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Teresa Limpo is Assistant Professor at the Faculty of Psychology and Education Sciences of the University of Porto (Portugal), where she is responsible for the courses of Psychology of Sport and Models of Psychological Intervention II. She has also been teaching courses for teachers' professional development, counting +300 hours. Her main research interests are sport psychologic and cognitive-behavioral therapy.
Identification

Personal identification

Full name
Maria Teresa Limpo Hargreaves de Sousa Dias

Citation names

  • Limpo, Teresa

Author identifiers

Ciência ID
C81D-201E-775D
ORCID iD
0000-0002-9903-7289

Email addresses

  • tlimpo@fpce.up.pt (Professional)

Telephones

Telephone
  • (351) 220400610 (Professional)

Addresses

  • Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação. Rua Alfredo Allen, 4200-392, Porto, Porto, Portugal (Professional)

Websites

Knowledge fields

  • Social Sciences - Psychology

Languages

Language Speaking Reading Writing Listening Peer-review
Portuguese (Mother tongue)
English Proficiency (C2) Proficiency (C2) Proficiency (C2) Proficiency (C2) Proficiency (C2)
Spanish; Castilian Advanced (C1) Advanced (C1) Beginner (A1) Advanced (C1) Advanced (C1)
French Beginner (A1) Upper intermediate (B2) Beginner (A1) Intermediate (B1) Elementary (A2)
Education
Degree Classification
2022/04/26 - 2026
Ongoing
 Especialização em Psicoterapia Cognitivo-Comportamental - Adultos (Pós-Graduação)
Associação Portuguesa de Terapia Cognitivo Comportamental Integrativa, Portugal
2019 - 2020
Concluded
 Post-graduation in Sport Psychology (Pós-Graduação)
Instituto CRIAP, Portugal
2015 - 2018
Concluded
 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
Concluded
 Projects' Management (Pós-Graduação)
Porto Business School, Portugal
2016 - 2016
Concluded
 People, products and processes: The triple narrative that awakens writing (Outros)
Liverpool Hope University, United Kingdom
2014 - 2014
Concluded
 Conceptualization of writing: Urgent issues and best solutions (Outros)
Universiteit Utrecht, Netherlands
2010 - 2014
Concluded
 Doctoral Program in Psychology funded by FCT (SFRH/BD/68548/2010) (Doutoramento)
Major in 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" (THESIS/DISSERTATION)
 Aprovado com distinção
2013 - 2013
Concluded
 Structural equation modelling: Path analysis (Outros)
Universidade do Porto, Portugal
2013 - 2013
Concluded
 Advanced Methods in Educational Research (Outros)
Technische Universität Dortmund, Germany
2012 - 2012
Concluded
 Assessing writing difficulties (Outros)
Università degli Studi di Padova, Italy
2011 - 2011
Concluded
 Global Education and Developmental Studies (Outros)
Vanderbilt University, United States
2011 - 2011
Concluded
 Spelling and early text composition (Outros)
Université Lumière Lyon 2, France
2011 - 2011
Concluded
 Mastering “Eye and Pen” software (Outros)
Université de Poitiers, France
2011 - 2011
Concluded
 Academic writing (Outros)
Vanderbilt University, United States
2010 - 2010
Concluded
 Qualitative data analysis with NVivo (Curso médio)
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
2005 - 2010
Concluded
 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" (THESIS/DISSERTATION)
 18
Affiliation

Science

Category
Host institution 		Employer
2010/12 - Current Researcher (Research) Universidade do Porto Centro de Psicologia, Portugal

Teaching in Higher Education

Category
Host institution 		Employer
2018/12/01 - Current Assistant Professor (University Teacher) Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
Projects

Contract

Designation Funders
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
Principal investigator
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
 Fundação para a Ciência e a Tecnologia
Concluded
2019 - 2022 Engage with your Heart: improving therapeutic adherence with a telemonitoring system for chronic heart failure patients
NORTE-01-0145-FEDER-032069
Researcher
Universidade do Porto Faculdade de Medicina, Portugal
 Fundação para a Ciência e a Tecnologia
Concluded
2019 - 2021 Digital Immigrants Survival Kit
2019-1-PT01-KA204-060898
Researcher
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
 Erasmus Plus
Concluded
2018 - 2021 Painter: Procedurally assisted interchangeable reality
POCI-01-0145-FEDER-030740
Researcher
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
Researcher
Associação Fraunhofer Portugal Research, Portugal
 Horizon 2020
Concluded
2017 - 2018 Mind-body interactions in writing (M-BW): Psychophysiological and linguistic synchronous correlates of expressive writing
BIAL 312/16
Researcher
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
 Fundação Bial
Concluded
2016 - 2018 Componential analysis of self-regulated strategy instruction in writing: Online instruction and assessment
EDU2015-67484-P
Researcher
Universidad de León, Spain
 Gobierno de España Ministerio de Economía y Empresa
Concluded
2011/03 - 2014/08 Development, automatization, and self-regulation of cognitive processes in writing
PTDC/PSI-PCO/110708/2009
Researcher
Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
 Fundação para a Ciência e a Tecnologia
Ongoing
Outputs

Publications

Book
  1. De Smedt, Fien; Bouwer, Renske; Limpo, Teresa ; Graham, Steve. Conceptualizing, designing, implementing, and evaluating writing interventions. Brill. 2023.
Book chapter
  1. De Smedt, Fien; Bouwer, Renske; Limpo, Teresa; Graham, Steve. "Writing Intervention Research in Authentic Classroom Contexts: A Brief Introduction". In Conceptualizing, Designing, Implementing, and Evaluating Writing Interventions, 1-8. BRILL, 2023.
    10.1163/9789004546240_002
  2. Vandermeulen, Nina; Meulemans, Catherine; Paesen, Lise; Limpo, Teresa. "A Reflection on Academic Writing: The Perspective of a Group of European Writing Researcher". In Negotiating the Intersections of Writing and Writing Instruction, 293-299. The WAC Clearinghouse; University Press of Colorado, 2022.
    10.37514/int-b.2022.1466.2.12
  3. Limpo, Teresa ; Thierry Olive. "Why should we be looking at the relationship between executive functions and writing?". In Executive functions and writing. United Kingdom: Oxford University Press, 2021.
    In press
  4. Teresa Limpo; Marisa Filipe. "A proposal on tier 3 instruction in writing: Increasing intensity and targeting core skills". In Writing Instruction within an MTSS Framework. Cambridge Scholars Publishing, 2020.
    Published
  5. Rui A. Alves; Teresa Limpo; R. Malatesha Joshi. "Introduction to Reading-Writing Connections: The Integration Roads Ahead". 2020.
    10.1007/978-3-030-38811-9_1
  6. Rui A. Alves; Teresa Limpo; Naymé Salas; R. Malatesha Joshi. "Best practices in handwriting and spelling". In Best practices in writing instruction. Guilford Press, 2019.
    Published
  7. Rui A. Alves; José Paulo Leal; Teresa Limpo. "HandSpy: A new tool to study handwriting in real time". In Observing writing: Logging handwriting and computer keystrokes. Brill, 2019.
    Published
  8. Alves, Rui A.; Limpo, Teresa. "Fostering the capabilities that build writing achievement". In Reading intervention: Research to practice to research, 209-220. Baltimore, MD: Brookes Publishing, 2015.
    Published
  9. Limpo, Teresa; Rui A. Alves. "Eu sou escritor: Um programa para promover a autorregulação da escrita [I am a writer: An instructional program to promote self-regulation in writing]". In Reflexão sobre a escrita. O ensino de diferentes géneros de textos, 107-120. Aveiro: Universidade de Aveiro, 2013.
    Published
Conference poster
  1. Teresa Limpo; Magalhães, Sofia; Carolina Cordeiro; Thiery Olive; Castro, São Luís. "Mindfulness vs. relaxation benefits on third graders’ executive functions and literacy skills". Paper presented in Virtual Psychonomics 2020 Annual Meeting, 2020.
  2. Magalhães, Sofia; Cordeiro, Carolina; Rocha, Renata; Castro, São Luís; Limpo, Teresa. "Implementation of a mindfulness program in primary school: Examination of instructors’ perceptions". Paper presented in 1st Mindfulness Journeys, 2020.
  3. Magalhães, Sofia; Costa, Ana Filipa; Ribeiro, Lúcia; Rocha, Renata; Castro, São Luís; Limpo, Teresa ; Filipe, Marisa. "The effect of mindfulness techniques for children in improving cognitive, affective, social, and academic skills: A systematic review". Paper presented in 8th International Congress on Education and Learning, 2019.
  4. Rocha, Renata; Filipe, Marisa; Limpo, Teresa. "Motives to write in primary grades: Development and validation of a Portuguese scale". Paper presented in 8th International Congress on Education and Learning, 2019.
  5. Magalhães, Sofia; Filipe, Marisa; Costa, Ana Filipa; Castro, São Luís; Limpo, Teresa. "The effect of mindfulness techniques on children's cognitive, affective, social, and academic development: A systematic review". Paper presented in 14th Annual Meeting of the Portuguese Association of Experimental Psychology, 2019.
  6. Cordeiro, Carolina; Limpo, Teresa ; Olive, Thierry; Castro, São Luís. "Examining the role of executive functions in children’s writing". Paper presented in 14th Annual Meeting of the Portuguese Association of Experimental Psychology, 2019.
  7. Magalhães, Sofia; Limpo, Teresa. "Examining spelling errors in the Portuguese language". Paper presented in Spelling Acquisition across Languages Training School, 2019.
  8. Nunes, Andreia; Cordeiro, Carolina; Castro, São Luís; Limpo, Teresa. "The impact of prompt type and testing time on the characteristics of second graders’ written stories". Paper presented in 1st Literacy Summit, 2018.
  9. Cordeiro, Carolina; Limpo, Teresa ; Olive, Thierry; Castro, São Luís. "Do executive functions contribute to story quality? A longitudinal study with second graders". Paper presented in 1st Literacy Summit, 2018.
  10. Cordeiro, Carolina; Limpo, Teresa ; Olive, Thierry; Castro, São Luís. "The longitudinal contribution of executive functions to writing quality in Grade 2". Paper presented in Research School on Writing Research preceding the 16th International Conference of the EARLI SIG Writing, 2018.
  11. Cordeiro, Carolina; Castro, São Luís; Limpo, Teresa. "Do handwriting fluency and self-efficacy beliefs explain the gender gap in writing?". Paper presented in 25th Annual Conference of the Society for the Scientific Study of Reading, 2018.
  12. Alves, Daniela; Castro, São Luís; Limpo, Teresa. "Benefits of expressive writing in the geriatric population". Paper presented in 13th Annual Meeting of the Portuguese Association of Experimental Psychology, 2018.
  13. Cordeiro, Carolina; Limpo, Teresa ; Castro, São Luís. "Does prompt format influence children’s stories? A comparison between written and picture prompts". Paper presented in 13th Annual Meeting of the Portuguese Association of Experimental Psychology, 2018.
  14. Cunha, Carolina; Limpo, Teresa ; Castro, São Luís. "Portuguese version of the short form of the Attitudes to Ageing Questionnaire". Paper presented in 13th Annual Meeting of the Portuguese Association of Experimental Psychology, 2018.
  15. Nunes, Andreia; Limpo, Teresa ; Lima, César; Castro, São Luís. "Measuring personality traits with short scales: Examining the psychometric properties of the Portuguese Ten-Item Personality Inventory". Paper presented in 12th Annual Meeting of the Portuguese Association of Experimental Psychology, 2017.
  16. Cordeiro, Carolina; Neves, Leonor; Martins, Marta; Limpo, Teresa ; Castro, São Luís. "Can musical abilities predict phonological awareness and reading in young children?". Paper presented in 12th Annual Meeting of the Portuguese Association of Experimental Psychology, 2017.
  17. Limpo, Teresa ; Leal, José Paulo; Alves, Rui A.. "HandSpy: A new web tool to study writing in real time". Paper presented in Research School on Writing Research preceding the 14th International Conference of the EARLI SIG Writing, 2014.
  18. Valdivia, Carolyna; Fidalgo, Raquel; Alves, Rui A.; Limpo, Teresa. "Transcription vs. self-regulation to increase the written composition". Paper presented in Research School on Writing Research preceding the 14th International Conference of the EARLI SIG Writing, 2014.
  19. Fidalgo, Raquel; Valdivia, Carolyna; Alves, Rui A.; Limpo, Teresa. "Instruction focused on high vs. low cognitive level processes of writing for improving writing skill". Paper presented in Writing Research Across Borders, 2014.
  20. Alves, Rui A.; Limpo, Teresa ; Álvares Pereira, Luísa. "A produção de textos narrativos e de opinião do 2º ao 7º ano de escolaridade [Production of narrative texts and opinion essays from Grade 2 to 7]". Paper presented in 5th International Meeting of Reflections about Writing, 2013.
  21. Alves, Rui A.; Limpo, Teresa ; Carvalhais, Lénia; Álvares Pereira, Luísa; Fidalgo, Raquel. "Dois programas para promover a fluência manuscrita e a ortografia no início da escolaridade [Writing programs to promote handwriting fluency and spelling in primary grades]". Paper presented in 5th International Meeting of Reflections about Writing, 2013.
  22. Limpo, Teresa ; Alves, Rui A.. "Planning and sentence-combining instruction: Promoting fifth and sixth graders’ writing at different textual levels". Paper presented in 3rd EEAR-EARLI Spring School on Advanced Methods in Educational Research, 2013.
  23. Alves, Rui A.; Limpo, Teresa. "Priming effects in writing fluency: Writing as priming". Paper presented in Annual Meeting of the Portuguese Association of Experimental Psychology, 2010.
  24. Limpo, Teresa ; Alves, Rui A.; Castro, São Luís. "Measuring empathy through the Interpersonal Reactivity Index". Paper presented in Annual Meeting of the Portuguese Association of Experimental Psychology, 2009.
Edited book
  1. Teresa Limpo; Thierry Olive. Executive Functions and Writing. Oxford University Press. 2021.
    In press
  2. Rui A. Alves; Teresa Limpo; R. Malatesha Joshi. Reading-writing connections: Towards integrative literacy science. Springer. 2020.
    Published • Editor
Journal article
  1. Magalhães, Sofia; Carvalhais, Lénia; Oliveira, Patrícia; Francisco, Cátia; Mourisco, Cristina; Leal, Teresa; Limpo, Teresa. "Promotion of Psychological Well-Being and Life Satisfaction in Pre-Adolescents Through Mindfulness Amidst COVID-19". Mindfulness 15 1 (2023): 174-188. http://dx.doi.org/10.1007/s12671-023-02269-3.
    10.1007/s12671-023-02269-3
  2. Isabel Rasteiro; Teresa Limpo. "Longitudinal and reciprocal links between writing motivation and writing quality in grades 4–5: A cross-lagged panel analysis". Contemporary Educational Psychology (2023): https://doi.org/10.1016/j.cedpsych.2023.102222.
    10.1016/j.cedpsych.2023.102222
  3. Limpo, Teresa ; Vieira, Ana I.; Magalhães, Sofia; Rocha, Renata; Cordeiro, Carolina; Rodrigues, Rui; Coelho, António; et al. "Examining the Impact and Moderating Effects of an 8-Week Mindfulness-Based Program in Grade 4". Mindfulness 14 8 (2023): 2026-2043. http://dx.doi.org/10.1007/s12671-023-02189-2.
    10.1007/s12671-023-02189-2
  4. Rocha, Renata S.; Soeiro, Inês; Magalhães, Sofia; Castro, São Luís; Limpo, Teresa. "Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components". Reading and Writing (2023): http://dx.doi.org/10.1007/s11145-023-10455-x.
    10.1007/s11145-023-10455-x
  5. Vieira, Ana Isabel; Magalhães, Sofia; Limpo, Teresa. "Relating transcription, executive functions and text quality in Grades 2–3: A cross-lagged panel analysis". British Journal of Educational Psychology 93 2 (2022): 482-499. http://dx.doi.org/10.1111/bjep.12570.
    10.1111/bjep.12570
  6. Nunes, Andreia; Limpo, Teresa ; Castro, São Luís. "Predictors of Portuguese teachers’ use of Information and Communication Technologies in literacy classes". Frontiers in Psychology 13 (2022): http://dx.doi.org/10.3389/fpsyg.2022.1006713.
    10.3389/fpsyg.2022.1006713
  7. Rasteiro, Isabel; Limpo, Teresa. "Examining Longitudinal and Concurrent Links Between Writing Motivation and Writing Quality in Middle School". Written Communication 40 1 (2022): 30-58. http://dx.doi.org/10.1177/07410883221127701.
    10.1177/07410883221127701
  8. Sofia Magalhães; Tânia Nunes; Inês Soeiro; Rui Rodrigues; António Coelho; Marisa Pinheiro; São Luís Castro; Teresa Leal; Teresa Limpo. "A Pilot Study Testing the Effectiveness of a Mindfulness-Based Program for Portuguese School Children". Mindfulness (2022): https://doi.org/10.1007/s12671-022-01991-8.
    10.1007/s12671-022-01991-8
  9. Teresa Limpo; Isabel Rasteiro; Sandra Aguiar; Sofia Magalhães. "Examining the Factorial Structure, Reliability, and Predictive Validity of the Portuguese Version of the Child and Adolescent Mindfulness Measure (CAMM)". Mindfulness (2022): https://doi.org/10.1007/s12671-022-02003-5.
    10.1007/s12671-022-02003-5
  10. Limpo, Teresa ; Rödel, Gabriela; Tadrist, Sid. "Examining karate and football perceptions and their links with athlete engagement and quality of life". Frontiers in Sports and Active Living 4 (2022): http://dx.doi.org/10.3389/fspor.2022.971677.
    10.3389/fspor.2022.971677
  11. Renata S. Rocha; São Luís Castro; Teresa Limpo. "The role of transcription and executive functions in writing: a longitudinal study in the transition from primary to intermediate Grades". Reading and Writing (2022): https://doi.org/10.1007/s11145-022-10256-8.
    10.1007/s11145-022-10256-8
  12. Magalhães, Sofia; Limpo, Teresa. "Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children". Mindfulness 13 7 (2022): 1692-1705. http://dx.doi.org/10.1007/s12671-022-01908-5.
    10.1007/s12671-022-01908-5
  13. Nunes, Andreia; Cordeiro, Carolina; Limpo, Teresa ; Castro, São Luís. "Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020". Journal of Computer Assisted Learning 38 2 (2021): 599-620. http://dx.doi.org/10.1111/jcal.12635.
    10.1111/jcal.12635
  14. Filipe, Marisa G.; Magalhães, Sofia; Veloso, Andreia S.; Costa, Ana Filipa; Ribeiro, Lúcia; Araújo, Patrícia; Castro, São Luís; Limpo, Teresa. "Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review". Frontiers in Psychology 12 (2021): http://dx.doi.org/10.3389/fpsyg.2021.660650.
    10.3389/fpsyg.2021.660650
  15. Cordeiro, Carolina; Magalhães, Sofia; Nunes, Andreia; Olive, Thierry; Castro, São Luís; Limpo, Teresa. "Mindful Acceptance Predicts Writing Achievement in 6th-Graders". Journal of Research in Childhood Education 36 2 (2021): 346-362. http://dx.doi.org/10.1080/02568543.2021.1960937.
    10.1080/02568543.2021.1960937
  16. Carvalhais, Lénia; Limpo, Teresa ; Pereira, Luísa Álvares. "The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study". Frontiers in Psychology 12 (2021): http://dx.doi.org/10.3389/fpsyg.2021.668139.
    10.3389/fpsyg.2021.668139
  17. Limpo, Teresa ; Salas, Naymé; Van Reybroeck, Marie; Castro, São Luís. "Editorial: Spelling Across Orthographies". Frontiers in Psychology 12 (2021): http://dx.doi.org/10.3389/fpsyg.2021.700604.
    10.3389/fpsyg.2021.700604
  18. Sánchez-Rivero, Rut; Alves, Rui A.; Limpo, Teresa ; Fidalgo, Raquel. "Análisis de una encuesta sobre la enseñanza de la escritura en la educación obligatoria: prácticas y variables del profesorado". Revista Española de Pedagogía 79 279 (2021): http://dx.doi.org/10.22550/rep79-2-2021-01.
    10.22550/rep79-2-2021-01
  19. Fidelis, Tatiane; Azzam, Ana Paula; Nunes, Andreia; Limpo, Teresa ; Moreira, Emília; Martins, Sónia; Cardoso, José Silva; Fernandes, Lia; Castro, São Luis. "Anxiety in Heart Failure Patients: Its Association with Depression, Cognition, Personality, and Quality of Life". Trends in Psychology 29 2 (2021): 204-221. http://dx.doi.org/10.1007/s43076-021-00064-4.
    10.1007/s43076-021-00064-4
  20. Limpo, Teresa; Tadrist, Sid. "Measuring sports’ perceived benefits and aggression-related risks: Karate vs. football". Frontiers in Psychology 11 (2021): http://dx.doi.org/10.3389/fpsyg.2020.625219.
    10.3389/fpsyg.2020.625219
  21. Cordeiro, Carolina; Nunes, Andreia; Castro, São Luís; Limpo, Teresa. "Teaching Reading Comprehension in Portuguese Primary and Middle Schools". Technology, Knowledge and Learning (2020): http://dx.doi.org/10.1007/s10758-020-09486-y.
    10.1007/s10758-020-09486-y
  22. Andreia Nunes; São Luís Castro; Teresa Limpo. "A Review of Mindfulness-Based Apps for Children". Mindfulness (2020): https://doi.org/10.1007/s12671-020-01410-w.
    10.1007/s12671-020-01410-w
  23. Limpo, T.; Nunes, A.; Coelho, A.. "Introduction to the Special Issue on Technology-Based Writing Instruction: A Collection of Effective Tools". Journal of Writing Research 12 vol. 12 is (2020): 1-7. http://dx.doi.org/10.17239/jowr-2020.12.01.01.
    10.17239/jowr-2020.12.01.01
  24. Limpo, Teresa; Vigário, Vanessa; Rocha, Renata; Graham, Steve. "Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation". Contemporary Educational Psychology 61 (2020): 101856. http://dx.doi.org/10.1016/j.cedpsych.2020.101856.
    10.1016/j.cedpsych.2020.101856
  25. Limpo, Teresa; Filipe, Marisa; Magalhães, Sofia; Cordeiro, Carolina; Veloso, Andreia; Castro, São Luís; Graham, Steve. "Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy". Reading and Writing (2020): http://dx.doi.org/10.1007/s11145-020-10039-z.
    10.1007/s11145-020-10039-z
  26. Magalhães, Sofia; Mesquita, Ana; Filipe, Marisa; Veloso, Andreia; Castro, São Luís; Limpo, Teresa. "Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task". Frontiers in Psychology 11 (2020): http://dx.doi.org/10.3389/fpsyg.2020.00547.
    10.3389/fpsyg.2020.00547
  27. Magalhães, Sofia; Carneiro, Luísa; Limpo, Teresa; Filipe, Marisa. "Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6". Child Neuropsychology (2020): 1-19. http://dx.doi.org/10.1080/09297049.2020.1740188.
    10.1080/09297049.2020.1740188
  28. Filipe, Marisa; Castro, São Luís; Limpo, Teresa. "The link between executive functions and literacy: introduction". Reading and Writing 33 4 (2020): 807-812. http://dx.doi.org/10.1007/s11145-020-10037-1.
    10.1007/s11145-020-10037-1
  29. Mesquita, Ana; Carvalhais, Lénia; Limpo, Teresa; Castro, São Luís. "Portuguese spelling in primary grades: complexity, length and lexicality effects". Reading and Writing (2020): http://dx.doi.org/10.1007/s11145-019-10012-5.
    10.1007/s11145-019-10012-5
  30. Lénia Carvalhais; Limpo, Teresa ; Ulla Richardson; São Luís Castro. "Effects of the Portuguese GraphoGame on Reading, Spelling, and Phonological Awareness in Second Graders Struggling to Read". Journal of Writing Research 12 (2020):
    Open access • In press
  31. Nunes, Andreia; Limpo, Teresa; Castro, São Luís. "Acceptance of Mobile Health Applications: Examining Key Determinants and Moderators". Frontiers in Psychology 10 (2019): http://dx.doi.org/10.3389/fpsyg.2019.02791.
    10.3389/fpsyg.2019.02791
  32. Teresa Limpo; Steve Graham. "THE ROLE OF HANDWRITING INSTRUCTION IN WRITERS’ EDUCATION". British Journal of Educational Studies (2019): 1-19. https://doi.org/10.1080/00071005.2019.1692127.
    10.1080/00071005.2019.1692127
  33. Rocha, Renata S.; Filipe, Marisa; Magalhães, Sofia; Graham, Steve; Limpo, Teresa. "Reasons to Write in Grade 6 and Their Association With Writing Quality". Frontiers in Psychology 10 (2019): http://dx.doi.org/10.3389/fpsyg.2019.02157.
    10.3389/fpsyg.2019.02157
  34. Cordeiro, Carolina; Limpo, Teresa; Olive, Thierry; Castro, São Luís. "Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders". Reading and Writing (2019): http://dx.doi.org/10.1007/s11145-019-09963-6.
    10.1007/s11145-019-09963-6
  35. Teresa Limpo. "Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance". Learning and Instruction 58 (2018): 115-125. https://doi.org/10.1016/j.learninstruc.2018.06.001.
    10.1016/j.learninstruc.2018.06.001
  36. Cordeiro, Carolina; Castro, São Luís; Limpo, Teresa. "Examining Potential Sources of Gender Differences in Writing: The Role of Handwriting Fluency and Self-Efficacy Beliefs". Written Communication 35 4 (2018): 448-473. http://dx.doi.org/10.1177/0741088318788843.
    10.1177/0741088318788843
  37. Teresa Limpo; Rui A. Alves. "Effects of planning strategies on writing dynamics and final texts". Acta Psychologica 188 (2018): 97-109. https://doi.org/10.1016/j.actpsy.2018.06.001.
    10.1016/j.actpsy.2018.06.001
  38. Limpo, Teresa; Alves, Rui A.; Connelly, Vincent. "Testing the effectiveness of handwriting interventions: introduction to the special issue". Reading and Writing 31 6 (2018): 1249-1253. http://dx.doi.org/10.1007/s11145-018-9862-5.
    10.1007/s11145-018-9862-5
  39. Nunes, Andreia; Limpo, Teresa; Lima, César F.; Castro, São Luís. "Short Scales for the Assessment of Personality Traits: Development and Validation of the Portuguese Ten-Item Personality Inventory (TIPI)". Frontiers in Psychology 9 (2018): http://dx.doi.org/10.3389/fpsyg.2018.00461.
    10.3389/fpsyg.2018.00461
  40. Limpo, Teresa; Parente, Naiana; Alves, Rui A.. "Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study". Reading and Writing 0 (2018): 0-0.
    Published • 10.1007/s11145-017-9814-5
  41. Limpo, Teresa; Alves, Rui A.; Connelly, Vincent. "Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades". Learning and Individual Differences 53 - (2017): 26-36.
    Published • 10.1016/j.lindif.2016.11.004
  42. Limpo, Teresa; Alves, Rui A.. "Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training". Journal of Learning Disabilities 0 (2017): 0-0.
    Published • 10.1177/0022219417708170
  43. Limpo, Teresa; Alves, Rui A.. "Written Language Bursts Mediate the Relationship Between Transcription Skills and Writing Performance". Written Communication 34 3 (2017): 306-332.
    Published • 10.1177/0741088317714234
  44. Limpo, T.; Alves, R. A.. "Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy". Journal of Writing Research 9 2 (2017): 97-125.
    Published • 10.17239/jowr-2017.09.02.01
  45. Alves, Rui A.; Limpo, Teresa; Fidalgo, Raquel; Carvalhais, Lénia; Pereira, Luísa ¿?lvares; Castro, São Luís. "The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance.". Journal of Educational Psychology 108 5 (2016): 665-679.
    Published • 10.1037/edu0000089
  46. Alves, Rui A.; Limpo, Teresa. "Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling". Scientific Studies of Reading 19 5 (2015): 374-391.
    Published • 10.1080/10888438.2015.1059838
  47. Limpo, Teresa; Alves, Rui A.; Fidalgo, Raquel. "Children's high-level writing skills: Development of planning and revising and their contribution to writing quality". British Journal of Educational Psychology 84 2 (2014): 177-193.
    Published • 10.1111/bjep.12020
  48. Limpo, Teresa; Alves, Rui A.. "Implicit theories of writing and their impact on students' response to a SRSD intervention". British Journal of Educational Psychology na (2014): n/a-n/a.
    Published • 10.1111/bjep.12042
  49. Limpo, Teresa; Alves, Rui A.. "Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality.". Journal of Educational Psychology 105 2 (2013): 401-413.
    Published • 10.1037/a0031391
  50. Limpo, Teresa; Alves, Rui A.. "Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition". Contemporary Educational Psychology 38 4 (2013): 328-341.
    Published • 10.1016/j.cedpsych.2013.07.004
  51. Limpo, Teresa; Rui A. Alves; São Luís Castro. "Medir a empatia: Adaptação do Índice de Reactividade Interpessoal [Measuring empathy: Adaptation of the Interpersonal Reactivity Index]". Laboratório de Psicologia 8 2 (2010): 171-184.
    Published
Activities

Oral presentation

Presentation title Event name
Host (Event location)
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)
(Belgium)
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)
(Japan)
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
(Germany)
2019/08 Presentation of a short writing apprehension measure and its relationship with writing 18th Biennial EARLI Conference for Research on Learning and Instruction
(Germany)
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
(Canada)
2019/02 Promoting writing through strategy instruction targeting planning and self-regulation skills in Portuguese school-aged children Third Annual ARWA Conference
(India)
2019/02 Developing capable and motivated writers throughout schooling Keynote at the READ 2019 organized by the Maharashtra Dyslexia Association
(India)
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
(United Kingdom)
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
(United Kingdom)
2018/07 Integrative approaches to literacy instruction and remediation 25th Annual Conference of the Society for the Scientific Study of Reading
(United Kingdom)
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
(Spain)
2017/11 Contribution of phonological awareness to writing in first graders I International Conference on Psychology, Health, and Education
(Spain)
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
(Spain)
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
(Lithuania)
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
(Finland)
2017/08 Modelling the transcription-writing link: The mediating role of planning and translating 17th Biennial EARLI Conference for Research on Learning and Instruction
(Finland)
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
(Finland)
2017/04 Transcription: A key capability underlying effective writing. The mediating role of bursts and pauses 17th American Educational Research Association
(United States)
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
(United States)
2017/02 Introducing the European Literacy Network (ELN) being established by COST Action IS1401 Writing Research Across Borders Conference
(Colombia)
2017 Introducing the European Literacy Network (ELN) being established by COST Action IS1401 Writing Research Across Borders Conference
(Bogota, Colombia)
2017 Transcription: A key capability underlying effective writing. The mediating role of bursts and pauses 17th American Educational Research Association
(San Antonio, Texas, United States)
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, Finland)
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, Finland)
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, Finland)
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, Lithuania)
2017 Factors influencing behavioural intentions to use mobile health technology in younger and older adults I International Conference on Psychology, Health, and Education
(Oviedo, Spain)
2017 Contribution of phonological awareness to writing in first graders I International Conference on Psychology, Health, and Education
(Oviedo, Spain)
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, Spain)
2016/10 Enhancing students’ writing competence through strategy instruction Keynote at the International seminar on classroom practices and research on language teaching
(Spain)
2016 The role of written language bursts in the transcription-writing link 8th International Congress of Psychology and Education
(Alicante, Spain)
2016 Contribution of implicit theories to writing quality via achievement goals and self-efficacy 15th International Conference of the EARLI SIG Writing
(Liverpool, United Kingdom)
2016 Reading-writing connections: Evidence from intervention research 15th International Conference of the EARLI SIG Writing
(Liverpool, United Kingdom)
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, Cyprus)
2014 Handwriting intervention increases burst size in second graders Writing Research Across Borders III
(Paris, France)
2014 Implicit theories of writing predict response to writing instruction Writing Research Across Borders III
(Paris, France)
2014 Promoting second graders' writing self-regulation skills in tandem with transcription 18th International Conference of the Junior Researchers of EARLI
(Nicosia, Cyprus)
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, Netherlands)
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, Netherlands)
2014 Promoting second graders’ self-regulation and transcription skills Research Seminar in Developmental Psychology
(Oxford, United Kingdom)
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 SAR China)
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, Germany)
2013 Promoting planning or sentence-combining skills: Effective interventions at different textual levels 15th Biennial EARLI Conference for Research on Learning and Instruction
(Munich, Germany)
2013 Development of Portuguese students’ transcription skills and their impact on text production 15th Biennial EARLI Conference for Research on Learning and Instruction
(Munich, Germany)
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, Spain)
2011 Writing as priming: Implicit processes in text production 4th International Conference Writing Research Across Borders II
(Fairfax, VA, United States)
2010 Priming effects on writing fluency are moderated by empathy and self-monitoring 12th International Conference of the Special Interest Group on Writing
(Heidelberg, Germany)
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, Sweden)

Supervision

Thesis Title
Role 		Degree Subject (Type)
Institution / Organization
2020 - Current Promoting Children’s Executive Functions and Socio-Emotional Learning via a Mindfulness-Based SEL Curriculum
Supervisor
 funded by FCT, 2020.05816.BD (PhD)
Universidade do Porto, Portugal
2019 - Current Development and promotion of executive functions in primary school: Contributions from mindfulness
Supervisor
 funded by FCT, PD/BD/4789/2019 (PhD)
Universidade do Porto, Portugal
2018 - Current Using information and communication technology to teach writing: Predictors and effects on students’ outcomes
Co-supervisor
 funded by FCT, SFRH/BD/139195/2018 (PhD)
Universidade do Porto, Portugal
2021 - 2023 Relationship between athletes perceptions of coach leadership and sport injuries
Supervisor
Universidade do Porto, Portugal
2021 - 2023 Sport motivational climate: A preliminar study on a questionnary to measure coaches’ self-perceptions
Supervisor
Universidade do Porto, Portugal
2021 - 2023 Preliminary study to measure self-handicapping strategies among portuguese athletes
Supervisor
Universidade do Porto, Portugal
2020 - 2022 Testing the added value of karate in developing cognitive and socioemotional skills
Supervisor
Universidade do Porto, Portugal
2020 - 2022 Contributing to the validation of a brief mindfulnes instrument for the Portuguese Population
Supervisor
Universidade do Porto, Portugal
2020 - 2022 Exploring the relationship between cognitive emotion regulation strategies and athletes’ mental toughness
Supervisor
2020 - 2022 Testing the validity of a mindfulness app for children
Supervisor
Universidade do Porto, Portugal
2017 - 2022 Examining the role of executive functions in writing in Grade 2
Co-supervisor
 funded by FCT; PD/BD/135428/2017 (PhD)
Universidade do Porto, Portugal
2019 - 2020 Analysis of misspellings of children in Grades 2, 4, and 6
Supervisor
Universidade do Porto, Portugal
2019 - 2020 Preliminary evidence on the Portuguese validation of the Three-Dimensional Work Fatigue Inventory
Supervisor
Universidade do Porto, Portugal
2019 - 2020 Relationship between motivation and writing performance in undergraduates
Supervisor
Universidade do Porto, Portugal
2019 - 2020 Preliminary validation of na instrument to measure executive functions in Portuguese children
Supervisor
Universidade do Porto, Portugal
2019 - 2020 Adaptation and Validation of the Reading Mind in the Eyes test in a Luso-Brazilian transcultural study
Co-supervisor
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
Co-supervisor
Universidade do Porto, Portugal
2018 - 2020 Promotion of transncriptionn: Effects on 3rd graders’ writinng, spelling and motivation
Supervisor
Universidade do Porto, Portugal
2018 - 2020 Mindfulness practice as promoter of executive functioning in 3rd grade students
Supervisor
Universidade do Porto, Portugal
2016 - 2020 Annual program for early stage researchers (total of 16 undergraduates)
Supervisor
Universidade do Porto, Portugal
2019 - 2019 Implementation of mindfulness interventions in school contexts
Supervisor
 Erasmus+
Universidade do Porto, Portugal
2017 - 2018 Development and validation of a Portuguese questionnaire to assess knowledge about heart failure
Supervisor
Universidade do Porto, Portugal
2017 - 2018 Studying anxiety in patients with heart failure
Co-supervisor
Universidade do Porto, Portugal
2017 - 2018 Effects of expressive writing in the elderly population
Supervisor
Universidade do Porto, Portugal
2017 - 2018 Adaptation of the Attitudes to Ageing Questionnaire
Co-supervisor
Universidade do Porto, Portugal
2016 - 2017 Planning effects on the orchestration of writing processes
Supervisor
Universidade do Porto, Portugal
2014 - 2015 Promoting handwriting fluency in children with transcription difficulties
Co-supervisor
Universidade do Porto, Portugal

Event organisation

Event name
Type of event (Role) 		Institution / Organization
2019 - Current Winter School on Intervention Research in Education (ca. 70 delegates) (2019)
Workshop (President of the Organising Committee)
 Universidade do Porto, Portugal
2018 - 2018 1st Literacy Summit of the European Literacy Network (ca. 300 delegates) (2018)
Conference (Member of the Organising Committee)
 Universidade do Porto, Portugal
2017 - 2017 12th Annual Meeting of the Portuguese Association of Experimental Psychology (ca. 100 delegates) (2017)
Conference (Member of the Organising Committee)
 Universidade do Porto, Portugal
2016 - 2016 23rd Annual Meeting of the Society for the Scientific Study of Reading (ca. 600 delegates) (2016)
Conference (Member of the Organising Committee)
 Universidade do Porto, Portugal
2015 - 2015 International Pre-Conference of the Junior Researchers of EARLI (ca. 300 delegates) (2015)
Conference (Member of the Organising Committee)
 Technologiko Panepistemio Kyprou, Cyprus
2012 - 2012 13th International Conference of the EARLI SIG Writing (ca. 200 delegates) (2012)
Conference (Member of the Organising Committee)
 Universidade do Porto, Portugal

Jury of academic degree

Topic
Role 		Candidate name (Type of degree)
Institution / Organization
2023 The involvement of inhibition in reading development and dyslexia
(Thesis) Arguer
 Margot de Rom (PhD)
Université catholique de Louvain, Belgium
2022 Effects of a socioemotional course for teachers on emotional climate, emotional intelligence and teacher-student relationship
(Thesis) Main arguer
 Maria Castanheira (Master)
Universidade Portucalense Infante Dom Henrique, Portugal
2022 Parental involvement profiles in youth sport: A study with young soccer players
(Thesis) Main arguer
 Catarina Branco (Master)
Universidade do Minho, Portugal
2020 Teaching written composition at the start of compulsory eduction: Strategy instruction and the response-to-intervention model
(Thesis) Main arguer
 María Arrimada (PhD)
Universidad de León - Campus de Ponferrada, Spain
2019 The emergence of orthographic writing: Longitudinal study in Grade 1
(Thesis) Main arguer
 Rafaela Perpétua (Master)
Universidade de Trás-os-Montes e Alto Douro, Portugal
2019 The emergence of orthographic writing: Longitudinal study in Grade 1
(Thesis) Main arguer
 Rafaela Perpétua (Master)
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
(Thesis) Main arguer
 Sara Dias (Master)
Universidade do Porto, Portugal
2018 Development and implemenetation of na executive functions training program in children with ADHD
(Thesis) Main arguer
 Andreia Veloso (Other)
Universidade do Porto, Portugal
2015 Listening to Letters: Integrated promotion of early literacy skills
(Thesis) Arguer
 Céu Teixeira (PhD)
Universidade do Porto, Portugal

Association member

Society Organization name Role
2021 - Current Portuguese Society of Sport Psychology
2014/07 - Current 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

Conference scientific committee

Conference name Conference host
2022 - 2022 23rd Conference of the European Society for Cognitive Psychology

Consulting

Activity description Institution / Organization
2021 - 2023 Sport Psychology Consultant for Taekwondo Boavista FC

Course / Discipline taught

Academic session Degree Subject (Type) Institution / Organization
2021 - Current Sport Psychology (Licenciatura) Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
2021 - Current Models of Psychological Intervention II (Licenciatura) Universidade do Porto Faculdade de Psicologia e de Ciências da Educação, Portugal
2020 - Current Effective strategies to promote motivation in the classroom (26h; two editions) Accredited professional development course (CCPFC/ACC-68427/11) Universidade do Porto, Portugal
2018 - Current Psychology of Learning (undergraduate-level course, 1 semester) Integrated Master in Psychology Universidade do Porto, Portugal
2018 - Current Statistics II (undergraduate-level course, 1 semester) Integrated Master in Psychology Universidade do Porto, Portugal
2014 - Current 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

Evaluation committee

Activity description
Role 		Institution / Organization Funding entity
2018 - Current Ad-hoc reviewer for the Research Foundation – Flanders (evaluation of applicants and research projects)
2023 - 2023 Scientific Committee for EARLI 2023 Outstanding Publication Award
Evaluator
2015 - 2023 Applications to Master in Themes of Psychology, Neurocognition and Language Research Group
Evaluator
 Universidade do Porto, Portugal
2018 - 2021 Recognition of Prior Certified Learning and Professional Experience (Integrated Master in Psychology)
Evaluator
 Universidade do Porto, Portugal

Journal scientific committee

Journal title (ISSN) Publisher
2018 - Current Frontiers in Psychology (Associate Editor) (1664-1078) Frontiers Media SA
2015 - Current Reading and Writing (Member of the Editorial Board) (2308-1422) AOSIS
2014 - Current +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

Mentoring / Tutoring

Topic Student name
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
Distinctions

Award

2018 John R. Hayes Award for Best Paper (Limpo & Alves, 2017, J Writ Res)
Journal of Writing Research , Belgium
2018 John R. Hayes Award for Excellence in Writing Research for Best Paper (Limpo & Alves, 2017, Writ Commun)
Written Communication, United States
2017 Award of the Portuguese Association of Experimental Psychology 2017 for Best Paper (Limpo & Alves, 2013, Contemp Educ Psychol)
APPE, Portugal