Francisco José Brito Peixoto
AuthID: R-000-5BE
11
TITLE: Cognitive Appraisals, Achievement Emotions, and Students' Math Achievement: A Longitudinal Analysis
AUTHORS: Forsblom, L; Pekrun, R; Loderer, K; Peixoto, F;
PUBLISHED: 2022, SOURCE: JOURNAL OF EDUCATIONAL PSYCHOLOGY, VOLUME: 114, ISSUE: 2
AUTHORS: Forsblom, L; Pekrun, R; Loderer, K; Peixoto, F;
PUBLISHED: 2022, SOURCE: JOURNAL OF EDUCATIONAL PSYCHOLOGY, VOLUME: 114, ISSUE: 2
12
TITLE: Differentiated instruction: 'to be, or not to be, that is the question' Full Text
AUTHORS: Gaitas, Sergio; Careto, C.; Peixoto, F.; Silva, J. Castro;
PUBLISHED: 2022, SOURCE: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
AUTHORS: Gaitas, Sergio; Careto, C.; Peixoto, F.; Silva, J. Castro;
PUBLISHED: 2022, SOURCE: INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
13
TITLE: Why choose the inclusionary path? Social policy in a recent welfare and immigration country: The case of Portugal
AUTHORS: Oliveira, CR; Peixoto, J;
PUBLISHED: 2022, SOURCE: The Exclusion of Immigrants from Welfare Programs: Cross-National Analysis and Contemporary Developments
AUTHORS: Oliveira, CR; Peixoto, J;
PUBLISHED: 2022, SOURCE: The Exclusion of Immigrants from Welfare Programs: Cross-National Analysis and Contemporary Developments
INDEXED IN: 
Scopus
Scopus14
TITLE: Adapting as I Go: An Analysis of the Relationship between Academic Expectations, Self-Efficacy, and Adaptation to Higher Education
AUTHORS: Campos, Mafalda; Peixoto, Francisco; Bartolo Ribeiro, Rui; Almeida, Leandro S.;
PUBLISHED: 2022, SOURCE: EDUCATION SCIENCES, VOLUME: 12, ISSUE: 10
AUTHORS: Campos, Mafalda; Peixoto, Francisco; Bartolo Ribeiro, Rui; Almeida, Leandro S.;
PUBLISHED: 2022, SOURCE: EDUCATION SCIENCES, VOLUME: 12, ISSUE: 10
15
TITLE: Contribution to the Validation of the Expectancy-Value Scale for Primary School Students
AUTHORS: Peixoto, Francisco; Radisic, Jelena; Krstic, Ksenija; Hansen, Kajsa Yang; Laine, Anu; Baucal, Aleksandar; Sormus, Maarja; Mata, Lourdes;
PUBLISHED: 2022, SOURCE: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, VOLUME: 41, ISSUE: 3
AUTHORS: Peixoto, Francisco; Radisic, Jelena; Krstic, Ksenija; Hansen, Kajsa Yang; Laine, Anu; Baucal, Aleksandar; Sormus, Maarja; Mata, Lourdes;
PUBLISHED: 2022, SOURCE: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, VOLUME: 41, ISSUE: 3
16
TITLE: One Step Back or One Step Forward? Effects of Grade Retention and School Retention Composition on Portuguese Students' Psychosocial Outcomes Using PISA 2018 Data Full Text
AUTHORS: Pipa, Joana; Peixoto, Francisco;
PUBLISHED: 2022, SOURCE: SUSTAINABILITY, VOLUME: 14, ISSUE: 24
AUTHORS: Pipa, Joana; Peixoto, Francisco;
PUBLISHED: 2022, SOURCE: SUSTAINABILITY, VOLUME: 14, ISSUE: 24
17
TITLE: Perceived classroom support: Longitudinal effects on students' achievement emotions
AUTHORS: Forsblom, L; Peixoto, F; Mata, L;
PUBLISHED: 2021, SOURCE: LEARNING AND INDIVIDUAL DIFFERENCES, VOLUME: 85
AUTHORS: Forsblom, L; Peixoto, F; Mata, L;
PUBLISHED: 2021, SOURCE: LEARNING AND INDIVIDUAL DIFFERENCES, VOLUME: 85
18
TITLE: Emotional profiles regarding maths among primary school children – A two-year longitudinal study
AUTHORS: Mata, L; Monteiro, V; Peixoto, F; Santos, NN; Sanches, C; Gomes, M;
PUBLISHED: 2021, SOURCE: European Journal of Psychology of Education, VOLUME: 37, ISSUE: 2
AUTHORS: Mata, L; Monteiro, V; Peixoto, F; Santos, NN; Sanches, C; Gomes, M;
PUBLISHED: 2021, SOURCE: European Journal of Psychology of Education, VOLUME: 37, ISSUE: 2
19
TITLE: "To give someone a fish or teach them how to fish?": effects of a self-reflection tool on orthographic performance in Portuguese children Full Text
AUTHORS: Silva, C; Peixoto, F; Salvador, L;
PUBLISHED: 2021, SOURCE: READING AND WRITING, VOLUME: 34, ISSUE: 10
AUTHORS: Silva, C; Peixoto, F; Salvador, L;
PUBLISHED: 2021, SOURCE: READING AND WRITING, VOLUME: 34, ISSUE: 10
20
TITLE: Effectiveness of grade retention: A systematic review and meta-analysis Full Text
AUTHORS: Goos, M; Pipa, J; Peixoto, F;
PUBLISHED: 2021, SOURCE: EDUCATIONAL RESEARCH REVIEW, VOLUME: 34
AUTHORS: Goos, M; Pipa, J; Peixoto, F;
PUBLISHED: 2021, SOURCE: EDUCATIONAL RESEARCH REVIEW, VOLUME: 34
