painter: Procedurally assisted interchangeable reality
POCI-01-0145-FEDER-030740
Investigador
Universidade do Porto Faculdade de Engenharia, Portugal
|
Fundação para a Ciência e a Tecnologia |
| 2016 - 2019 | Symbiotic technology for societal efficiency gains: Deus ex Machina
NORTE-01-0145-FEDER-00026
Investigador
Associação Fraunhofer Portugal Research, Portugal
|
Horizon 2020
Concluído
|
| 2017 - 2018 | Mind-body interactions in writing (M-BW): Psychophysiological and linguistic synchronous correlates of expressive writing
BIAL 312/16
Investigador
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
|
Fundação Bial
Concluído
|
| 2016 - 2018 | Componential analysis of self-regulated strategy instruction in writing: Online instruction and assessment
EDU2015-67484-P
Investigador
Universidad de León, Espanha
|
Gobierno de España Ministerio de Economía y Empresa
Concluído
|
| 2011/03 - 2014/08 | Development, automatization, and self-regulation of cognitive processes in writing
Investigador
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
|
Fundação para a Ciência e a Tecnologia
Em curso
|
Produções
Publicações
| Artigo em revista |
|
| Capítulo de livro |
|
| Edição de livro |
|
| Livro |
|
| Poster em conferência |
|
Atividades
Apresentação oral de trabalho
| Título da apresentação | Nome do evento Anfitrião (Local do evento) |
|
|---|---|---|
| 2023 | Promoting protective factors for psychological health and life satisfaction through mindfulness in pre-adolescence | 9th International Congress of Clinical and Health Psychology in Children and Adolescents |
| 2023 | Relating transcription, executive functions, and text quality in grades 2-3: A cross-lagged panel analysis | IV International Congress CINEICC |
| 2023 | Family-athlete-coach triangle | Jornadas Saúde Psicológica e Desporto: Vivências e Desafios |
| 2022 | Examining the association of extracurricular activities with life satisfaction and school achievement via psychological distress | Jornadas da Sociedade Portuguesa de Psicologia do Desporto |
| 2022 | Exploring the relationship between mental toughness and cognitive emotion regulation strategies | Jornadas da Sociedade Portuguesa de Psicologia do Desporto |
| 2022 | Cognitive, emotional and social benefits of practicing karate and football: A comparative study | Jornadas da Sociedade Portuguesa de Psicologia do Desporto |
| 2022 | The process of developing the Be+ HAPPI(ly) program – An evidence-based mindfulness intervention | 5th Conference of the Portuguese Psychologists Association |
| 2022 | Evaluation of students’ perceptiionis about a program to promote mental health in highschool: An exploratory study | 5th Conference of the Portuguese Psychologists Association |
| 2022 | Effectiveness of writting interventions with attentional vs. transcription componentes in Grade 3 | 5th Conference of the Portuguese Psychologists Association |
| 2022 | Relating mindfulness, emootioinal regulation, psychological distress, and quality of life in adolescence | 14th National Conference of Health Psychology |
| 2022 | The power of mindfulness-based programs to promote composing quality in primary school | SIG Writing Conference |
| 2022 | A longitudinal study on the links between writing motivation and text quality in Grades 6-7 | SIG Writing Conference |
| 2022 | Why do we need motivated writers? | SIG Writing Conference |
| 2022 | Mindfulness effects and mechanisms through the eyes of neuropsychology | XX Encontro de Psicologia no Algarve |
| 2021/06 | Exploring the relationship between mindfulness and writing skills in sixth graders | 19th Biennial EARLI Conference for Research on Learning and Instruction (online)
(Bélgica)
|
| 2021/03 | Relating executive functions and writing in school-aged Portuguese children | Writing Research Across Borders Conference (online) |
| 2021 | Examining the impact of a mindfulness-based intervention in Grade 4 | Virtual Annual Conference 2021 of the BPS Cognitive Psychology Section |
| 2021 | Perceived benefits and risks in sports among athletes and non-athletes | Portuguese Society for Sport Psychology |
| 2021 | Karate athletes’ perceptions matter: Evidence on the link between perceived benefits and quality of life via engagement | 10th IMACSSS Conference |
| 2021 | The role of non-academic skills in writing | Biennial EARLI Conference for Research on Learning and Instruction |
| 2021 | Exploring the relationship between mindfulness and writing skills in sixth graders | Biennial EARLI Conference for Research on Learning and Instruction |
| 2021 | Automated writing evaluation system and its effects on Grades 1-12 students’ writing: A systematic review | Biennial EARLI Conference for Research on Learning and Instruction |
| 2021 | Relating executive functions and writing in school-aged Portuguese children | WRAB Conference |
| 2021 | Effects of automated writing evaluation feedback systems: A systematic review | Online Summer School organized by the Pädagogische Hochschule Zürich |
| 2021 | Using sentence combining practices to improve students’ writing | International Literacy Association Intensive Course |
| 2020/12 | Is cognitive flexibility relevant for academic achievement? | Osaka Conference on Education (online)
(Japão)
|
| 2020 | Is cognitive flexibility relevant for academic achievement? | Osaka Conference on Education |
| 2019/08 | The relationship between executive functions and writing in elementary-school children | 18th Biennial EARLI Conference for Research on Learning and Instruction
(Alemanha)
|
| 2019/08 | Presentation of a short writing apprehension measure and its relationship with writing | 18th Biennial EARLI Conference for Research on Learning and Instruction
(Alemanha)
|
| 2019/07 | How the complexities of an orthography of intermediate depth, Portuguese, modulate learning to spell | 26th Annual Conference of the Society for the Scientific Study of Reading
(Canadá)
|
| 2019/02 | Promoting writing through strategy instruction targeting planning and self-regulation skills in Portuguese school-aged children | Third Annual ARWA Conference
(Índia)
|
| 2019/02 | Developing capable and motivated writers throughout schooling | Keynote at the READ 2019 organized by the Maharashtra Dyslexia Association
(Índia)
|
| 2018/11 | Reading comprehension instruction: The Portuguese case | 1st Literacy Summit
(Portugal)
|
| 2018/09 | Research evidence on the benefits of handwriting training | Writers and their Education Annual Colloquium
(Reino Unido)
|
| 2018/07 | The European Literacy Network (ELN) or how to align literacy and values to secure sustainable development | Encontro Ciência '18
(Portugal)
|
| 2018/07 | Reading-writing connections: A case for integrative literacy science | 25th Annual Conference of the Society for the Scientific Study of Reading
(Reino Unido)
|
| 2018/07 | Integrative approaches to literacy instruction and remediation | 25th Annual Conference of the Society for the Scientific Study of Reading
(Reino Unido)
|
| 2018/04 | Good writing: A joint function of skill and will | Keynote at the Annual Meeting of the Portuguese Association of Experimental Psychology
(Portugal)
|
| 2018/03 | Effetcs of age, gender and personality on individuals’ behavioral intention to use health applications | 4th International Conference on Information and Communication Technologies for Ageing Well and e-Health
(Portugal)
|
| 2017/11 | Factors influencing behavioural intentions to use mobile health technology in younger and older adults | I International Conference on Psychology, Health, and Education
(Espanha)
|
| 2017/11 | Contribution of phonological awareness to writing in first graders | I International Conference on Psychology, Health, and Education
(Espanha)
|
| 2017/11 | Implicit theories of writing impact writing performance via mastery goals and self-efficacy for self-regulation | I International Conference on Psychology, Health, and Education
(Espanha)
|
| 2017/09 | Promoting handwriting fluency in fifth graders struggling with transcription | III Seminar of Reading, Writing, and School Success
(Portugal)
|
| 2017/09 | HandSpy: A new tool to study text production in the digital humanities | International Scientific Conference on Books and Screens and the Reading Brain
(Lituânia)
|
| 2017/08 | Modelling the relationship between transcription and writing: The mediating role of bursts and pauses | 17th Biennial EARLI Conference for Research on Learning and Instruction
(Finlândia)
|
| 2017/08 | Modelling the transcription-writing link: The mediating role of planning and translating | 17th Biennial EARLI Conference for Research on Learning and Instruction
(Finlândia)
|
| 2017/08 | To plan or not to plan: The effects of planning on the process and product of writing | 17th Biennial EARLI Conference for Research on Learning and Instruction
(Finlândia)
|
| 2017/04 | Transcription: A key capability underlying effective writing. The mediating role of bursts and pauses | 17th American Educational Research Association
(Estados Unidos)
|
| 2017/04 | The benefits of planning: Examining outlining effects on writing dynamics and final texts | 12th Annual Meeting of the Portuguese Association of Experimental Psychology
(Portugal)
|
| 2017/04 | Examining key ingredients in writing: From transcription to high-level processes | Literacy Studies Group
(Estados Unidos)
|
| 2017/02 | Introducing the European Literacy Network (ELN) being established by COST Action IS1401 | Writing Research Across Borders Conference
(Colômbia)
|
| 2017 | Introducing the European Literacy Network (ELN) being established by COST Action IS1401 | Writing Research Across Borders Conference
(Bogota, Colômbia)
|
| 2017 | Transcription: A key capability underlying effective writing. The mediating role of bursts and pauses | 17th American Educational Research Association
(San Antonio, Texas, Estados Unidos)
|
| 2017 | The benefits of planning: Examining outlining effects on writing dynamics and final texts | 12th Annual Meeting of the Portuguese Association of Experimental Psychology
(Porto, Portugal)
|
| 2017 | Modelling the relationship between transcription and writing: The mediating role of bursts and pauses | 17th Biennial EARLI Conference for Research on Learning and Instruction
(Tampere, Finlândia)
|
| 2017 | Modelling the relationship between transcription and writing: The mediating role of bursts and pauses | 17th Biennial EARLI Conference for Research on Learning and Instruction
(Tampere, Finlândia)
|
| 2017 | To plan or not to plan: The effects of planning on the process and product of writing | 17th Biennial EARLI Conference for Research on Learning and Instruction
(Tampere, Finlândia)
|
| 2017 | Promoting handwriting fluency in fifth graders struggling with transcription | III Seminar of Reading, Writing, and School Success
(Braga, Portugal)
|
| 2017 | HandSpy: A new tool to study text production in the digital humanities | International Scientific Conference on Books and Screens and the Reading Brain
(Vilnius, Lituânia)
|
| 2017 | Factors influencing behavioural intentions to use mobile health technology in younger and older adults | I International Conference on Psychology, Health, and Education
(Oviedo, Espanha)
|
| 2017 | Contribution of phonological awareness to writing in first graders | I International Conference on Psychology, Health, and Education
(Oviedo, Espanha)
|
| 2017 | Implicit theories of writing impact writing performance via mastery goals and self-efficacy for self-regulation | I International Conference on Psychology, Health, and Education
(Oviedo, Espanha)
|
| 2016/10 | Enhancing students’ writing competence through strategy instruction | Keynote at the International seminar on classroom practices and research on language teaching
(Espanha)
|
| 2016 | The role of written language bursts in the transcription-writing link | 8th International Congress of Psychology and Education
(Alicante, Espanha)
|
| 2016 | Contribution of implicit theories to writing quality via achievement goals and self-efficacy | 15th International Conference of the EARLI SIG Writing
(Liverpool, Reino Unido)
|
| 2016 | Reading-writing connections: Evidence from intervention research | 15th International Conference of the EARLI SIG Writing
(Liverpool, Reino Unido)
|
| 2016 | Reading-writing connections: Towards integrative literacy science | 23rd Annual Conference of the Scientific Society for the Study of Reading
(Porto, Portugal)
|
| 2016 | Transcription leverages early text production: The impact of transcription training on writing | 3rd Annual Conference of the Society for the Scientific Study of Reading
(Porto, Portugal)
|
| 2016 | Mechanisms through which handwriting fluency influences writing quality | 23rd Annual Conference of the Society for the Scientific Study of Reading
(Porto, Portugal)
|
| 2015 | Examining the effects of a writing intervention targeting transcription plus self-regulation | 16th Biennial EARLI Conference for Research on Learning and Instruction
(Limassol, Chipre)
|
| 2014 | Handwriting intervention increases burst size in second graders | Writing Research Across Borders III
(Paris, França)
|
| 2014 | Implicit theories of writing predict response to writing instruction | Writing Research Across Borders III
(Paris, França)
|
| 2014 | Promoting second graders' writing self-regulation skills in tandem with transcription | 18th International Conference of the Junior Researchers of EARLI
(Nicosia, Chipre)
|
| 2014 | Effects of handwriting and spelling interventions on the writing process and product of second graders | 14th International Conference of the EARLI SIG Writing
(Amsterdam, Países Baixos)
|
| 2014 | Examining strategy-instruction interventions: Their effects on writing performance and the role of students’ implicit theories | 14th International Conference of the EARLI SIG Writing
(Amsterdam, Países Baixos)
|
| 2014 | Promoting second graders’ self-regulation and transcription skills | Research Seminar in Developmental Psychology
(Oxford, Reino Unido)
|
| 2013 | Promover a escrita de textos de opinião: Ensino de estratégias de planeamento vs. combinação de frases [Promoting opinion essay writing: Teaching of planning vs. sentence-combining strategies] | VIII Simpósio Nacional de Investigação em Psicologia
(Aveiro, Portugal)
|
| 2013 | Indicadores temporais do progresso na produção de textos do 2º ao 7º ano de escolaridade [Online indicators of text production development from Grade 2 to 7] | VIII Simpósio Nacional de Investigação em Psicologia
(Aveiro, Portugal)
|
| 2013 | O poder das crenças dos alunos: Como as teorias implícitas da escrita afectam os efeitos duma intervenção na escrita [The power of students’ beliefs: How implicit theories of writing impact writing instructional effects] | 1st International Conference of Psychology, Education, and Culture
(Vila Nova de Gaia, Portugal)
|
| 2013 | Promover o planeamento de textos no 2º ciclo do ensino básico [Promoting opinion essay planning in middle grades] | V Encontro Internacional de Reflexão Sobre a Escrita
(Aveiro, Portugal)
|
| 2013 | Bursts of written language production across schooling | 20th Annual Meeting of the Society for the Scientific Study of Reading
(Hong Kong, Hong Kong)
|
| 2013 | The role of transcription and self-regulation in development of writing skills in Spanish | 15th Biennial EARLI Conference for Research on Learning and Instruction
(Munich, Alemanha)
|
| 2013 | Promoting planning or sentence-combining skills: Effective interventions at different textual levels | 15th Biennial EARLI Conference for Research on Learning and Instruction
(Munich, Alemanha)
|
| 2013 | Development of Portuguese students’ transcription skills and their impact on text production | 15th Biennial EARLI Conference for Research on Learning and Instruction
(Munich, Alemanha)
|
| 2013 | Intervenção na fluência manuscrita promove a expressão de cognições na composição de textos narrativos [Handwriting interventions promote the expression of cognitions in narrative writing] | XII Congresso Internacional Galego-Português de Psicopedagogia
(Braga, Portugal)
|
| 2013 | Development and promotion of transcription and self-regulation in writing | Summer Institute of the Global Education and Developmental Studies (GEDS) Transatlantic Consortium
(Porto, Portugal)
|
| 2012 | A contribuição da transcrição e da autorregulação para a qualidade da geração de texto ao longo do ensino básico [The contribution of transcription and self-regulation to text generation quality in Grades 4-9] | 12th Colóquio Internacional em Psicologia e Educação
(Lisboa, Portugal)
|
| 2012 | HandSpy: A new web tool to study writing in real-time | 13th International Conference of the EARLI SIG Writing
(Porto, Portugal)
|
| 2012 | Modeling written composition in Grades 4-9: The contribution of transcription and self-regulation to text generation | 13th International Conference of the EARLI SIG Writing
(Porto, Portugal)
|
| 2012 | Effects of grade and transcription skill on children’s writing process and product | 21st Annual World Congress on Learning Disabilities
(Oviedo, Espanha)
|
| 2011 | Writing as priming: Implicit processes in text production | 4th International Conference Writing Research Across Borders II
(Fairfax, VA, Estados Unidos)
|
| 2010 | Priming effects on writing fluency are moderated by empathy and self-monitoring | 12th International Conference of the Special Interest Group on Writing
(Heidelberg, Alemanha)
|
| 2010 | I am a writer: A program for promoting writing | 3rd Meeting of Young Researchers of University of Porto
(Porto, Portugal)
|
| 2010 | Eu sou escritor: Um programa para intervir na escrita de textos narrativos. | 4º Fórum Jovens Cientistas
(Porto, Portugal)
|
| 2008 | O que há para compreender no produto de 7 x 8? [What there is to understand in the product of 7 x 8] | 4th Forum of Young Scientists
(Porto, Portugal)
|
| 2008 | Priming effects on writing fluency | 11th International Conference of the Special Interest Group on Writing
(Lund, Suécia)
|
Orientação
| Título / Tema Papel desempenhado |
Curso (Tipo) Instituição / Organização |
|
|---|---|---|
| 2020 - Atual | Promoting Children’s Executive Functions and Socio-Emotional Learning via a Mindfulness-Based SEL Curriculum
Orientador
|
funded by FCT, 2020.05816.BD (Doutoramento)
Universidade do Porto, Portugal
|
| 2019 - Atual | Development and promotion of executive functions in primary school: Contributions from mindfulness
Orientador
|
funded by FCT, PD/BD/4789/2019 (Doutoramento)
Universidade do Porto, Portugal
|
| 2018 - Atual | Using information and communication technology to teach writing: Predictors and effects on students’ outcomes
Coorientador
|
funded by FCT, SFRH/BD/139195/2018 (Doutoramento)
Universidade do Porto, Portugal
|
| 2021 - 2023 | Relationship between athletes perceptions of coach leadership and sport injuries
Orientador
|
Universidade do Porto, Portugal
|
| 2021 - 2023 | Sport motivational climate: A preliminar study on a questionnary to measure coaches’ self-perceptions
Orientador
|
Universidade do Porto, Portugal
|
| 2021 - 2023 | Preliminary study to measure self-handicapping strategies among portuguese athletes
Orientador
|
Universidade do Porto, Portugal
|
| 2020 - 2022 | Testing the added value of karate in developing cognitive and socioemotional skills
Orientador
|
Universidade do Porto, Portugal
|
| 2020 - 2022 | Contributing to the validation of a brief mindfulnes instrument for the Portuguese Population
Orientador
|
Universidade do Porto, Portugal
|
| 2020 - 2022 | Exploring the relationship between cognitive emotion regulation strategies and athletes’ mental toughness
Orientador
|
|
| 2020 - 2022 | Testing the validity of a mindfulness app for children
Orientador
|
Universidade do Porto, Portugal
|
| 2017 - 2022 | Examining the role of executive functions in writing in Grade 2
Coorientador
|
funded by FCT; PD/BD/135428/2017 (Doutoramento)
Universidade do Porto, Portugal
|
| 2019 - 2020 | Analysis of misspellings of children in Grades 2, 4, and 6
Orientador
|
Universidade do Porto, Portugal
|
| 2019 - 2020 | Preliminary evidence on the Portuguese validation of the Three-Dimensional Work Fatigue Inventory
Orientador
|
Universidade do Porto, Portugal
|
| 2019 - 2020 | Relationship between motivation and writing performance in undergraduates
Orientador
|
Universidade do Porto, Portugal
|
| 2019 - 2020 | Preliminary validation of na instrument to measure executive functions in Portuguese children
Orientador
|
Universidade do Porto, Portugal
|
| 2019 - 2020 | Adaptation and Validation of the Reading Mind in the Eyes test in a Luso-Brazilian transcultural study
Coorientador
|
Universidade do Porto, Portugal
|
| 2019 - 2020 | My mind speaks a language that I cannot verbalize: A study about the avoidance response style of the Rorschach test
Coorientador
|
Universidade do Porto, Portugal
|
| 2018 - 2020 | Promotion of transncriptionn: Effects on 3rd graders’ writinng, spelling and motivation
Orientador
|
Universidade do Porto, Portugal
|
| 2018 - 2020 | Mindfulness practice as promoter of executive functioning in 3rd grade students
Orientador
|
Universidade do Porto, Portugal
|
| 2016 - 2020 | Annual program for early stage researchers (total of 16 undergraduates)
Orientador
|
Universidade do Porto, Portugal
|
| 2019 - 2019 | Implementation of mindfulness interventions in school contexts
Orientador
|
Erasmus+
Universidade do Porto, Portugal
|
| 2017 - 2018 | Development and validation of a Portuguese questionnaire to assess knowledge about heart failure
Orientador
|
Universidade do Porto, Portugal
|
| 2017 - 2018 | Studying anxiety in patients with heart failure
Coorientador
|
Universidade do Porto, Portugal
|
| 2017 - 2018 | Effects of expressive writing in the elderly population
Orientador
|
Universidade do Porto, Portugal
|
| 2017 - 2018 | Adaptation of the Attitudes to Ageing Questionnaire
Coorientador
|
Universidade do Porto, Portugal
|
| 2016 - 2017 | Planning effects on the orchestration of writing processes
Orientador
|
Universidade do Porto, Portugal
|
| 2014 - 2015 | Promoting handwriting fluency in children with transcription difficulties
Coorientador
|
Universidade do Porto, Portugal
|
Organização de evento
| Nome do evento Tipo de evento (Tipo de participação) |
Instituição / Organização | |
|---|---|---|
| 2019 - Atual | Winter School on Intervention Research in Education (ca. 70 delegates) (2019)
Oficina (workshop) (Presidente da Comissão Organizadora)
|
Universidade do Porto, Portugal |
| 2018 - 2018 | 1st Literacy Summit of the European Literacy Network (ca. 300 delegates) (2018)
Conferência (Membro da Comissão Organizadora)
|
Universidade do Porto, Portugal |
| 2017 - 2017 | 12th Annual Meeting of the Portuguese Association of Experimental Psychology (ca. 100 delegates) (2017)
Conferência (Membro da Comissão Organizadora)
|
Universidade do Porto, Portugal |
| 2016 - 2016 | 23rd Annual Meeting of the Society for the Scientific Study of Reading (ca. 600 delegates) (2016)
Conferência (Membro da Comissão Organizadora)
|
Universidade do Porto, Portugal |
| 2015 - 2015 | International Pre-Conference of the Junior Researchers of EARLI (ca. 300 delegates) (2015)
Conferência (Membro da Comissão Organizadora)
|
Technologiko Panepistemio Kyprou, Chipre |
| 2012 - 2012 | 13th International Conference of the EARLI SIG Writing (ca. 200 delegates) (2012)
Conferência (Membro da Comissão Organizadora)
|
Universidade do Porto, Portugal |
Júri de grau académico
| Tema Tipo de participação |
Nome do candidato (Tipo de grau) Instituição / Organização |
|
|---|---|---|
| 2023 | The involvement of inhibition in reading development and dyslexia
Arguente
|
Margot de Rom (Doutoramento)
Université catholique de Louvain, Bélgica
|
| 2022 | Effects of a socioemotional course for teachers on emotional climate, emotional intelligence and teacher-student relationship
Arguente principal
|
Maria Castanheira (Mestrado)
Universidade Portucalense Infante Dom Henrique, Portugal
|
| 2022 | Parental involvement profiles in youth sport: A study with young soccer players
Arguente principal
|
Catarina Branco (Mestrado)
Universidade do Minho, Portugal
|
| 2020 | Teaching written composition at the start of compulsory eduction: Strategy instruction and the response-to-intervention model
Arguente principal
|
María Arrimada (Doutoramento)
Universidad de León - Campus de Ponferrada, Espanha
|
| 2019 | The emergence of orthographic writing: Longitudinal study in Grade 1
Arguente principal
|
Rafaela Perpétua (Mestrado)
Universidade de Trás-os-Montes e Alto Douro, Portugal
|
| 2019 | The emergence of orthographic writing: Longitudinal study in Grade 1
Arguente principal
|
Rafaela Perpétua (Mestrado)
Universidade de Trás-os-Montes e Alto Douro, Portugal
|
| 2018 | The impact of musical training on key curricular dimensions of the 1st cycle of basic education
Arguente principal
|
Sara Dias (Mestrado)
Universidade do Porto, Portugal
|
| 2018 | Development and implemenetation of na executive functions training program in children with ADHD
Arguente principal
|
Andreia Veloso (Outro)
Universidade do Porto, Portugal
|
| 2015 | Listening to Letters: Integrated promotion of early literacy skills
Arguente
|
Céu Teixeira (Doutoramento)
Universidade do Porto, Portugal
|
Arbitragem científica em conferência
| Nome da conferência | Local da conferência | |
|---|---|---|
| 2022 - 2022 | 23rd Conference of the European Society for Cognitive Psychology |
Arbitragem científica em revista
| Nome da revista (ISSN) | Editora | |
|---|---|---|
| 2018 - Atual | Frontiers in Psychology (Associate Editor) (1664-1078) | Frontiers Media SA |
| 2015 - Atual | Reading and Writing (Member of the Editorial Board) (2308-1422) | AOSIS |
| 2014 - Atual | +200 reviews for high-impact journals | https://publons.com/researcher/1452175/teresa-limpo/ |
| 2019 - 2021 | Journal of Educational Psychology (Member of the Editorial Board) (1939-2176) | American Psychological Association |
Comissão de avaliação
| Descrição da atividade Tipo de assessoria |
Instituição / Organização | Entidade financiadora | |
|---|---|---|---|
| 2018 - Atual | Ad-hoc reviewer for the Research Foundation – Flanders (evaluation of applicants and research projects) | ||
| 2023 - 2023 | Scientific Committee for EARLI 2023 Outstanding Publication Award
Avaliador
|
||
| 2015 - 2023 | Applications to Master in Themes of Psychology, Neurocognition and Language Research Group
Avaliador
|
Universidade do Porto, Portugal | |
| 2018 - 2021 | Recognition of Prior Certified Learning and Professional Experience (Integrated Master in Psychology)
Avaliador
|
Universidade do Porto, Portugal |
Consultoria / Parecer
| Descrição da atividade | Instituição / Organização | |
|---|---|---|
| 2021 - 2023 | Sport Psychology Consultant for Taekwondo Boavista FC |
Curso / Disciplina lecionado
| Disciplina | Curso (Tipo) | Instituição / Organização | |
|---|---|---|---|
| 2021 - Atual | Sport Psychology | (Licenciatura) | Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal |
| 2021 - Atual | Models of Psychological Intervention II | (Licenciatura) | Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal |
| 2020 - Atual | Effective strategies to promote motivation in the classroom (26h; two editions) | Accredited professional development course (CCPFC/ACC-68427/11) | Universidade do Porto, Portugal |
| 2018 - Atual | Psychology of Learning (undergraduate-level course, 1 semester) | Integrated Master in Psychology | Universidade do Porto, Portugal |
| 2018 - Atual | Statistics II (undergraduate-level course, 1 semester) | Integrated Master in Psychology | Universidade do Porto, Portugal |
| 2014 - Atual | Effective practices in the teaching of writing (30h, seven editions) | Accredited professional development course for teachers (CCPFC/ACC-73416/13) | Universidade do Porto, Portugal |
| 2018 - 2018 | From science to education: Practices to promote the teaching of reading and writing (30h, one edition). | Accredited professional development course for teachers (CCPFC/ACC89717/17) | Universidade do Porto, Portugal |
| 2018 - 2018 | Practical component of Psychology of Language (undergraduate-level course, 1 semester) | Integrated Master in Psychology | Universidade do Porto, Portugal |
| 2018 - 2018 | Neuroscience (under-graduate level course, 1 semester) | Integrated Master in Psychology | Universidade Lusófona do Porto, Portugal |
| 2017 - 2017 | Scientific Writing Seminar (doctoral-level course, 1 semester) | Doctoral Program in Psychology | Universidade do Porto, Portugal |
| 2016 - 2016 | Promoting low-level writing skills (27h, one edition) | Accredited professional development course for teachers (CCPFC/ACC-75223/13) | Universidade do Porto, Portugal |
| 2013 - 2015 | Effective writing strategies in basic education (30h, two editions) | Accredited professional development course for teachers, CCPFC/ACC-68427/11 | Universidade do Porto, Portugal |
Membro de associação
| Nome da associação | Tipo de participação | |
|---|---|---|
| 2021 - Atual | Portuguese Society of Sport Psychology | |
| 2014/07 - Atual | Order of Portuguese Psychologists (n. 18717; certified specialist in Educational Psychology) | Member |
| 2010/01 - 2023 | European Association for Research on Learning and Instruction (EARLI) | Member |
| 2010/01 - 2023 | EARLI Special Interest Group on Writing | Co-coordinator since August 2019 |
| 2017/01 - 2020 | Portuguese Association of Experimental Psychology | Member |
Tutoria
| Tópico | Nome do aluno | |
|---|---|---|
| 2023 - 2023 | Psychology Curricular Internship | Isabel Cunha |
| 2021 - 2022 | Psychology OPP Professional Internship | Inês Soeiro |
| 2020 - 2021 | Psychology OPP Professional Internship | Isabel Guimarães |
| 2020 - 2021 | Psychology OPP Professional Internship | Andreia Nunes |
Distinções
Prémio
| 2018 | John R. Hayes Award for Best Paper (Limpo & Alves, 2017, J Writ Res)
Journal of Writing Research , Bélgica
|
| 2018 | John R. Hayes Award for Excellence in Writing Research for Best Paper (Limpo & Alves, 2017, Writ Commun)
Written Communication, Estados Unidos
|
| 2017 | Award of the Portuguese Association of Experimental Psychology 2017 for Best Paper (Limpo & Alves, 2013, Contemp Educ Psychol)
APPE, Portugal
|