Papers by Cláudia Ribeiro da Silva
Millennium: Journal of International Studies, 2021
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Frontiers Psychology, 2023
Introduction: Stroke is a neurological deficit caused by an acute focal injury
to the central ner... more Introduction: Stroke is a neurological deficit caused by an acute focal injury
to the central nervous system due to vascular injury that can result in loss of
neurological function, lasting brain damage, long-term disability and, in some
cases, death. The literature reports that aerobic physical exercise, as well as dual- task cognitive walking, are used for the cognitive recovery of people with stroke. We aimed to assess whether aerobic physical exercise influences post-stroke cognitive recovery, namely performance on selective and sustained attention. We tested the hypothesis that post-stroke aerobic physical exercise leads to more significant gains than post-stroke dual-task cognitive walking.
Methods: We used a Randomized Clinical Trial, single-blind, parallel group, to
verify the existence of differences between two groups. A total of 34 patients with subacute to chronic stroke were divided into two groups to train three times a week for 12 weeks: the aerobic physical exercise (PE) group engaged in 20 min on a treadmill, 20 min on a stationary bicycle and 5 min on a desk bike pedal exerciser per session; the dual-task (DT) gait exercise group walked for 45 min while simultaneously performing cognitive tasks per session. All participants were assessed on cognitive functioning with the Mini-Mental State Examination (MMSE) and d2 Test of Attention before acute interventions and post-interventions. We have also applied a Visual Analog Scale to monitor the participants’ perceived difficulty, pre-, post-acute, and post-chronic interventions. Participants also responded to a Borg Scale of perceived exertion following the acute and the final session of chronic training.
Results: A mixed model ANOVA revealed a significant interaction effect with a large effect size for most of the cognitive variables under study. The variables associated with the d2 Test of Attention showed significant differences between the groups, mainly from T0 to T2. Also for MMSE, an ANOVA revealed a significant interaction effect with significant improvements from T0 to T2. Our results strongly suggest that aerobic physical exercise is more beneficial than dual-task cognitive-gait exercise since in the PE group, cognitive attention scores increase, and cognitive impairment and perception of exertion decrease, compared to the DT group.
Conclusion: These findings support that PE provides more significant benefits for patients post-stroke when compared to DT.
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Revista de Estudios e Investigación en Psicología y Educación
Esta investigação de natureza quantitativa e correlacional tem como objectivo conhecer a relação ... more Esta investigação de natureza quantitativa e correlacional tem como objectivo conhecer a relação do apoio parental com o envolvimento escolar dos filhos e identificar quais os comportamentos específicos dos pais que se relacionam significativamente com o envolvimento dos filhos na escola. A amostra foi constituída por 330 alunos do 10 º ano de escolaridade, de uma Escola Secundária da área de Lisboa. Os resultados indicam uma relação positiva entre a percepção dos alunos do apoio parental e o envolvimento dos alunos na escola. Foram identificados comportamentos parentais que se relacionam com o envolvimento escolar dos alunos .
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Healthcare, Sep 14, 2022
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Introduction: Health care, as it is currently conceived, is based on the view that clinical decis... more Introduction: Health care, as it is currently conceived, is based on the view that clinical decisions must be based on the best scientific evidence available, while recognizing the patient's preference, health care context and clinical judgment. Objetives: To evaluate the validity of the Clinical Effectiveness and Evidence-Based Practice Questionnaire (QECPBE). Methods: Methodological study in order to determine internal consistency using Cronbach's alpha and confirmatory factor analysis Results: 738 nurses were included, with an average age of 37.57 years, 76.0% of whom were women. After the questionnaire was refined, the final confirmatory factor analysis showed a good quality of adjustment of the factor structure composed of 3 factors with 19 items (x2/gl = 2.030; CFI = 0.967; GFI = 0.926; RMSEA = 0.053; RMR = 0.064) . The overall internal consistency was = 0.930, demonstrating a very high reliability, explaining 63.660% of the total variance. Conclusions: The resul...
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Revista de Estudios e Investigación en Psicología y Educación, Dec 15, 2017
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Introduction: In Portugal, the retention in school presents worrying figures. The indicator "... more Introduction: In Portugal, the retention in school presents worrying figures. The indicator "Direct Paths to Success", created by the Ministry of Education, shows that the majority of students who did not finish secondary school in 2019 was because they failed a year or had a negative score in at least one of the national exams. Out of a universe of 456,368 students, only 201,937 (44%) had the so-called "direct success path". (Source: http://infoescolas.mec.pt/ 02/2019) Objetives: The main goal of this study is to inquire if the students who had been held back were the ones who showed at the beginning of the school year less emotional commitment in comparison with students that moved forward. Methods: The sample comprises 330 students from the 10th grade of a secondary school in Lisbon, and the data were collected using a scale proposed by Veiga (2013, 2014, 2016) – Student’s Engagement in School (EAE-E4D), at the end of the first school term. Results: Considerab...
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REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN, 2017
Resumo O envolvimento dos alunos na escola é importante para o seu desempenho académico e facilit... more Resumo O envolvimento dos alunos na escola é importante para o seu desempenho académico e facilitador de relacionamentos interpessoais positivos, prevenindo comportamentos disruptivos e o abandono escolar. Interessa, portanto perceber que fatores se relacionam com esse envolvimento e qual a importância da família. Esta investigação de natureza quantitativa e correlacional tem como objectivo conhecer a relação do apoio parental com o envolvimento escolar dos filhos e identificar quais os comportamentos específicos dos pais que se relacionam significativamente com o envolvimento dos filhos na escola. A amostra foi constituída por 330 alunos do 10 º ano de escolaridade, de uma Escola Secundária da área de Lisboa. Foram utilizados dois instrumentos: a escala Envolvimento dos Alunos na Escola (EAE-E4D) (dimensão cognitiva, afectiva, comportamental e agenciativa) e escala Student Perception of Parental Suport (composta por 8 itens acerca dos comportamentos dos pais, percepcionados pelos f...
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Esta investigacao de natureza quantitativa e correlacional tem como objectivo conhecer a relacao ... more Esta investigacao de natureza quantitativa e correlacional tem como objectivo conhecer a relacao do apoio parental com o envolvimento escolar dos filhos e identificar quais os comportamentos especificos dos pais que se relacionam significativamente com o envolvimento dos filhos na escola. A amostra foi constituida por 330 alunos do 10 o ano de escolaridade, de uma Escola Secundaria da area de Lisboa. Os resultados indicam uma relacao positiva entre a percepcao dos alunos do apoio parental e o envolvimento dos alunos na escola. Foram identificados comportamentos parentais que se relacionam com o envolvimento escolar dos alunos .
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REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN, 2017
Resumo O envolvimento dos alunos na escola é importante para o seu desempenho académico e facilit... more Resumo O envolvimento dos alunos na escola é importante para o seu desempenho académico e facilitador de relacionamentos interpessoais positivos, prevenindo comportamentos disruptivos e o abandono escolar. Interessa, portanto perceber que fatores se relacionam com esse envolvimento e qual a importância da família. Esta investigação de natureza quantitativa e correlacional tem como objectivo conhecer a relação do apoio parental com o envolvimento escolar dos filhos e identificar quais os comportamentos específicos dos pais que se relacionam significativamente com o envolvimento dos filhos na escola. A amostra foi constituída por 330 alunos do 10 º ano de escolaridade, de uma Escola Secundária da área de Lisboa. Foram utilizados dois instrumentos: a escala Envolvimento dos Alunos na Escola (EAE-E4D) (dimensão cognitiva, afectiva, comportamental e agenciativa) e escala Student Perception of Parental Suport (composta por 8 itens acerca dos comportamentos dos pais, percepcionados pelos filhos, face às questões escolares). Os resultados indicam uma relação moderada positiva entre os totais das duas escalas, bem como uma relação positiva entre o total da escala de percepção dos alunos do suporte parental e todas as dimensões da escala de envolvimento dos alunos na escola. Foram identificados comportamentos parentais que se relacionam com o envolvimento escolar dos alunos: a confiança nos filhos, o elogio dos progressos escolares e o encorajamento, bem como o envolvimento ativo nas questões escolares como ajudar na execução de um trabalho para a escola e saber o que os filhos precisam para estudar. Tais resultados corroboram estudos revistos e permitem conduzir à elaboração de referências de intervenção psico-educacional junto de alunos e seus pais. Palavras chave: envolvimento dos alunos na escola, apoio parental Abstract Student engagement in school is a crucial factor as it affects their academic performance, enables positive interpersonal relationships, prevents disruptive behavior and reduces school dropout rates. It is thus important to understand which factors are involved in engagement, as well as the family's importance. This quantitative and correlational research aims to establish a link between parental support and students' engagement in school, as well as identify which specific parental behaviors are significantly related to their children's engagement in school. The sample consisted of 330 students in the 10 th year of schooling, from a secondary school in Lisbon area. Two questionnaires were used: the Escala de Envolvimento dos Alunos na Escola (EAE-E4D) (Student Engagement In School Scale-cognitive, affective, behavioral and agency dimensions) and the Student Perception of Parental Support Scale (which consists of eight items on parental behaviors, as perceived by their children, in what regards school matters). The results point to a moderate positive relationship between the total sums of the two questionnaires, as well as a positive relationship between the total sum of the student perception of parental support scale and all the dimensions of the student engagement in school scale. The following parental behaviors that are related to pupils' engagement in school were identified: trust in their children; praise on achievements in school and encouragement; as well as active involvement in school matters, such as helping with homework and being aware of what children need to study. These results corroborate revised studies and will allow for the development of psychoeducational intervention guidelines amongst students and their parents. Introdução Envolvimento dos alunos na escola O envolvimento dos alunos na escola é um conceito multidimensional. Veiga (2013) considera quatro dimensões na sua escala de envolvimento escolar: cognitiva, afetiva, comportamental e agenciativa. A cognitiva tem a ver com o processamento da informação, relacionar matérias, gestão da informação, elaborar planos de trabalho, a afetiva prende-se com a ligação à escola, amizade recebida e praticada, sentido de inclusão e pertença à escola, a comportamental prende-se com comportamentos que visam perturbar intencionalmente as aulas, ser incorreto com os professores, estar distraído nas aulas, faltar às aulas e a agenciativa tem a ver com a iniciativa dos alunos, intervenção nas aulas, diálogo com o professor, questões levantadas e sugestões feitas ao professor. A investigação tem evidenciado a existência de uma relação entre o envolvimento dos alunos na escola e os seus resultados escolares (
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Papers by Cláudia Ribeiro da Silva
to the central nervous system due to vascular injury that can result in loss of
neurological function, lasting brain damage, long-term disability and, in some
cases, death. The literature reports that aerobic physical exercise, as well as dual- task cognitive walking, are used for the cognitive recovery of people with stroke. We aimed to assess whether aerobic physical exercise influences post-stroke cognitive recovery, namely performance on selective and sustained attention. We tested the hypothesis that post-stroke aerobic physical exercise leads to more significant gains than post-stroke dual-task cognitive walking.
Methods: We used a Randomized Clinical Trial, single-blind, parallel group, to
verify the existence of differences between two groups. A total of 34 patients with subacute to chronic stroke were divided into two groups to train three times a week for 12 weeks: the aerobic physical exercise (PE) group engaged in 20 min on a treadmill, 20 min on a stationary bicycle and 5 min on a desk bike pedal exerciser per session; the dual-task (DT) gait exercise group walked for 45 min while simultaneously performing cognitive tasks per session. All participants were assessed on cognitive functioning with the Mini-Mental State Examination (MMSE) and d2 Test of Attention before acute interventions and post-interventions. We have also applied a Visual Analog Scale to monitor the participants’ perceived difficulty, pre-, post-acute, and post-chronic interventions. Participants also responded to a Borg Scale of perceived exertion following the acute and the final session of chronic training.
Results: A mixed model ANOVA revealed a significant interaction effect with a large effect size for most of the cognitive variables under study. The variables associated with the d2 Test of Attention showed significant differences between the groups, mainly from T0 to T2. Also for MMSE, an ANOVA revealed a significant interaction effect with significant improvements from T0 to T2. Our results strongly suggest that aerobic physical exercise is more beneficial than dual-task cognitive-gait exercise since in the PE group, cognitive attention scores increase, and cognitive impairment and perception of exertion decrease, compared to the DT group.
Conclusion: These findings support that PE provides more significant benefits for patients post-stroke when compared to DT.
to the central nervous system due to vascular injury that can result in loss of
neurological function, lasting brain damage, long-term disability and, in some
cases, death. The literature reports that aerobic physical exercise, as well as dual- task cognitive walking, are used for the cognitive recovery of people with stroke. We aimed to assess whether aerobic physical exercise influences post-stroke cognitive recovery, namely performance on selective and sustained attention. We tested the hypothesis that post-stroke aerobic physical exercise leads to more significant gains than post-stroke dual-task cognitive walking.
Methods: We used a Randomized Clinical Trial, single-blind, parallel group, to
verify the existence of differences between two groups. A total of 34 patients with subacute to chronic stroke were divided into two groups to train three times a week for 12 weeks: the aerobic physical exercise (PE) group engaged in 20 min on a treadmill, 20 min on a stationary bicycle and 5 min on a desk bike pedal exerciser per session; the dual-task (DT) gait exercise group walked for 45 min while simultaneously performing cognitive tasks per session. All participants were assessed on cognitive functioning with the Mini-Mental State Examination (MMSE) and d2 Test of Attention before acute interventions and post-interventions. We have also applied a Visual Analog Scale to monitor the participants’ perceived difficulty, pre-, post-acute, and post-chronic interventions. Participants also responded to a Borg Scale of perceived exertion following the acute and the final session of chronic training.
Results: A mixed model ANOVA revealed a significant interaction effect with a large effect size for most of the cognitive variables under study. The variables associated with the d2 Test of Attention showed significant differences between the groups, mainly from T0 to T2. Also for MMSE, an ANOVA revealed a significant interaction effect with significant improvements from T0 to T2. Our results strongly suggest that aerobic physical exercise is more beneficial than dual-task cognitive-gait exercise since in the PE group, cognitive attention scores increase, and cognitive impairment and perception of exertion decrease, compared to the DT group.
Conclusion: These findings support that PE provides more significant benefits for patients post-stroke when compared to DT.