This work was supported by the Portuguese Foundation for Science and Technology (FCT) and the European Social Fund Human Capital Operational Programme from the Portugal 2020 programme under the Doctoral Programme in Education of the University of Porto (PhD fellowship grant no. PD/BD/105703/2014) and the Portuguese Government, through the FCT, under the strategic funding awarded to the Centre for Research and Intervention in Education (grant no. UID/ CED/00167/2013).
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