Integrated member

Biographical Note

Joana Pipa, PhD in Educational Psychology by Ispa-Instituto Universitário. She is a researcher at the Center for Research in Education (CIE-ISPA), and Lecturer at Ispa-Instituto Universitário, where she teaches Educational Psychology, and Research Methods in Education courses. She has been involved in several research projects funded by international and national entities, involving topics such as affective components of learning, teacher resilience, and student social participation. Her research areas of interest include grade retention and students’ affective components of learning. Her PhD was about the effects of grade retention on middle school students’ self-concept, motivation, and engagement. She is a member of the Erasmus+ funded project “AlteR – Alternatives for Retention” and member of the E-CER consortium “Navigating Educational Landscapes: Predictors and Effects of Grade Retention”.

Research Interests

Grade retention, including its predictors, effects, and alternative educational practices
Affective components of learning, particularly motivation for learning, students’ identification with the school, and students’ well-being
Students’ self-concept and self-esteem
Inclusion and equity in education

Relevant Publications

Freire, S., Pipa, J., Aguiar, C., Vaz da Silva, F. and Moreira, S. (2020), Student– teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46, 480-499. https://doi.org/10.1002/berj.3588

Goos, M., Pipa, J., & Peixoto, F. (2021). Effectiveness of grade retention: A systematic review and meta- analysis. Educational Research Review, 34. 100401. https://doi.org/10.1016/j.edurev.2021.100401

Pipa, J., Daniel, J. R., & Peixoto, F. (2024). Effects of grade retention in lower secondary education on students’ self-concept, self-esteem, goal orientations, and school career. Psychology in the Schools, 61, 1897-1921. https://doi.org/10.1002/pits.23145

Pipa, J., & Peixoto, F. (2022). One step back or one step forward? Effects of grade retention and school retention composition on Portuguese students’ psychosocial outcomes using PISA 2018 data. Sustainability, 14, 16573. https://doi.org/10.3390/ su142416573

Pipa, J., Peixoto, F., Mata, L., Monteiro, V., & Sanches (2016). The Goal Orientations Scale (GOS): Validation for Portuguese students. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2016.1216835

Current PhD students

External collaborations

Cecília Aguiar, ISCTE-IUL
Sofia Freire, Instituto de Educação da Universidade de Lisboa
Mieke Goos, UCLL & KULeuven