Esta linha de investigação tem como objetivo aprofundar o conhecimento ao nível do fenómeno do envolvimento aplicado a diferentes contextos e ao longo do ciclo vital. Este grupo tem desenvolvido estudos ao nível da compreensão da dimensionalidade e do construto de envolvimento (de que são exemplo, os estudos de avaliação das características psicométricas de instrumentos de avaliação). Por outro lado, este grupo tem desenvolvido estudos ao nível da descrição das variáveis associadas ao envolvimento em diferentes contextos (de que o envolvimento com a escola e o envolvimento com a sustentabilidade global são exemplos).

1. Envolvimento dos estudantes com a escola

2. Envolvimento com a sustentabilidade global

3. Envolvimento e perfis afetivos

4. Envolvimento e personalidade

5. Envolvimento, saúde e bem-estar

Moreira, P. A. S., Inman. R. A., Loureiro, A., Pedras, S., Faria, S., Araujo, M., Rocha, R. & Araújo, D. (in press). Nature Relatedness is a unidimensional construct: Evidence from the Nature Relatedness scale (NR-6). PsyEcology.

Moreira, P. A. S., Bilimória, H., & Lopes, S. (2022). Engagement with school in Gypsy students attending school in Portugal. Intercultural Education. Advance online publication. http://doi.org/10.1080/14675986.2021.2018208

Moreira, P. A. S., Inman, R. A., Hanel, P. H. P., Faria, S., Araújo, M., Pedras, S., & Cunha, D. (2022). Engagement and Disengagement with Sustainable Development: Further conceptualization and evidence of validity for the Engagement/ Disengagement in Sustainable Development Inventory (EDiSDI). Journal of Environmental Psychology, 79, 101729. https://doi.org/10.1016/j.jenvp.2021.101729

Gandra, D., & Cruz, J. (2021). Engagement with school and retention. International Journal of School and Educational Psychology, 9, 225-235. https://doi.org/10.1080/21683603.2020.1837697

Inman, R. A., & Moreira, P. A. S. (2021, Jun. 30). Está envolvido(a) com o desenvolvimento sustentável? Avaliar o envolvimento das pessoas é fundamental para informar a promoção do desenvolvimento sustentável [Conference session]. Encontro Ciência '21, Lisbon, Portugal.

Inman, R. A., Moreira, P. A. S., Faria, S., Araújo, M., Cunha, D., Pedras, S., & Correia Lopes, J. (2021). Application of the Transtheoretical Model to climate change prevention: Validation of the Climate Change Stages of Change Questionnaire in middle school students and their schoolteachers. Environmental Education Research. Advance online publication. https://doi.org/10.1080/13504622.2021.1998382

Moreira, P. A. S. (2021). The Youth Engagement with Global Sustainability Inventory (YEGSI): Development and validity-based studies (Inventario de Compromiso Juvenil con la Sostenibilidad: estudios de desarrollo y validez). PsyEcology, 12(2), 228-253. https://doi.org/10.1080/21711976.2021.1891759

Moreira, P. A. S., Inman, R. A., Cloninger, K., & Cloninger, C. R. (2021). Student engagement with school and personality: a biopsychosocial and person-centred approach. British Journal of Educational Psychology, 91(2), 691-713. http://doi.org/10.1111/bjep.12388

Moreira. P. A. S., Inman, R. A., Rosa, I., Cloninger, K. Duarte, A., & Cloninger, C. R. (2021). The psychobiological model of personality and its association with student approaches to learning: Integrating temperament and character. Scandinavian Journal of Educational Research, 65(4), 693-709. https://doi.org/10.1080/00313831.2020.1739137

Moreira, P. A. S., Loureiro, A., Inman, R. A., & Olivos-Jara, P. (2021). Assessing the unidimensionality of Clayton’s Environmental Identity Scale using Confirmatory Factor Analysis (CFA) and bifactor Exploratory Structural Equation Modeling (bifactor-ESEM). Collabra: Psychology, 7(1). https://doi.org/10.1525/collabra.28103

Moreira, P. A. S., Pedras, S., Faria, S., Correia Lopes, J. & Inman, R. A. (2021, Jan 27-29). Changes in Engagement with Sustainability in adolescents before and after the Covid-19 [Conference session]. 5th International Conference on Childhood and Adolescence.

Inman, R. A., Moreira, P. A. S., Cunha, D., & Castro, J. (2020). Assessing the dimensionality of Student School Engagement Survey: Support for a multidimensional bifactor model. Revista de Psicodidáctica (English ed.), 25(2), 109-118. https://doi.org/10.1016/j.psicoe.2020.03.001

Inman, R. A., Moreira, P. A. S., Cunha, D., & Castro, J. (2020). Evaluación de la dimensionalidad del Student School Engagement Survey: apoyo para un modelo multidimensional bifactor. Revista de Psicodidáctica, 25(2), 109-118. https://doi.org/10.1016/j.psicod.2020.02.001

Moreira, P. A. S., Cunha, D., & Inman, R. A. (2020). An integration of multiple student engagement dimensions into a single measure and validity-based studies. Journal of Psychoeducational Assessment, 38(5), 564-580. https://doi.org/10.1177/0734282919870973

Moreira, P. A. S., Faria, V., Cunha, D., Inman, R. A., & Rocha, M. (2020). Applying the transtheoretical model to adolescent academic performance using a person-centered approach: a latent cluster analysis. Learning and Individual Differences, 78, 101818. https://doi.org/10.1016/j.lindif.2019.101818

Moreira, P. A. S., & Lee, V. E. (2020). School social organization influences adolescents' cognitive engagement with school: The role of school support for learning and of autonomy support. Learning and Individual Differences, 80, 101885. https://doi.org/10.1016/j.lindif.2020.101885

Moreira, P. A. S., Moreira, F., Cunha, D., & Inman, R. A. (2020). The Academic Performance Stages of Change Inventory (APSCI): An application of the Transtheoretical Model to academic performance. International Journal of School and Educational Psychology, 8(3), 199-212. https://doi.org/10.1080/21683603.2018.1530158

Moreira, P. A. S., Ramalho, S., & Inman, R. A. (2020). The Engagement / Disengagement in Sustainable Development Inventory (EDISDI): Psychometric properties and validity-based studies. European Journal of Psychological Assessment, 37(5), 344–356. http://doi.org/10.1027/1015-5759/a00061

Moreira, P. A. S., Cunha, D., & Inman, R. A. (2019). Achievement Emotions Questionnaire-Mathematics (AEQ-M) in adolescents: Factorial structure, measurement invariance and convergent validity with personality. European Journal of Developmental Psychology, 16(6), 750-762. https://doi.org/10.1080/17405629.2018.1548349

Moreira, P. A. S., Cunha, D., Inman, R. A., & Oliveira, J. (2019). Integrating healthy personality development and educational practices: The case of student engagement with school. In D. Garcia, T. Archer, & R. M. Kostrzewa (Eds.), Personality and Brain Disorders: Associations and Interventions. Contemporary Clinical Neuroscience Series Title. Switzerland: Springer International Publishing.

Moreira, P. A. S., & Dias, A. (2019). Tests of factorial structure and measurement invariance for the Student Engagement Instrument. International Journal of School and Educational Psychology, 7(3), 174-186. https://doi.org/10.1080/21683603.2017.1414004

Moreira, P. A. S., Inman, R. A., Cunha, D., & Cardoso, N. (2019). Functions of identity in the context of being a student: Development and validation of the Functions of Student Identity Scale. Identity: An International Journal of Theory and Research, 19(1) 29-43. https://doi.org/10.1080/15283488.2019.1566069

Moreira, P. A. S., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students’ engagement with school: academic performance moderates the effect of school support for learning on students’ engagement. Learning and Individual Differences, 67, 67-77. https://doi.org/10.1016/j.lindif.2018.07.007

Virtanen, T. E., Moreira, P. A. S., Ulvseth, H., Andersson, H., Tetler, S., & Kuorelahti, M. (2018). Analyzing Measurement Invariance of the Students’ Engagement Instrument Brief Version: The Cases of Denmark, Finland, and Portugal. Canadian Journal of School Psychology, 33(4), 297–313. https://doi.org/10.1177/0829573517699333