<?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>0870-8231</journal-id>
<journal-title><![CDATA[Análise Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Aná. Psicológica]]></abbrev-journal-title>
<issn>0870-8231</issn>
<publisher>
<publisher-name><![CDATA[ISPA-Instituto Universitário]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0870-82312024000100093</article-id>
<article-id pub-id-type="doi">10.14417/ap.2106</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Respect and sympathy in Portuguese preschoolers and middle-school children]]></article-title>
<article-title xml:lang="pt"><![CDATA[Respeito e simpatia em crianças portuguesas do pré-escolar e do 1º ciclo do ensino básico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Mariana Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Evlyne Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Eva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Marília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malti]]></surname>
<given-names><![CDATA[Tina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veríssimo]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ispa - Instituto Universitário William James Center of Research ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Toronto Laboratory for Social-Emotional Development and Intervention ]]></institution>
<addr-line><![CDATA[Toronto ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Leipzig University  ]]></institution>
<addr-line><![CDATA[Leipzig ]]></addr-line>
<country>Germany</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>42</volume>
<numero>1</numero>
<fpage>93</fpage>
<lpage>105</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0870-82312024000100093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0870-82312024000100093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0870-82312024000100093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Recent research has revealed theorical and empirical links between respect and socioemotional outcomes such as moral emotions and prosociality, as well as negative associations with aggression. The ability to sympathize, feel concern, and be aware of other&#8217;s states has also been hypothesized to influence how children conceptualize respect and evaluate behaviors as worthy of respect. The development of respect derives from the ability to recognize others as individuals with unique needs, feelings, and desires. Similarly, like respect, sympathy has also been associated with more altruistic and kinder interactions. The present study aims to explore the link between these two socioemotional constructs - respect and sympathy - while considering possible cultural nuances. Fifty-three children answered the Respect Interview which delved into their conceptualizations, evaluations, and reasonings behind respect (the concept, expressions, and examples of feeling respect from others), and the Sympathy Scale. Parents also reported on their children&#8217;s sympathy and sociodemographic data. A positive effect between sympathy and respect was only partially confirmed. Sympathy revealed a positive effect on prosocial conceptualizations of respect (&#967;2=3.85, p&lt;.05&#894; b=.90). In contrast, children who used authority themes to define expressions of respect, were less sympathetic [t(51)=-1.86, p&lt;.05]. Sociodemographic differences were considered and discussed when analysing both variables. Our results are in line with previous literature and contribute to knowledge in this field by replicating the study in a different culture and age range.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Investigações recentes têm revelado ligações teóricas e empíricas entre o respeito e aspetos socio-emocionais, tais como as emoções morais, a pró-socialidade, bem como, associações negativas com a agressão. A capacidade de simpatizar, de sentir preocupação e de estar consciente das circunstâncias e dos estados do outro, também tem sido considerada um potencial influenciador na forma como as crianças conceptualizam o respeito e avaliam os comportamentos enquanto dignos de respeito. O desenvolvimento do respeito deriva da capacidade de reconhecer o outro como indivíduo com necessidades, sentimentos e desejos únicos. Do mesmo modo, tal como o respeito, a simpatia também tem sido associada a interações mais altruístas e mais amáveis. O presente estudo tem como objetivo explorar a ligação entre estes dois construtos socio-emocionais - respeito e simpatia - tendo em conta possíveis nuances culturais. Cinquenta e três crianças responderam à Entrevista sobre o Respeito, que se debruçava sobre as suas conceptualizações, avaliações e raciocínios subjacentes ao respeito (o conceito, as expressões e os exemplos de sentimentos de respeito por parte dos outros), e à Escala de Simpatia. Os pais também reportaram sobre a simpatia e os dados sociodemográficos dos seus filhos. O efeito positivo entre a simpatia e o respeito só foi parcialmente confirmado. A simpatia revelou um efeito positivo nas conceptualizações pró-sociais do respeito (&#967;2=3.85, p&lt;.05&#894; b=.90). Em contrapartida, as crianças que utilizaram temas de autoridade para definir expressões de respeito foram menos simpáticas [t(51)=-1.86, p&lt;.05]. As diferenças sociodemográficas foram consideradas e discutidas aquando da análise de ambas as variáveis. Os nossos resultados estão de acordo com a literatura anterior e contribuem para o conhecimento neste domínio ao replicar o estudo numa cultura e numa faixa etária diferentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Respect]]></kwd>
<kwd lng="en"><![CDATA[Sympathy]]></kwd>
<kwd lng="en"><![CDATA[Moral emotions]]></kwd>
<kwd lng="en"><![CDATA[Socio-emotional development.]]></kwd>
<kwd lng="pt"><![CDATA[Respeito]]></kwd>
<kwd lng="pt"><![CDATA[Simpatia]]></kwd>
<kwd lng="pt"><![CDATA[Emoções morais]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento socio-emocional.]]></kwd>
</kwd-group>
</article-meta>
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