Francisco Peixoto

Associate Professor

Biographical Note

Francisco Peixoto, PhD in Educational Psychology from University of Minho is Associate Professor at ISPA, where taught courses related to Educational Psychology, Learning, Motivation and Research Methodology to undergraduates, master and PhD students. He was involved in several research programs funded by national and European funding agencies. The research topics addressed by some of these projects relates to the affective components of learning, namely academic emotions, self-esteem and motivation as well as to teacher professional identity, motivation and resilience. He is the coordinator of the Center for Educational Research at ISPA and was Associate Editor of the European Journal of Educational Psychology. Francisco Peixoto is author of several papers published at national and international journals, and book chapters.

Research Interests

  • Affective components in the learning process namely those related to motivation and emotions;
  • Self-concept and self-esteem development, during adolescence and its relation with school context;
  • Socio-psychological processes in learning and development;
  • Relational dynamics (family and peers) and relationships with academic adjustment;
  • Teacher professional identity and motivation;
  • Teacher resilience and well-being

Relevant Publications

  • Forsblom, L., Pekrun, R., Loderer, K., & Peixoto, F. (2022). Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis. Journal of Educational Psychology, 114(2), 346–367.
  • Forsblom, L., Peixoto, F., & Mata, L. (2021). Perceived classroom support: Longitudinal effects on students’ achievement emotions. Learning & Individual Differences, 85, N.PAG.
  • Goos, M., Pipa, J., Peixoto, F. (2021). Effectiveness of grade retention: A systematic review and meta-analysis. Educational Research Review, 34, 100401.
  • Peixoto, F., Silva, J. C., Pipa, J., Wosnitza, M., & Mansfield, C. (2020). The Multidimensional Teachers’ Resilience Scale (MTRS): Validation for Portuguese teachers. Journal of Psychoeducational Assessment, 8(3) 402-408. doi: 10.1177/0734282919836853
  • Fernandes, L., Peixoto, F., Gouveia, M. J., Silva, J. C., & Wosnitza, M. (2019). Fostering teachers’ resilience and well-being through professional learning: Effects from a training programme. Australian Educational Researcher, 46(4), 681–698.

Current PhD students

Joana Pipa
Grade retention and the affective components in learning: A comparative study on repeaters and non-repeaters’ self-concept, self-esteem, goal orientations, school engagement and peer relationships

Mafalda Leal Campos
Ethnic Identity: Characterization, its effects on academic adjustment and the mediating role of socio-affective components of learning in ethnic minority students

Pedro Tiago Dantas Machado da Cunha
“Nothing more than feelings”? Socio-emotional development in children and youth

Pedro Miguel Leite Silva
Motivational Orientations in Vocational Education

Ana Rita Fernandes (co-supervision)
Emotional competences in early childhood education settings – Conceptions and practices of professionals

Sónia Cabral (co-supervision)
Initial teachers training for parental involvement in Portugal: curriculum structure and representations of coordinators, teachers, and students

External collaborations

  • Aleksandar Baucal (University of Belgrade)
  • Caroline Mansfield (Murdoch University, Australia)
    Eleftheria Gonida (Aristotle University of Thessaloniki, Greece)
  • Gloria Gratacós Casacuberta (Villanueva University, Spain)
  • Jelena Radisic (University of Oslo)
  • Leandro Almeida (University of Minho)
  • Markku Niemivirta (University of Eastern Finland)
  • Paula Villalobos Vergara (Metropolitan University of Educational Sciences, Chile)
  • Reinhard Pekrun (Ludwig-Maximilians-University Munich, Germany)
  • Susan Beltman (Curtin University, Australia)


  • Luísa Fernandes (PhD finished in 2022)
  • Rita Martins Silva (PhD finished in 2021)
  • Edite Mendes (PhD finished in 2020)
  • Susana Pestana (PhD finished in 2019)
  • Teresa Almeida Rocha (PhD finished in 2019)
  • Luís Folgado Ferreira (PhD finished in 2017)
  • Manuel Granjo (PhD finished in 2015)
  • Cristina Campos (PhD finished in 2007)