Vera Monteiro

Associate Professor

Biographical Note

Obtained her degree and Master in Educational Psychology at ISPA and her PhD in the same area at the University of Lisbon. She is a member of ISPA’s Faculty since 1991. Throughout the years she has taught different subjects in the curriculum of the Integrated Master in Psychology, namely Educational Psychology, Development and Education, Evaluation and learning and Thesis Seminar. Beyond teaching she is an investigator in the Research Unit on Cognitive, Developmental and Educational Psychology I & D Unit (UIPCDE) at ISPA. Her investigations have centered in the areas of Social interactions, Motivation for learning and Pedagogical Evaluation. At this moment the team she is working with, tries to analyze the relations between motivation and learning and the contexts of learning. In particular she studies the motivation for Portuguese language and Mathematics and its relation to classroom environment, teacher motivation, school evaluation, performance and age amongst other aspects. In the field of Social interactions she is investigating particularly tutoring and the benefits (cognitive, motivational and emotional) derived from it by the subjects participating in it. Some of her projects have been subsidized by FCT within the scope of ISPA’s Research Unit on Cognitive, Developmental and Educational Psychology I & D Unit (UIPCDE). She was elected for the Executive Committee of EARLI (European Association for Research on Learning and Instruction) in August of 2009. She is presently the President of ISPA’s Pedagogical Council.

Research Interests

My research interests are Assessment and Feedback and their relation with learning. I investigate how assessment and feedback processes can optimize learning. These may be through affective processes, such as motivation, engagement, self-perception competence or/and through a number of different cognitive processes. That´s why I am also interested in students Motivation to learn, particularly in the domain of self-determination theory. I study some topics and processes of student’s motivation and I test their application to the contexts of learning, especially to the context of assessment in classroom.

Relevant Publications

  • Monteiro, V., Mata, L., Santos, N., Sanches, C., & Gomes, M. (2019). Classroom Talk: The Ubiquity of Feedback. Frontiers in Education, 4, 140. doi:10.3389/feduc.2019.00140
  • Santos, N. N., Monteiro, V., & Mata, L. (2021). The impact of grade retention on students’ intentions to enroll in higher education. European Journal of Education.
  • Mata, L., Monteiro, V., Peixoto, F., Santos, N. N., Sanches, C., & Gomes, M. (2021). Emotional profiles regarding maths among primary school children – A two year longitudinal study. European Journal of Psychology of Education, 527.
  • Monteiro, V., Mata, L., Santos, N. N. (2021). Assessment conceptions and practices: Perspectives of primary school teachers and students. Frontiers in Education. 6:631185.
  • Peixoto, F., Monteiro, V., Mata, L., Sanches, C., Pipa, J., & Almeida, L. S. (2016). “To be or not to be retained … That’s the question!” Retention, self-esteem, self-concept, achievement goals, and grades. Frontiers in Psychology, 71550. doi: 10.3389/fpsyg.2016.01550

Current PhD students

Natalie Nobrega Santos
School Retention in Primary School: Aspects involved in decision making

External collaborations


Maria Edite Oliveira

Ana Rita Reboredo