Joana Cadima

Joana Cadima, Dr.

Dr. Joana Cadima is a researcher at the Center of Psychology of the University of Porto. Joana holds Ph.D in Psychology and her research interests include teacher-child interactions and social relationships as contexts for child development in early childhood, child adjustment to school transitions, sociocultural risk and the use of observational methods. She has participated in several research projects on early childhood education, focusing on preschool and primary school quality. She has conducted research involving children from socially disadvantaged communities. Recently, she was awarded with a research grant from the Portuguese Foundation for Science and Technology to study variations in activity setting and peer interactions, and effects of process quality across four European countries aiming at answering the overarching question “How and under what conditions does quality in early education and care matter?”.

WORK PACKAGES: 3 (co-leader), 4, 5

University of Porto,


Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2015). Classroom interactions, dyadic teacher–child relationships, and self-regulation. Journal of Abnormal Child Psychology.

Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-Regulation, teacher–Child relationships and classroom climate. Early Childhood Research Quarterly.

Cadima, J., Gamelas, A. M., McClelland, M., & Peixoto, C. (2015). Associations between early family risk, children's behavioral regulation, and academic achievement in Portugal. Early Education & Development.

Cadima, J., Doumen, S., Verschueren, K., & Leal, T. (2013). Examining teacher–child relationship quality across two countries. Educational Psychology: An International Journal of Experimental Educational Psychology.

Cadima, J. McWilliam, R. A., & Leal, T. (2010). Environmental risk factors and children's literacy skills during the transition to elementary school. International Journal of Behavioral Development, 34, 24-33.