Sara Cruz

Professora Auxiliar

Universidade do Porto Faculdade de Psicologia e de Ciências da Educação

Portugal

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Professor Sara Cruz is an Assistant Professor at Universidade Lusíada Porto Instituto de Psicologia e Ciências da Educação, Portugal. Her research focuses on various aspects of psychology, including the relationships between stress, emotion regulation, and executive function, as well as the behavioral and diagnostic challenges associated with ADHD and autism. Recent articles highlight her work on emotional well-being in adolescents, the clinical value of linguistic learning ability, and the impact of bullying in social contexts.

Sara Cruz

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Articles (23)

A structural equation model of emotion knowledge and verbal intelligence in peer acceptance in a sample of Portuguese preschoolers

Does a Social and Emotional Learning Program Have the Same Effect for all Students Regardless of Their Bullying Roles?

Testing the effect of perceived stress and emotion regulation in the relationship between age and executive function

Sensory processing, executive function, and behavior in children with ADHD

The interplay between emotional well-being, self-compassion, and basic psychological needs in adolescents

Population-based detection of children ASD/ADHD comorbidity from atypical sensory processing

Exploring the clinical diagnostic value of linguistic learning ability in patients with disorders of consciousness using electrooculography

Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents: A reciprocal association model

White matter network underlying semantic processing: Evidence from stroke patients

Is There a Bias Towards Males in the Diagnosis of Autism? A Systematic Review and Meta-Analysis

The Relationship Between Temperament Characteristics and Emotion Regulation Abilities in Institutionalized and Noninstitutionalized Children

The Relationship Between Temperament Characteristics and Emotion Regulation Abilities in Institutionalized and Noninstitutionalized Children

Academic Performance in Institutionalized and Noninstitutionalized Children: The Role of Cognitive Ability and Negative Lability

Cognitive flexibility and academic performance of children in care and children from a community sample: the contrasting mediator effect of task persistence

The association of social skills and behaviour problems with bullying engagement in Portuguese adolescents: From aggression to victimization behaviors

Abstracts from the COST Action Riseup-PPD Second International Conference

Trajectories of social withdrawal and social anxiety and their relationship with self-esteem before, during, and after the school lockdowns

Trajectories of social withdrawal and social anxiety and their relationship with self-esteem before, during, and after the school lockdowns

Rates of depressive and anxiety symptoms in the perinatal period during the COVID-19 pandemic: Comparisons between countries and with pre-pandemic data

How Executive Functions Correlate with Intelligence in Children and Adolescents in Autism Spectrum Disorders

Cognitive Subjective Well-Being during the Second Lockdown in Portugal: The Predictive Role of Sociodemographic and Psychopathological Dimensions

Processing speed mediates the association between physical activity and executive functioning in elderly adults

Portuguese adolescents' cognitive well‐being and basic psychological needs during the COVID‐19 outbreak: A longitudinal study

Collaborators (9)

Claire Anna Wilson

Diana Alves

Vitor Alexandre Coelho

Mariana Sousa

Ana Meireles

Orlanda Cruz

Manuela Peixoto

Andri Christoforou

Manuel Fernández Delgado

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