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