<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000200247</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.45623</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Otimismo académico: confirmação de um construto na realidade portuguesa]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic optimism: empirical assessment of the construct in a Portuguese sample]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Paula C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paixão]]></surname>
<given-names><![CDATA[Rui]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Coimbra Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>60</numero>
<fpage>247</fpage>
<lpage>259</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000200247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000200247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000200247&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo V&#225;rios estudos nos Estados Unidos e em Taiwan t&#234;m confirmado a exist&#234;ncia de uma propriedade coletiva das escolas designada como otimismo acad&#233;mico, constitu&#237;da pela intera&#231;&#227;o din&#226;mica de tr&#234;s outras dimens&#245;es (efic&#225;cia col&#233;tica, confian&#231;a nos pais e alunos e &#234;nfase acad&#233;mica). O objetivo deste trabalho &#233; verificar se, em escolas de um contexto cultural diferente, o otimismo acad&#233;mico pode tamb&#233;m ser considerado como um construto &#250;nico, que se manifesta atrav&#233;s da perce&#231;&#227;o da efic&#225;cia coletiva dos docentes, da confian&#231;a do seu corpo docente nos estudantes e nos pais e da &#234;nfase acad&#233;mica. A amostra deste estudo &#233; constitu&#237;da por 382 professores de 35 escolas portuguesas. Os &#237;ndices fornecidos pela an&#225;lise fatorial confirmat&#243;ria (X2 = 100.9 gl = 5; GFI =.958; CFI=.964; RMSEA=.051) suportam a adequa&#231;&#227;o do modelo aos dados e permitem concluir que, tamb&#233;m no contexto europeu, o otimismo acad&#233;mico pode ser visto como uma propriedade coletiva das escolas subjacente a tr&#234;s outras propriedades: efic&#225;cia coletiva, confian&#231;a nos pais e alunos e &#234;nfase acad&#233;mica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Recent research in the United States and Taiwan has confirmed the existence of a school-level characteristic named academic optimism that includes cognitive, affective and behavioral facets of collective efficacy, faculty trust, and academic emphasis. The aim of this study is to examine this construct and test if, in a different cultural context, academic optimism can also be considered a school characteristic which emerges from the perception of the teachers' collective efficacy on the confidence of their educational body in the students and in the parents as well as of academic emphasis. The sample includes 382 teachers from 35 Portuguese schools. The indices provided by confirmatory factor analysis (X2 = 100.9 df = 5; GFI = .958, CFI = .964; RMSEA = .051) support the data model adequacy and allow us to conclude that, as in the USA and Taiwan, academic optimism in a European context, can be understood as a collective school propriety resulting from a dynamic interaction between collective efficacy, faculty trust, and academic emphasis. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[otimismo académico]]></kwd>
<kwd lng="pt"><![CDATA[escolas]]></kwd>
<kwd lng="pt"><![CDATA[confiança]]></kwd>
<kwd lng="pt"><![CDATA[ênfase académica]]></kwd>
<kwd lng="pt"><![CDATA[eficácia coletiva]]></kwd>
<kwd lng="en"><![CDATA[academic optimism]]></kwd>
<kwd lng="en"><![CDATA[schools]]></kwd>
<kwd lng="en"><![CDATA[trust]]></kwd>
<kwd lng="en"><![CDATA[academic emphasis]]></kwd>
<kwd lng="en"><![CDATA[collective efficacy]]></kwd>
</kwd-group>
</article-meta>
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