About: Leandro S Almeida

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An Entity of Type : wikibase:Item, within Data Space : wikidata.demo.openlinksw.com associated with source document(s)

researcher

Attributes	Values
rdf:type	Item
description	forskare (sv) researcher (en) 연구원 (ko) ricercatore (it) 研究者 (ja) wetenschapper (nl) дослідник (uk) эрдэмтэн (mn) वैज्ञानिक (hi) изилдөөчү (ky) 研究者 (zh) հետազոտող (hy)
rdfs:label	Leandro S Almeida (en) Leandro S Almeida (es) Leandro S Almeida (nl) Leandro S Almeida (ast)
skos:prefLabel	Leandro S Almeida (en) Leandro S Almeida (es) Leandro S Almeida (nl) Leandro S Almeida (ast)
name	Leandro S Almeida (en) Leandro S Almeida (es) Leandro S Almeida (nl) Leandro S Almeida (ast)
Scopus author ID	wds:Q56989315-F3D81E45-6DE6-4B6E-8E00-A9BCD0E127A9
Scopus author ID	7102247228
given name	wds:Q56989315-D40C59ED-3762-41E3-A216-E3BBB4ED2164
given name	Leandro
instance of	wds:Q56989315-6FCC434C-736A-4620-85C6-7003EF3CD145
instance of	Homo sapiens
CIÊNCIAVITAE ID	wds:Q56989315-89C12CC5-1A42-4210-BB9B-514BEBC0191D
CIÊNCIAVITAE ID	AD1E-94B0-3055
skos:altLabel	Leandro Almeida (en) Leandro S. Almeida (en)
occupation	wds:Q56989315-1DA84925-CD62-4083-A70E-BFD8BA75D5A3
employer	wds:Q56989315-1156E05F-3242-40BE-A73D-70842E0201AD
sex or gender	wds:Q56989315-4d1c706c-4604-9fb8-5b82-6b9d2179a990
ISNI	wds:Q56989315-FA7BC23A-80D5-4D1F-B819-DB69CB3DE6D5
VIAF ID	wds:Q56989315-1C2F09F5-BC79-4197-8D24-ED422099899D
Library of Congress authority ID	wds:Q56989315-BAA92358-5540-4A6D-9952-8EFCBC2A7A80
IdRef ID	wds:Q56989315-9C4B0A35-865F-4573-8F44-33EBF026F3BE
family name	wds:Q56989315-2BABEB1B-C6B2-4EFB-BC0A-3FDDBB7EA67E
WorldCat Identities ID (superseded)	wds:Q56989315-AC9C313E-B36F-47DC-AAD5-47425D5DFD50
VIAF ID	http://viaf.org/viaf/16163808
Library of Congress authority ID	http://id.loc.gov/authorities/names/n84039849
IdRef ID	http://www.idref.fr/158156943/id
occupation	researcher
employer	University of Minho
sex or gender	male
ISNI	0000000067320990
VIAF ID	16163808
Library of Congress authority ID	n84039849
IdRef ID	158156943
family name	Almeida
WorldCat Identities ID (superseded)	lccn-n84039849
ORCID iD	wds:Q56989315-7F51AA5C-0881-49EA-B190-90B3DEF08DA0
ORCID iD	https://orcid.org/0000-0002-0651-7014
ORCID iD	0000-0002-0651-7014
ResearcherID	wds:Q56989315-6C47DDE6-F1CD-4A86-BE5A-BBBDA12648E0
ResearcherID	B-3040-2011
is about of	https://www.wikidata.org/wiki/Special:EntityData/Q56989315
is author of	The use of the bi-factor model to test the uni-dimensionality of a battery of reasoning tests Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept Fluid intelligence as a predictor of learning: A longitudinal multilevel approach applied to math Torrance Test of Creative Thinking: The question of its construct validity "To be or not to be Retained … That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals, and Grades Corrigendum: "To be or not to be Retained… That's the Question!" Retention, Self-esteem, Self-concept, Achievement Goals and Grades A comparison of parent and professional perceptions of children with autism spectrum disorder in Portugal The role of processes and contents in human memory: An item response theory approach Gender and social class effects on differential reasoning tasks performance with portuguese secondary students The Socioemotional Experiences of Student Teachers During Practicum: A Case of Reality Shock? Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5) Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure The Halpern Critical Thinking Assessment and real-world outcomes: Cross-national applications Past and future academic experiences are related with present scholastic achievement when intelligence is controlled Sex differences on g and non-g intellectual performance reveal potential sources of STEM discrepancies Working memory as separable subsystems: a study with Portuguese primary school children. Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies. Creative and critical thinking: Independent or overlapping components? Gender differences in first-year college students’ academic expectations Intervention effects on communication skills and sensory regulation on children with ASD Achieving scientific excellence: An exploratory study of the role of emotional and motivational factors Teaching Practices for Creativity at University: A Study in Portugal and Brazil Exploring the long-term associations between adolescents’ music training and academic achievement Evaluación Multidimensional de la Superdotación: Criterios de validez de la Batería de Inteligencia y Creatividad para predecirlos talentos artísticos y académicos Propiedades psicométricas del Cuestionario de Percepciones Académicas para la evaluación de las expectativas de los estudiantes de primer año en Enseñanza Superior The relationship between intelligence and academic achievement throughout middle school: The role of students' prior academic performance Be(com)ing an excellent student: a qualitative study with engineering undergraduates Contribución de los procesos y contenidos a la diferenciación cognitiva en la infancia: un estudio con escolares portugueses Science learning in virtual environments: a descriptive study Test Use in Spain, Portugal and Latin American Countries The Differentiation and Promotion of Students’ Rights in Portugal Predictors of students' adjustment during transition to university in Spain. Assessment of Undergraduates' Real-World Outcomes of Critical Thinking in Everyday Situations Intelligence of adolescents is related to their parents’ educational level but not to family income All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology A Study of the Ethical Dilemmas Experienced by School Psychologists in Portugal Cognitive processes and math performance: a study with children at third grade of basic education Assessment of self-regulated attitudes and behaviors of introductory programming students

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