Ana Veiga Simão

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Professora Catedrática. Faculdade de Psicologia

Portugal

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About

Ana Veiga Simão is a Professora Catedrática at Faculdade de Psicologia, Universidade de Lisboa, Portugal. Her research areas include cyberbullying, teacher social-emotional learning, and emotional regulation strategies among adolescents and educators. Recent articles explore the impacts of long-term cyberbullying victimisation, the role of teaching styles on student self-efficacy, and the adaptation of teachers during remote learning challenges presented by COVID-19.

Recent Grants

Grant: Close

Te@ch4SocialGood: promoting prosociality in schools to prevent cyberbullying

Open Date: 2021-03-01

Close Date: 2024-02-01

Grant: Close

Cyberbullying: The regulation of behavior through language

Open Date: 2016-01-01

Close Date: 2018-12-31

Grant: Close

Cyberbullying: The regulation of behavior through language

Open Date: 2016-01-01

Close Date: 2018-12-01

Grant: Close

Dos significados à autorregulação: Perspetivas de estudantes com trajetórias académicas de insucesso

Open Date: 2015-02-01

Close Date: 2018-02-01

Grant: Close

Projecto Autorregulação da escrita: concepções e práticas de professores do 5º ano ao 9º ano das escolas do Brasil e Portugal

Open Date: 2014-05-01

Close Date: 2015-06-01

Articles (21)

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2022

Collaborators (9)

Alexandra Barros

Prof

University of Lisbon, Faculty of Psychology

PORTUGAL

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Daniel Falla

Universidad de Córdoba

SPAIN

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Paula Ferreira

Course Designer - Development and implementation of a training course in English for psychology students and professionals (and other areas of social sciences).

University of Lisbon

PORTUGAL

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Maria José D. Martins

Professora Coordenadora

Instituto Politécnico de Leiria

PORTUGAL

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Sofia Francisco

Universidade Lusófona

PORTUGAL

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Eva M. Romera

SPAIN

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Maria Assuncao Flores

University of Minho

PORTUGAL

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Paulo Flores

University of Minho

PORTUGAL

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Jose A. Casas

Profesor

Universidad de Córdoba Facultad de Ciencias de la Educación

SPAIN

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Ana Veiga Simão

Research Interests

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About

Recent Grants

Articles (21)

Cyberbullying Experiences: Whether and How Do the Need for Popularity and Emotional Intelligence Dimensions Affect Them?

Adolescents Suffering from Long-term Cyberbullying Victimisation: Peer Pressure and Anger Dysregulation as Risk Factors

Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers

Teachers’ awareness and emotional response to cyberbullying: Exploring emotional regulation strategies in the classroom

Online learning, perceived difficulty and the role of feedback in COVID-19 times

The role of professional calling and student cyberbullying on teachers’ presenteeism and productivity loss

A comparative analysis of adolescents' emotions and emotion regulation strategies when witnessing different cyberbullying scenarios

Moral disengagement and empathy in cyberbullying: how they are related in reflection activities about a serious game

How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades

Remote teaching in times of COVID-19: teachers’ adaptation and pupil level of participation

The effect of cyberbullying perpetration on empathy and moral disengagement: Testing a mediation model in a three-wave longitudinal study.

Contributions, limitations, and challenges of self-regulated learning in the educational context

To deceive, lie and omit: developmental, contextual and educational factors (Engañar, mentir y omitir: factores evolutivos, contextuales y educativos)

Development of the Social and Emotional Competence Assessment Battery for Adults

Behind the scenes of cyberbullying: personal and normative beliefs across profiles and moral disengagement mechanisms

A (re)interpretação e a implementação das políticas educativas de cidadania pelos professores

How beliefs and unpleasant emotions direct cyberbullying intentions

Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples

Dynamic assessment of self-regulated learning in preschool

Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors

PERCEIVING LEARNING REGULATION WITH MOODLE: IMPLICATIONS FOR GUIDANCE,PERCIBIR LA REGULACIÓN DEL APRENDIZAJE CON MOODLE: IMPLICACIONES PARA LA ORIENTACIÓN Y TUTORIA

Collaborators (9)

Alexandra Barros

Daniel Falla

Paula Ferreira

Maria José D. Martins

Sofia Francisco

Eva M. Romera

Maria Assuncao Flores

Paulo Flores

Jose A. Casas

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