Jennifer Cunha (A81B-4C2E-8353)

Curriculum Vitae

Jennifer Cunha

Jennifer Cunha completed her Ph.D. in Applied Psychology in 2018 at Universidade do Minho and her Master in Psychology in 2013 at the same university. She is a Junior Researcher hired by the Psychology Research Center (Universidade do Minho) and published 31 articles in specialized peer-reviewed journals. Participated in congresses through 25 oral presentations and 13 through posters. She has 12 book chapters published and organized 3 national seminars. She has co-supervised master and doctoral dissertations and taught classes in two Master (Educational Psychology and Themes of Educational Psychology) and several courses focused on mentoring and self-regulated learning for teachers and psychologists. She has participated in funded projects in the community (e.g., Gulbenkian Knowledge Academies). She has been engaged in training teachers and psychologists to implement evidence-based interventions of her research group to promote students¿ agency in their learning process. In her professional activities, she interacted with several researchers and co-authored scientific papers. At the same time, she has been firmly committed to research dissemination in educational contexts for teachers, school administrators, psychologists, and parents. She received 3 awards and 3 recognitions for her research activities. Recently, Jennifer was awarded a FCT grant as a PI: "There's no Planet B!: Adolescents' agency towards climate change problem (PTDC/PSI-GER/1892/2021) funded by FCT (246.820,39 euros). H-index: 15 (Source: Scopus)

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Identification

Personal identification

Full name: Jennifer Cunha

Citation names

Cunha, J
Cunha, Jennifer
Jennifer Cunha
Jennifer Silva da Cunha

Author identifiers

Ciência ID: A81B-4C2E-8353
ORCID iD: 0000-0001-8604-2049
Scopus Author Id: 56013250000

Email addresses

jcunha@psi.uminho.pt (Professional)

Knowledge fields

Social Sciences - Psychology

Languages

Language	Speaking	Reading	Writing	Listening	Peer-review
English	Upper intermediate (B2)	Upper intermediate (B2)	Upper intermediate (B2)	Upper intermediate (B2)	Upper intermediate (B2)

Education

	Degree	Classification
2023/09/20 - 2023/10/25 Concluded	Skills4Parenting+ Programa de intervenção psicológica para crianças com problemas ou perturbação psicológica, nomeadamente relacionados com a adversidade (Outros) aPSI - Associação de Psicologia da Universidade do Minho, Portugal
2018/09/12 Concluded	Mediated Cognitive Intervention: Instrumental Enrichment Program - Level 1 (Outros) CEAME CHILE, Chile
2018/07/09 Concluded	Applied Psychology (Doutoramento) Major in Educational Psychology Universidade do Minho Escola de Psicologia, Portugal "Math homework monitoring: Mapping and examining teacher, student and parent practices" (THESIS/DISSERTATION)	Muito bom
2017/07/11 Concluded	Achenbach System of Empirically Based Assessment: CBCL, TRF, YSR, SCICA (Outros) Instituto CRIAP, Portugal
2017/05/29 - 2017/07/07 Concluded	Junior Psychologist Training (Outros) Ordem dos Psicólogos Portugueses, Portugal	Very good
2017/03/08 Concluded	Introduction to Family Engagement in Education (MOOC) (Outros) Harvard University, United States	93%
2015/12/11 Concluded	Supporting children with difficulties in reading and writing (MOOC) (Outros) University College London, United Kingdom	93%
2015/04/30 Concluded	Dyslexia: Assessment and Intervention (Outros) Promove - Instituto de Educação, Formação e Saúde, Portugal
2014/12/23 Concluded	Advanced Teacher Trainer (Outros) Major in Psicologia da Educação Conselho Científico-Pedagógico de Formação Contínua, Portugal
2014/11/01 Concluded	Giftedness: Assessment and Intervention (Outros) Instituto do Desenvolvimento, Portugal
2014/03/29 Concluded	Attention-Deficit/Hyperactivity Disorder: Assessment and Intervention (Outros) Instituto CRIAP, Portugal	20
2013/11/28 Concluded	Teacher Trainer (Outros) Zona Verde - Consultoria e Estudos Avançados, Portugal	Excellent
2013/07/29 Concluded	Master in Psychology (Mestrado) Universidade do Minho, Portugal "Tipos de Feedback sobre las TPC y su relación com el rendimiento académico \| Types of teacher homework feedback and academic achievement" (THESIS/DISSERTATION)	17

Affiliation

Science

	Category Host institution	Employer
2019/03/07 - Current	Contracted Researcher (Research)	Universidade do Minho Centro de Investigação em Psicologia, Portugal
	Universidade do Minho Centro de Investigação em Psicologia, Portugal
2018/01/02 - 2019/03/06	Researcher (Research)	Universidade do Minho Centro de Investigação em Psicologia, Portugal

2017/04/01 - 2017/04/30	Visiting Researcher (Research)	Mississippi State University, United States
	Mississippi State University, United States

Others

	Category Host institution	Employer
2010/09/20 - 2017/12/31	Research assistant in several projects (technology and self-regulation, learning conceptions, school engagement, homework, procrastination, parental involvement)	Grupo Universitário de Investigação em Autorregulação, Portugal
	Universidade do Minho Escola de Psicologia, Portugal

Projects

Grant

	Designation	Funders
2022/01/17 - 2026/01/16	"There's no PLANet B!": Adolescents' agency towards climate change problem PTDC/PSI-GER/1892/2021 Principal investigator	Fundação para a Ciência e a Tecnologia
2018/01/02 - 2019/03/06	Homework and academic achievement: Teacher-, student- and parent- related predictors UMINHO/BI/417/2017 Research Fellow Universidade do Minho Centro de Investigação em Psicologia, Portugal	Universidade do Minho Centro de Investigação em Psicologia Concluded
2014/01/01 - 2017/12/31	Math homework monitoring: Mapping and examining teacher, student and parent practices SFRH/BD/95341/2013 PhD Student Fellow Universidade do Minho Centro de Investigação em Psicologia, Portugal	Fundação para a Ciência e a Tecnologia Concluded

Other

	Designation	Funders
2018/10/18 - 2022/09/30	Rainbow Project (Self-regulated learning) Gulbenkian Knowledge Academies CoPI Universidade do Minho Centro de Investigação em Psicologia, Portugal	Fundação Calouste Gulbenkian Concluded
2018/03/27 - 2022/07/25	Mentor: Mentoring on self-regulated learning of elementary children from rural and low-income background CIM-TTM CoPI Universidade do Minho Centro de Investigação em Psicologia, Portugal	Concluded
2018/10 - 2019/06	Aprender a Ser com Competências Transversais [MENTOR - Tutorias Autorregulatórias] CIM_PRADO Researcher	Concluded
2016/09 - 2019/06	Mentor - Tutorias Autorregulatórias (Mentoring on Self-regulated Learning) CCPFC/AAC-87854/16 Other Republica Portuguesa Ministério da Educação, Portugal	Concluded

Outputs

Publications

Book chapter	Félix, Marcelo; Miranda, Sara; Rosário, Pedro; Cunha, J. "Adolescents’ climate change perceptions: Do climate change learning and engaging in environment-related groups matter?". In Psychological Applications and Trends 2024. inScience Press, 2024. Published Félix, Marcelo; Miranda, Sara; Martins, Juliana; Cunha, J. "Subjects that address climate change and students’ knowledge: Mapping Portuguese middle and high schoolers perceptions". In Psychological Applications and Trends 2024. inScience Press, 2024. Published Cunha, Jennifer; Sousa, Patrícia; Martins, Juliana; Rosário, Pedro. "Agency modes toward climate change: An exploratory study with Portuguese adolescents". In Exploración de Variables Psicológicas y Educativas: Avances en la Investigación Escolar. Editorial Dykinson, 2024. Published Cunha, J; Sousa, Patrícia; Martins, Juliana; Rosário, Pedro. "Climate change perceived by middle and high schoolers: A survey study in Portugal". In Exploración de Variables Psicológicas y Educativas: Avances en la Investigación Escolar. Editorial Dykinson, 2024. Published Félix, Marcelo; Rosário, Pedro; Cunha, Jennifer. "Fear appeal strategies in climate change education: Food for thought from a literature review". In Exploración de Variables Psicológicas y Educativas: Avances en la Investigación Escolar. Editorial Dykinson, 2024. Published Santana, Cláudio; Sousa, Patrícia; Rosário, Pedro; Cunha, Jennifer. "Mapping Adverse And Benevolent Childhood Experiences Of Catholic Priests: An Exploratory Study In Brazil". In Avances Y Perspectivas En La Investigación De La Salud En Las Etapas De La Vida. Editorial Dykinson, 2024. Published Martins, J.; Cunha, J; Vilas, C.; Rosário, P.. "Voices of Mentee-Mentor Dyads: Impact of School-Based Mentoring on Self-Regulation to Rescue Students Experiencing School Failure". In The Psychology of Self-Regulation. 2023. Published Pedro José Sales Luís Fonseca Rosário; Magalhães, Paula; Cunha, Jennifer; Armanda Sofia Pereira; Cátia Silva; Moreira, Tânia; Juliana Martins. "Promoção de Autorregulação por meio de estórias-ferramenta". In A Autorregulação da Aprendizagem: Teoria e Práticas, edited by Jussara Tortella; Soely Polydoro; Cleidilene Magalhães; Anair Mello; Cleia Zanatta; Pedro José Sales Luís Fonseca Rosário, 35-48. Editorial Letra, 2023. Published Juliana Andreia Oliveira Martins; Jennifer Cunha; Rosário, Pedro. Corresponding author: Juliana Andreia Oliveira Martins. "Group mentoring as a tool to promote students' self-regulated learning: Description of a three-year project". In Nuevos enfoques de aproximación a la investigación e intervención en contextos educativos, edited by María del Mar Molero Jurado; María del Mar Simón Márquez; José Jesús Gázquez Linares; Pablo Molina Moreno; Silvia Fernández Gea. DYKINSON, S.L., 2023. Published Cunha, J.; Martins, J.; Almeida, S.; Núñez, J. C.; Rosário, P.. "The Role of the Perceived Usefulness of Teacher Feedback on Elementary Students' Homework Engagement". In HANDBOOK OF HOMEWORK: THEORETICAL PRINCIPLES AND PRACTICAL APPLICATIONS. Nova Science, 2022. Published Pedro Rosário; Jennifer Cunha; Armanda Pereira; Ana Guimarães; Clara Vieira; Dulce Lopes; Patrícia Sousa. ""COVID-19 em Sarilhos": respostas de intervenção na promoção de competências autorregulatórias em período de pandemia ("COVID-19 Trials and Tribulations": Intervention responses to promote self-regulation skills during the pandemic)". In A Universidade do Minho em tempos de pandemia (The University of Minho in pandemic times), 41-65. {UMinho, 2020. 10.21814/uminho.ed.24.3 Rosário, Pedro; Mourão, Rosa; Cunha, Jennifer; Suárez, N.; Polydoro, S.; Fuentes, Sonia. "Trabalhos de casa, aprendizagem autorregulada e rendimento académico: dilucidar quês e porquês na disciplina de Inglês como língua estrangeira \| Homework, self-regulated learning and academic achievement: English as a Foreign Language Subject". In Psicologia da Educação na sala de aula: Relatos de Boas Práticas, 123-34. Brazil: Casa do Psicólogo, 2013. Published
Conference poster	Cunha, Jennifer; Miranda, Sara; Carneiro, Rafaela. "Exploring climate change education in Portugal: Teachers’ perceptions of teaching time and instructional strategies". Paper presented in X Congreso Internacional em Contextos Psicológicos, Educativos y de la Salud, 2024. Félix, M.; Miranda, S.; Martins, J.; Cunha, J. "Subjects that address climate change and students’ knowledge: Mapping Portuguese middle and high schoolers perceptions". Paper presented in International Psychological Applications Conference and Trends 2024, 2024. Félix, M.; Miranda, S.; Rosário, P.; Cunha, J.. "Adolescents’ climate change perceptions: Do climate change learning and engaging in environment-related groups matter?". Paper presented in International Psychological Applications Conference and Trends 2024, 2024. Jennifer Cunha; Juliana Martins; Catarina Vilas ; Pedro Rosário. "Climate change knowledge and concern, nature connectedness, and education: What best predicts parents’ carbon footprint?". Paper presented in IX Congreso Internacional en Contextos Psicológicos, Educativos y de la Salud, 2023. Catarina Vilas ; Rafaela Carneiro; Jennifer Cunha. "What adolescents are doing toward climate change?: A narrative literature review". Paper presented in IX Congreso Internacional en Contextos Psicológicos, Educativos y de la Salud, 2023. Cunha, Jennifer; Juliana Martins; Vilas, Catarina; Rosário, Pedro. "Impact of a Mentoring Support on Self-Regulated Learning: Mentees' Perspectives". Paper presented in VIII Congreso Internacional en Contextos Psicológicos, Educativos y de la Salud, 2022. Martins, J.; Cunha, J.; Rosário, P.. "School Engagement Conceptualizations, Definitions and Dimensions: A Systematic Map Review". Paper presented in IV Congresso Internacional CINEICC, 2022. Cunha, J.; Martins, J.; Miranda, S.; Rosário, P.. "Mentoring Support Educational Policy: What predicts its success?". Paper presented in IV Congresso Internacional CINEICC, 2022. Cunha, Jennifer; Nunes, A. R.; Martins, J.; Kirkman, S.; Mourão, R.. "Monitorização do TPC: Um estudo com professores do 3.º CEB \| Homework monitoring: A study with middle school teachers". Paper presented in XIV Congreso Internacional Galego-Portugués de Psicopedagoxía, 2017. Fulano, C.; Nunes, A. R.; Cunha, Jennifer; Magalhães, P.; Lourenço, A.; Paiva, O.; Timóteo, A.. "Procrastinação académica em alunos do ensino secundário de Moçambique \| Academic procrastination of high school Mozambican students". Paper presented in XIV Congreso Internacional Galego-Portugués de Psicopedagoxía, 2017. Cunha, Jennifer; Nunes, T.; Moreira, T.; Nunes, A. R.; Azevedo, R.; Araújo, R.. "A graphical model of teachers' conceptions of homework feedback". Paper presented in XIII Congreso Internacional Galego-Portugués de Psicopedagoxía, 2015. Cunha, Jennifer; Nunes, T.; Mourão, R.; Jesus, A.; Högemann, J.; Rosário, P.. "Types of homework feedback and their relationship with academic achievement". Paper presented in ECER 2014 Porto - European Conference on Educational Research, 2014. Pinto, R.; Ferreira, P.; Cunha, J.; Vasconcelos, M.; Pereira, J.; Rosário, P.; González-Pienda, J.; Cerezo, R.; Núñez, J. C.. "Tecnología en el aula para mejorar la autorregulación y los aprendizajes de matemática: Un estudio en primaria \| Technology in class to improve self-regulation and math learning: A study in primaria school". Paper presented in XI Congresso Internacional Galego-Portugués de Psicopedagoxía, 2011.
Journal article	Juliana Martins; Pedro Rosário; Jennifer Cunha; José Carlos Núñez; Guillermo Vallejo; Tânia Moreira. "How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting". Contemporary Educational Psychology 76 (2024): 102230-102230. http://dx.doi.org/10.1016/j.cedpsych.2023.102230. 10.1016/j.cedpsych.2023.102230 Juliana Martins; Tânia Moreira; Jennifer Cunha; José Carlos Núñez; Pedro Rosário. "Be SMART: Promoting goal setting with students at-risk of early school leaving through a mentoring program". Children and Youth Services Review (2024): https://doi.org/10.1016/j.childyouth.2023.107423. 10.1016/j.childyouth.2023.107423 Jennifer Cunha; Juliana Martins; Rafaela Peseta; Pedro Rosário. "A self-regulation intervention conducted by class teachers: impact on elementary students’ basic psychological needs and classroom engagement". Frontiers in Psychology 14 (2023): http://dx.doi.org/10.3389/fpsyg.2023.1220536. 10.3389/fpsyg.2023.1220536 Jennifer Cunha; Ana Guimarães; Juliana Martins; Pedro Rosário. "A Self-Regulation Intervention Conducted by Teachers in a Disadvantaged School Neighborhood: Implementers' and Observers' Perceptions of Its Impact on Elementary Students". Children (2023): https://doi.org/10.3390/children10111795. 10.3390/children10111795 Jennifer Cunha; Juliana Andreia Oliveira Martins; Lisete Maria Guimarães da Costa Freitas; Pedro José Sales Luís Fonseca Rosário. "Benefícios da tutoria em contexto escolar: Análise dos preditores relacionados com o professor-tutor (Benefits of a school-based mentoring support: analysis of the mentor teacher-related predictors)". Revista de Educação PUC-Campinas 28 (2023): 1-16. https://doi.org/10.24220/2318-0870v28e2023a7209. Open access • Published • 10.24220/2318-0870v28e2023a7209 Vieira, Clara; Cunha, Jennifer; Nunes, Ana Rita; Ribeiro, Luísa; Rosário, Pedro. "Pilgrims' voices of the Saint James' Way: A self-regulation perspective". International Journal of Religious Tourism and Pilgrimage 11 1 (2023): 35-46. https://arrow.tudublin.ie/ijrtp/vol11/iss1/4/. Published Jennifer Cunha; Juliana Andreia Oliveira Martins; Armanda Sofia Carvalho Santos Pereira; Sílvia Oliveira Lopes; Sonia Fuentes Muñoz; Pedro José Sales Luís Fonseca Rosário. "Programa de formação online em tutorias autorregulatórias: impacto em variáveis do tutor (Mentoring and self-regulated learning online training program: impact on mentor's variables)". Revista de Educação PUC-Campinas (2022): https://doi.org/10.24220/2318-0870v27e2022a5411. 10.24220/2318-0870v27e2022a5411 Juliana Martins; Jennifer Cunha; Sílvia Lopes; Tânia Moreira; Pedro Rosário. "School Engagement in Elementary School: A Systematic Review of 35 Years of Research". Educational Psychology Review (2021): https://doi.org/10.1007/s10648-021-09642-5. 10.1007/s10648-021-09642-5 Jennifer Cunha; Cátia Silva; Ana Guimarães; Patrícia Sousa; Clara Vieira; Dulce Lopes; Pedro Rosário. "No Children Should Be Left Behind During COVID-19 Pandemic: Description, Potential Reach, and Participants' Perspectives of a Project Through Radio and Letters to Promote Self-Regulatory Competences in Elementary School". Frontiers in Psychology 12 (2021): https://doi.org/10.3389%2Ffpsyg.2021.647708. 10.3389/fpsyg.2021.647708 Julia Högemann; Jennifer Cunha; José Carlos Núñez; Guillermo Vallejo; Celestino Rodríguez; Pedro Rosário. "Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables". Reading and Writing (2021): https://doi.org/10.1007%2Fs11145-021-10159-0. 10.1007/s11145-021-10159-0 Jianzhong Xu; Jianxia Du; Jennifer Cunha; Pedro Rosário. "Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects". Teaching and Teacher Education 108 (2021): 103508-103508. https://doi.org/10.1016%2Fj.tate.2021.103508. 10.1016/j.tate.2021.103508 Magalhães, Paula; Ferreira, Diogo; Cunha, Jennifer; Rosário, Pedro. "Online vs traditional homework: A systematic review on the benefits to students' performance". Computers & Education 152 (2020): 103869. https://doi.org/10.1016/j.compedu.2020.103869. Published • 10.1016/j.compedu.2020.103869 Xu, J.; Núñez, J.C.; Cunha, J.; Rosário, P.. "Online homework distraction scale: A validation study". Psicothema 32 4 (2020): 469-475. http://www.scopus.com/inward/record.url?eid=2-s2.0-85092786878&partnerID=MN8TOARS. 10.7334/psicothema2020.60 Pedro Rosário; Jennifer Cunha; Tânia Nunes; Ana Rita Nunes; Tânia Moreira; José Carlos Núñez. ""Homework Should Be...but We Do Not Live in an Ideal World": Mathematics Teachers' Perspectives on Quality Homework and on Homework Assigned in Elementary and Middle Schools". Frontiers in Psychology 10 (2019): https://doi.org/10.3389%2Ffpsyg.2019.00224. 10.3389/fpsyg.2019.00224 Pedro Rosário; Jennifer Cunha; Ana Rita Nunes; Tânia Moreira; José Carlos Núñez; Jianzhong Xu. ""Did you do your homework?" Mathematics teachers' homework follow-up practices at middle school level". Psychology in the Schools (2019): https://doi.org/10.1002/pits.22198. 10.1002/pits.22198 Cunha, J.; Rosário, P.; Núñez, J.C.; Vallejo, G.; Martins, J.; Högemann, J.. "Does teacher homework feedback matter to 6th graders' school engagement?: a mixed methods study". Metacognition and Learning 14 2 (2019): 89-129. https://link.springer.com/article/10.1007/s11409-019-09200-z. 10.1007/s11409-019-09200-z Rosário, P.; Högemann, J.; Núñez, J.C.; Vallejo, G.; Cunha, J.; Rodríguez, C.; Fuentes, S.. "The impact of three types of writing intervention on students' writing quality". PLoS ONE 14 7 (2019): http://www.scopus.com/inward/record.url?eid=2-s2.0-85069740728&partnerID=MN8TOARS. 10.1371/journal.pone.0218099 Jennifer Silva da Cunha; Ana Rita Nunes; Juliana Martins; Tânia Moreira. "Tarefa para Casa: sim ou não? Uma perspectiva autorregulatória da aprendizagem \| Homework: Yes or no? A self-regulated learning perspective". Revista de Educação PUC-Campinas 23 3 (2018): 385-406. 10.24220/2318-0870v23n3a4105 Cunha, J.; Rosário, P.; Núñez, J.C.; Nunes, A.R.; Moreira, T.; Nunes, T.. ""Homework feedback is...": Elementary and middle school teachers' conceptions of homework feedback". Frontiers in Psychology 9 FEB (2018): http://www.scopus.com/inward/record.url?eid=2-s2.0-85041741122&partnerID=MN8TOARS. 10.3389/fpsyg.2018.00032 Cunha, J.; Xu, J.; Rosário, P.; Núñez, J.C.. "Validity and reliability of the parental homework management scale". Psicothema 30 3 (2018): 337-343. http://www.scopus.com/inward/record.url?eid=2-s2.0-85049960800&partnerID=MN8TOARS. 10.7334/psicothema2017.426 Fulano, C.; Cunha, J.; Núñez, J.C.; Pereira, B.; Rosário, P.. "Mozambican adolescents' perspectives on the academic procrastination process". School Psychology International 39 2 (2018): 196-213. http://www.scopus.com/inward/record.url?eid=2-s2.0-85042220071&partnerID=MN8TOARS. 10.1177/0143034318760115 Rosário, P.; Carlos Núñez, J.; Vallejo, G.; Nunes, T.; Cunha, J.; Fuentes, S.; Valle, A.. "Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality". Contemporary Educational Psychology 53 (2018): 168-180. http://www.scopus.com/inward/record.url?eid=2-s2.0-85045211336&partnerID=MN8TOARS. 10.1016/j.cedpsych.2018.04.001 Rosário, P.; Högemann, J.; Núñez, J.C.; Vallejo, G.; Cunha, J.; Oliveira, V.; Fuentes, S.; Rodriguez, C.. "Writing week-journals to improve the writing quality of fourth-graders' compositions". Reading and Writing 30 5 (2017): 1009-1032. 10.1007/s11145-016-9710-4 Rosário, P.; Högemann, J.; Núñez, J.C.; Vallejo, G.; Cunha, J.; Oliveira, V.; Fuentes, S.; Rodriguez, C.. "Erratum to: Writing week-journals to improve the writing quality of fourth-graders' compositions (Reading and Writing, (2017), 30, 5, (1009-1032), 10.1007/s11145-016-9710-4)". Reading and Writing 30 5 (2017): 1033-1033. http://www.scopus.com/inward/record.url?eid=2-s2.0-85011565796&partnerID=MN8TOARS. 10.1007/s11145-017-9720-x Rosário, P.; Núñez, J.C.; Vallejo, G.; Cunha, J.; Azevedo, R.; Pereira, R.; Nunes, A.R.; Fuentes, S.; Moreira, T.. "Promoting Gypsy children school engagement: A story-tool project to enhance self-regulated learning". Contemporary Educational Psychology 47 (2016): 84-94. http://www.scopus.com/inward/record.url?eid=2-s2.0-84955274738&partnerID=MN8TOARS. 10.1016/j.cedpsych.2015.11.005 Rosário, P.; Núñez, J.C.; Pereira, J.; Fuentes, S.; Gaeta, M.; Cunha, J.; Polydoro, S.. "Studying while doing time: Understanding inmates' conceptions of learning". British Educational Research Journal 42 1 (2016): 151-167. http://www.scopus.com/inward/record.url?eid=2-s2.0-84958770720&partnerID=MN8TOARS. 10.1002/berj.3194 Rosário, P.; Núñez, J.C.; Vallejo, G.; Cunha, J.; Nunes, T.; Suárez, N.; Fuentes, S.; Moreira, T.. "The effects of teachers' homework follow-up practices on students' EFL performance: A randomized-group design". Frontiers in Psychology 6 OCT (2015): http://www.scopus.com/inward/record.url?eid=2-s2.0-84947220444&partnerID=MN8TOARS. 10.3389/fpsyg.2015.01528 Rosário, P.; Núñez, J.C.; Vallejo, G.; Cunha, J.; Nunes, T.; Mourão, R.; Pinto, R.. "Does homework design matter? The role of homework's purpose in student mathematics achievement". Contemporary Educational Psychology 43 (2015): 10-24. http://www.scopus.com/inward/record.url?eid=2-s2.0-84940539342&partnerID=MN8TOARS. 10.1016/j.cedpsych.2015.08.001 Cunha, J.; Rosário, P.; Macedo, L.; Nunes, A.R.; Fuentes, S.; Pinto, R.. "Parents' conceptions of their homework involvement in elementary school,Concepciones de los padres sobre su implicación en los deberes en la escuela primaria". Psicothema 27 2 (2015): 159-165. http://www.scopus.com/inward/record.url?eid=2-s2.0-84928693850&partnerID=MN8TOARS. 10.7334/psicothema2014.210 Rosário, P.; Pereira, A.; Núñez, J.C.; Cunha, J.; Fuentes, S.; Polydoro, S.; Gaeta, M.; Fernández, E.. "An explanatory model of the intention to continue studying among nontraditional university students,Un modelo exploratorio de la intención de continuar estudiando en alumnos universitarios no-tradicionales". Psicothema 26 1 (2014): 84-90. http://www.scopus.com/inward/record.url?eid=2-s2.0-84892895400&partnerID=MN8TOARS. 10.7334/psicothema2013.176 Rosário, P.; Núñez, J.C.; Azevedo, R.; Cunha, J.; Pereira, A.; Mourão, R.. "Understanding gypsy children's conceptions of learning: A phenomenographic study". School Psychology International 35 2 (2014): 152-166. http://www.scopus.com/inward/record.url?eid=2-s2.0-84896359846&partnerID=MN8TOARS. 10.1177/0143034312469304

Activities

Oral presentation

	Presentation title	Event name Host (Event location)
2024/07	Adolescents' agency toward climate change questionnaire: Development, and content validity	33rd International Congress of Psychology (Prague, Czech Republic)
2023/12	Youngsters' behaviors to address climate change measures: Preliminary findings of a scoping review	IX Congreso Internacional en Contextos Psicológicos, Educativos y de la Salud Universidad de Almería
2023/11/23	Os jovens e a emergência climática: Papel e Impacto (Youth and climate emergency: Role and Impact)	Agrupamento de Escolas de Gouveia (Portugal)
2023/10/25	Os jovens e a emergência climática: Papel e Impacto (Youth and climate emergency: Role and Impact)	Programa “O Melhor Estudante na UMinho. VEM – Viver Experiências na UMinho” (Program Best student at University of Minho) Universidade do Minho (Portugal)
2023	Self-reported eco-parenting behaviors: Are they enough to fight climate change?	11th International Congress of Educational Sciences and Development Universidad de Granada
2023	Mapping parents' worries and perceived roles in a time of climate crisis: Preliminary findings	XI Congreso Internacional de Psicología y Educación Universitat de València
2023	Impact of the narrative-based intervention ¿Yellow Trails and Tribulations' on elementary students' self-regulation skills: Implementers' perspectives	XI Congreso Internacional de Psicología y Educación Universitat de València
2022/12/01	Parenting roles in a time of climate change: A narrative literature review	VIII Congreso Internacional enContextos Psicológicos, Educativos y de la Salud Universidad de Almería (Madrid, Spain)
2022/11/28	Measures of behaviors to address climate change: A scoping review protocol	VIII Congreso Internacional en Contextos Psicológicos, Educativos y de la Salud Universidad de Almería (Spain)
2021/09/03	Impact of a narrative-based intervention conducted by regular teachers on elementary students' school engagement	XVI Galician-Portuguese International Congress of Psychopedagogy Universidade do Minho
2021/09/03	Students' perceived impact of a mentoring program on school engagement: A qualitative study	XVI Galician-Portuguese International Congress of Psychopedagogy Universidade do Minho
2020/09/24	Promoção de competências autorregulatórias através da rádio: Análise da perspetiva de alunos do 1.º CEB (Promoting self-regulatory skills through radio: Analysis of elementary students' perspectives)	Simpósio Internacional de Psicologia da Educação: Passado, Presente e Futuro \| International Symposium of Educational Psychology: Past, Present and Future Universidade de Aveiro
2019/10/25	Tutorias: Contextualização Histórica e Implementação em Portugal \| Mentoring: Historical Contextualization and Implementation in Portugal	I Seminário Nacional de Tutorias em Contexto Escolar: Diálogo(s) entre a Investigação entre a Investigação e a Prática Educativa \| 1st National Seminar Mentoring in the School Context: Dialogue(s) between Research and Educational Practice (Sines, Portugal)
2019/10/25	Tutorias: Ação do Psicólogo Escolar \| Mentoring: The Role of the School Psychologist	I Seminário Nacional de Tutorias em Contexto Escolar: Diálogo(s) entre a Investigação entre a Investigação e a Prática Educativa \| 1st National Seminar Mentoring in the School Context: Dialogue(s) between Research and Educational Practice (Sines, Portugal)
2019/07/15	The role of prior achievement and self-efficacy on students' homework engagement	III International Congress Students Engagement in School: Perspectives of Psychology and Education (Lisboa, Portugal)
2019/07/15	What is the best homework format to promote students' academic engagement and outcomes	III International Congress Students Engagement in School: Perspectives of Psychology and Education
2019/07/15	Students' perspectives on homework feedback: The pros and cons for school engagement	III International Congress Students Engagement in School: Perspectives of Psychology and Education (Sines, Portugal)
2018/11	Math homework: What should be and what turns out to be	V Congreso Internacional en Contextos Psicológicos, Educativos y de la Salud (Madrid)
2018/09	Projeto de formação em resposta à medida educativa "Apoio Tutorial Específico" \| Training project in response to the educational policy "Specific Mentoring Support"	4.º Congresso da Ordem dos Psicólogos Portugueses (Braga)
2018/06	Students' math homework engagement: The role of teacher, student and parent related variables	6th International Congress of Educational Sciences and Development (Setúbal)
2017/11	Feedback a las tareas para casa como herramienta promotora del envolvimiento escolar \| Teacher homework feedback as a tool to promote student school engagement	I Congreso Internacional de Psicología, Salud y Educación (Oviedo)
2017/11	Impacto de un curso online en la promoción de competencias de profesores-tutores \| Impact of an online course in promoting teacher-mentor skills	I Congreso Internacional de Psicología, Salud y Educación (Oviedo)
2016/07	Homework design is not the only thing that matters: The mediating role of students' perceived homework quality in the relationship between homework purposes and students' homework variables and achievement	II International Congress Students' Engagement in School: Perspectives of Psychology and Education (Lisboa)
2016/07	A school-based program to promote gypsy children's behavioral and cognitive engagement	II International Congress Students' Engagement in School: Perspectives of Psychology and Education (Lisboa)
2016/06	"Pratica e melhora a escrita!": Avaliação do impacto da escrita de reflexões semanais na qualidade da escrita de composições \| "Practice and improve writing!": Evaluation of the impact of writing week-journals on the quality of writing compositions	I International Seminar on Reading, Education and School Achievement (Famalicão)
2016/06	Práticas de monitorização do TPC utilizadas pelos professores de matemática do 3.º ciclo do EB: Quê e para quê? \| Homework monitoring practices of middle school math teachers: What and for what?	I International Seminar on Reading, Education and School Achievement (Famalicão)
2014/09	Concepciones de los padres sobre su participación en las tarefas para casa en la escuela primaria: Una investigacion fenomenográfica \| Conceptions of parents about their participation in homework in the primary school: A phenomenographic investigation	IX Congresso Iberoamericano de Psicologia e 2.º Congresso da Ordem dos Psicólogos Portugueses

Supervision

	Thesis Title Role	Degree Subject (Type) Institution / Organization
2023/02 - Current	Exploring adolescents' agency modes toward climate change Supervisor	Master in Educational Psychology (Master) Universidade do Minho Escola de Psicologia, Portugal
2022/09 - Current	Climate crisis and students' agency: Is education part of the solution? Supervisor	Ph.D. in Psychology (PhD) Universidade do Minho Escola de Psicologia, Portugal
2022/05 - Current	Meaning in life and Catholic Priests: Theoretical and empirical mapping Co-supervisor	Universidade do Minho Escola de Psicologia, Portugal
2022/09 - 2023/06	Parenting and climate change: What are parents' perceived roles and worries? Supervisor	Master in Educational Psychology (Master) Universidade do Minho Escola de Psicologia, Portugal
2021/09/01 - 2022/06	Preditores dos Benefícios do Apoio Tutorial Específico Percebidos pelo Professor-Tutor (Predictors of the benefits of a mentoring educational policy perceived by mentor-teachers) Co-supervisor	Applied Psychology (Master) Universidade do Minho Escola de Psicologia, Portugal
2021/09 - 2022/06	Narrative-based intervention in elementary school: Impact on students' basic psychological needs-satisfaction and school engagement Co-supervisor	Applied Psychology (Master) Universidade do Minho Escola de Psicologia, Portugal
2020/05 - 2021/07	Tarefa Para Casa: Uma revisão bibliométrica de publicações na base de dados Scielo Brasil (Homework research in elementary school: A bibliometric review based in Scielo journals) Co-supervisor	Themes in Educational Psychology (Master) Universidade do Minho, Portugal
2019/05/08 - 2020	Feedback dos Alunos: Uma ferramenta utilizada pelos professores universitários para melhorar o ensino? (Student feedback: A tool used by university students to improve teaching quality?) Co-supervisor	Themes of Educational Psychology (Master)
2019/01/01 - 2020	Relationships Between Perceived Feedback Usefulness and Students' Homework Variables at Elementary School Level Co-supervisor	Psychology (Master) Universidade do Minho Escola de Psicologia, Portugal
2019/01/01 - 2019/10/28	The Way of St. James: A look at the Walk through the Lens of Self-Regulation Model Co-supervisor	Psychology (Master) Universidade do Minho Escola de Psicologia, Portugal
2018/09/15 - 2019/05/31	Análise documental da medida PIEF: Um estudo de caso \| Documentary analysis of the PIEF educational policy: A case study Co-supervisor	Themes of Educational Psychology (Master) Universidade do Minho Escola de Psicologia, Portugal

Event organisation

	Event name Type of event (Role)	Institution / Organization
2021/07/20 - 2021/07/20	II Encontro Online "Sarilhos do Amarelo": Encontrámos o Amarelo e agora? (I Online Seminar "Yellow Trials and Tribulations": We have found Yellow and now what?) (2021/07/20 - 2021/07/20) Seminar (Co-organisor)	Universidade do Minho Escola de Psicologia, Portugal
2020/11/11 - 2020/11/11	The Rainbow Project: Session for parents/caregivers (2020/11/11 - 2020/11/11) Workshop (Co-organisor)	Universidade do Minho, Portugal
2020/06/09 - 2020/06/09	I Encontro Online "Sarilhos do Amarelo": Relatos do Terreno em Tempo de Pandemia (I Online Seminar "Yellow Trials and Tribulations": Field reports in time of pandemic) (2020/06/09 - 2020/06/09) Seminar (Co-organisor)	Universidade do Minho, Portugal
2019/10/25 - 2019/10/25	I Seminário Nacional de Tutorias em Contexto Escolar: Diálogo(s) entre a Investigação e a Prática Educativa \| 1st National Seminar Mentoring in the School Context: Dialogue(s) between Research and Educational Practice (2019/10/25 - 2019/10/25) Seminar (Member of the Scientific Committee)	Universidade do Minho Escola de Psicologia, Portugal
2019/10/25 - 2019/10/25	I Seminário Nacional de Tutorias em Contexto Escolar: Diálogo(s) entre a Investigação e a Prática Educativa \| 1st National Seminar Mentoring in the School Context: Dialogue(s) between Research and Educational Practice (2019/10/25 - 2019/10/25) Seminar (Member of the Organising Committee)	Universidade do Minho Escola de Psicologia, Portugal

Event participation

	Activity description Type of event	Event name Institution / Organization
2021/09/03 - 2021/09/03	Chair of the symposium "Promoting students’ school engagement: The role of contextual predictors and narrative-based interventions" Symposium	XVI Galician-Portuguese International Congress of Psychopedagogy Universidade do Minho, Portugal

Jury of academic degree

	Topic Role	Candidate name (Type of degree) Institution / Organization
2025/01/15	Thriving in the Context of Climate Change: Contributions from a Positive Youth Development Perspective (Thesis) Arguer	Teresa Raquel das Neves Pereira (PhD) Universidade do Minho Escola de Psicologia, Portugal
2023/11/24	Os Jovens e a Eco-Ansiedade: Fatores Preditores (Young People and Eco-Anxiety: Predictive Factors) (Thesis) Arguer	Ana Catarina Jaques (Master) Universidade do Minho Escola de Psicologia, Portugal
2022/11/24	On the way to be self-determined: Exploring the gear of goal setting and attainment of adults with Cerebral Palsy (Thesis) Main arguer	Beatriz Ferraz (Master) Universidade do Minho Escola de Psicologia, Portugal
2022/11/22	Envolvimento dos Alunos na Escola e Adaptabilidade de Carreira em Alunos do 10º Ano: Um Estudo Correlacional (Thesis) Main arguer	Ana Cristina Oliveira (Master) Universidade do Minho Escola de Psicologia, Portugal
2021/07/15	Promoção das estratégias de autorregulação da aprendizagem na Academia de Ciências Sociais e Tecnologias (Promoting self-regulated learning at the Academy of Social Sciences and Technologies - Angola) (Thesis) Main arguer	Pedro Vieira Afonso (Master) Universidade do Minho Escola de Psicologia, Portugal
2020/11/18	Exploring Bedtime Procrastination among University Students: The role of General Procrastination, Academic Procrastination and Perceived Importance of Sleep (Thesis) Main arguer	David Rafael Alves dos Santos (Master) Universidade do Minho Escola de Psicologia, Portugal
2019/05/31	Tratar disfunções urinárias com uroterapia num Hospital: Lições aprendidas ao longo dos anos \| Treating urinary disorders with urotherapy in a Hospital: Lessons learned over the years (Thesis) Main arguer	Tânia Duarte Pereira (Master) Universidade do Minho Escola de Psicologia, Portugal
2018/10/26	Online vs Pen-and-Paper Homework: An Integrative Review (Thesis) Main arguer	Diogo Rafael Freitas Ferreira (Master) Universidade do Minho Escola de Psicologia, Portugal
2018/10/26	"Put it on a Post-It!": Direct response of fourth grade children retain after a video-training on gypsy ethnicity (Thesis) Main arguer	Sandra Patrícia Ferreira do Amaral (Master) Universidade do Minho Escola de Psicologia, Portugal

Ad Hoc journal article review

	Journal title (ISSN)	Publisher
2023/01/18 - Current	Computers & Education Open
2021/07/12 - Current	Learning and Individual Differences	Elsevier
2019/12/01 - Current	Journal of Family Studies (1839-3543)	Informa UK (Taylor & Francis)
2019/07/02 - Current	Revista de Psicodidáctica (English ed ) (2530-3805)	Elsevier
2018/12/03 - Current	Frontiers in Psychology (1664-1078)	Frontiers Media SA
2015/08/28 - Current	Computers & Education (0360-1315)	Elsevier

Association member

	Society Organization name	Role
2017/10/04 - Current	Ordem dos Psicólogos Portugueses [Portuguese Psychological Association]	Effective Member number 21915

Course / Discipline taught

	Academic session	Degree Subject (Type)	Institution / Organization
2021/02/26 - Current	Advanced Studies in Applied Psychology	PhD (Doutoramento)	Universidade do Minho Escola de Psicologia, Portugal
2021 - Current	Parenting and Education	Master in Educational Psychology (Mestrado)	Universidade do Minho, Portugal
2019/12 - Current	Dissertation	Psychology (Mestrado integrado)	Universidade do Minho, Portugal
2019/02 - Current	Research project	Psychology (Mestrado integrado)	Universidade do Minho, Portugal
2024/01/06 - 2024/01/13	Feedback como Ferramenta de Ensino-Aprendizagem (Feedback as a Teaching-Learning Tool)	(Outros)
2021/02/26 - 2021/07	Motivation and Learning	Master in Themes of Educational Psychology (Mestrado)	Universidade do Minho Escola de Psicologia, Portugal
2018/11/19 - 2021/07	Motivação e aprendizagem; Tipos de conhecimento; Envolvimento Escolar, Autorregulação e estratégias de aprendizagem; A narrativa na promoção da autorregulação da aprendizagem; Exploração de estórias-ferramenta \| Motivation and learning; Types of knowledge; School engagement, self-regulation and learning strategies; Narrative in promoting self-regulation of learning; Story-tools	B-learning course Promoting self-regulated learning through narratives: Rainbow Project (CCPFC/DC-3849/18)	Universidade do Minho Escola de Psicologia, Portugal
2018/02/09 - 2021/07	Excellence and High Achievement	Master in Themes of Educational Psychology (Mestrado)	Universidade do Minho Escola de Psicologia, Portugal
2020/11/07 - 2020/11/30	"Testas (mis)adventures": Narratives do promote self-regulated learning	Workshop (Outros)
2020/11/03 - 2020/11/03	Psychoeducational Assessment and Intervention	Psychology (Mestrado integrado)	Universidade do Minho Escola de Psicologia, Portugal
2018/06/25 - 2019/07/31	Tutoria; Os tipos de conhecimento; Motivação; Modelos de autorregulação da aprendizagem; Estratégias de aprendizagem; Envolvimento Escolar e Possible Selves \| Mentoring; Types of knowledge; Motivation; Models of self-regulated learning; Learning strategies; School Engagement and Possible Selves.	B-learning Mentoring and Self-regulated Learning (CCPFC/DC-1880/18)	Universidade do Minho Escola de Psicologia, Portugal
2018/02/03 - 2018/05/07	Tutoria: O papel dos psicólogos; Tipos de conhecimento; Abordagens cognitivas da motivação; Modelos de autorregulação da aprendizagem; Estratégias de aprendizagem; Envolvimento Escolar e Possible Selves \| Mentoring: The role of psychologists; Types of knowledge; Motivation cognitive theories; Models of self-regulated learning; Learning strategies; School Engagement and Possible Selves.	B-learning Mentoring and Self-regulated Learning - Psychologists (OPP 1.14)	Universidade do Minho Escola de Psicologia, Portugal
2016/10/05 - 2017/07/10	Tutoria; Competências de relação interpessoal na tutoria; Tipos de conhecimento; Motivação; Modelos de autorregulação da aprendizagem; Estratégias de aprendizagem; Envolvimento Escolar e Possible Selves.	E-learning Mentor - Mentoring and Self-regulated Learning (CCPFC/AAC-87854/16)	Universidade do Minho Escola de Psicologia, Portugal
2016/10/11 - 2017/06/12	Tutoria; Envolvimento escolar; Autorregulação da aprendizagem; Motivação e Procrastinação \| Mentoring, School engagement, Self-regulated learning, Motivation and Procrastination	MOOC Mentor - Mentoring and Self-regulated Learning	Universidade do Minho Escola de Psicologia, Portugal
2015/04/18 - 2015/06/06	Feedback como ferramenta de ensino-aprendizagem \| Feedback as a learning and teaching tool	Workshop Self-regulation skills in writing of elementary school students	CENTRO DE FORMAÇÃO DA ASSOCIAÇÃO DE ESCOLAS BRAGA/SUL, Portugal

Journal scientific committee

	Journal title (ISSN)	Publisher
2023/01 - Current	Frontiers in Psychology

Other jury / evaluation

	Activity description	Institution / Organization
2023/10 - 2023/10	Assessment of mini-projects	Universidade Católica Portuguesa Centro de Estudos em Desenvolvimento, Portugal
2023/05 - 2023/05	Assessment of mini-projects	Universidade Católica Portuguesa Centro de Estudos em Desenvolvimento, Portugal
2017/07 - 2017/07	Internship report (Student: Beatriz Neves Pereira)	Universidade do Minho Escola de Psicologia, Portugal
2016/07 - 2016/07	Internship report (Student: Ana Luísa Oliveira)	Universidade do Minho Escola de Psicologia, Portugal

Distinctions

Award

2018	Prémio Ano Profissional Júnior 2017 - Região Norte \| Junior Professional Year Award 2017 - North Region Ordem dos Psicólogos Portugueses, Portugal
2014	Prémio Caixa Geral de Depósitos - Melhor aluno bolseiro do ano letivo 2012/2013 \| Caixa Geral de Depósitos Award - Best scholarship student 2012/2013 Caixa Geral de Depositos, Portugal Universidade do Minho, Portugal
2013	Prémio Caixa Geral de Depósitos - Melhor aluno bolseiro do ano letivo 2011/2012 \| Caixa Geral de Depósitos Award - Best scholarship student 2011/2012 Caixa Geral de Depositos, Portugal Universidade do Minho, Portugal

Title

2020	Specialist in Educational Psychology Ordem dos Psicólogos Portugueses [Portuguese Psychological Association], Portugal

Other distinction

2020	Top Downloaded Paper 2018-2019 in Psychology in the Schools
2019	Menção Honrosa APP Jovem Investigador em Psicologia 2019 \| Honorable Mention APP Young Researcher in Psychology 2019 Associação Portuguesa de Psicologia, Portugal
2018	Certificate of Outstanding Contribution in Reviewing (Computers & Education, Elsevier)