A study of the relationship between regulatory systems, assessment e locomotion, and online learning groups

The present paper examines the relationship between assessment, locomotion and attitudes and learning outcomes in a Computer-supported collaborative learning (CSCL) framework. Results showed that regulatory mode predicted exam marks, numbers of tasks completed, messages sent and attitudes towards the course and the ingroup. The theoretical implications and some reflections about CSCL and Regulatory-mode Theory (RMT) are presented

State responsiveness, collective efficacy and threatperception: Catalyst and complacency effects inopposition to crime across eight countries

Collective action can be a crucial tool for enabling individu-als to combat crime in their communities. In this research,we investigated individuals' intentions to mobilize againstorganized crime, a particularly impactful form of crime char-acterized by its exercises of power over territories and com-munities. We focused on individuals' views and perceptionsof state authorities, examining how these views may be linkedto intentions for collective mobilization. Using a large data-set with participants from eight countries (NTotal = 2088),we tested two distinct and opposing indirect paths throughwhich perceived state responsiveness may be associated withcollective mobilization intentions against organized crime,namely increased collective community efficacy (a CatalystIndirect Effect) and diminished perceived threat from crimi-nal groups (a Complacency Indirect Effects). Results showedthat state responsiveness was associated with stronger collec-tive action intentions through increased collective communityefficacy. There was also some evidence of reduced collectiveaction intentions through diminished perceived threat. Thesefindings highlight the complex role of state responsiveness inpredicting people's intentions to mobilize against collectiveproblems in their communities. Implications of the findings,limitations and future directions are discussed

The Psychology of Criminal Authority: Introducing the Legitimacy of Secret Power Scale

The state’s monopoly on sovereignty can be challenged by criminal systems capable of gaining legitimacy within communities. Understanding the psychological basis of such legitimacy requires broadening traditional conceptualizations of authority to consider how it operates without legal backing and outside formal channels. This research introduces the Legitimacy of Secret Power (L-SP) scale, a tool measuring individuals’ appraisal of illegal groups’ power. We validated L-SP through three studies (Ntotal = 3,173). Findings demonstrate a reliable, 20-item mono-factorial structure. Study 3 tested L-SP’s measurement invariance in the UK, Italy, Japan, and the US. Across studies, L-SP correlated with support for illegality, ideologies of masculine honor, and social dominance. It was inversely related to the perceived national threat of criminal groups, democratic attitudes, and police legitimacy. Notably, L-SP predicted individuals’ willingness to report criminal groups independent of fear or perceptions of police legitimacy. Theoretical implications and future directions are discussed

The WHAAM Application: a Tool to Support the Evidence-Based Practice in the Functional Behaviour Assessment

Background: The most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of Applied Behavior Analysis (ABA).Objective: The study describes how the use of technology can simplify the application of evidence-based practices in applied behaviour analysis.Methods: The WHAAM application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating a visual baseline and intervention charts and evaluating the planned interventions using the TAU-U statistical index. Results: Significant positive changes of children's problem behaviours are observed and recorded. Both the duration of the identified behaviour "to get out of bed in time" (r = -.79, TAU-U = -.58, p < .05) and the frequency of the behaviour "interrupting others" (r= -.96, TAU-U = -.82, p < .01) decreased. Conclusion: the WHAAM application is an effective tool to support functional behaviour assessments and it is an example of how technology can support practitioners by facilitating the application of evidence-based practices and increasing the communication among clinical, educational and family environments

National Disparities Favoring Males Are Reflected in Girls’ Implicit Associations About Gender and Academic Subjects

Based on data for N = 2,756 children (1,410 girls; Mage = 8.10 years) from 16 datasets spanning five nations, this study investigated relations between national gender disparities and children’s beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement favoring boys over girls (TIMSS Grade 4). Three novel findings emerged. First, girls’ results from a Child Implicit Association Test (IAT) showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in TIMSS. Second, these relations were obtained for implicit but not explicit measures of children’s beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children’s age. We propose a psychological account for why national gender disparities are likely to influence children’s developing implicit associations about gender and academic subjects, especially for girls

La trasmissione degli stereotipi di genere sulla matematica all\u2019interno della famiglia: Il ruolo dei padri.

Studi recenti nell\u2019ambito del modello della Minaccia dello Stereotipo hanno dimostrato che a 6 anni i bambini non manifestano n\ue9 condivisione n\ue9 consapevolezza dello stereotipo di genere che vuole i maschi pi\uf9 capaci delle femmine in matematica, mentre associazioni automatiche coerenti con tale stereotipo sono presenti nelle bambine ma non nei bambini (Galdi et al., in press.). A partire da tali risultati, il presente Studio \ue8 stato realizzato per indagare il ruolo di entrambi i genitori nella trasmissione precoce di tali associazioni stereotipiche automatiche all\u2019interno della famiglia. Allo studio hanno partecipato 69 bambini di prima elementare e i loro genitori (69 padri e 69 madri). Per rilevare la forza delle associazioni automatiche tra le categorie matematica/bambino e italiano/bambina rispetto a matematica/bambina e italiano/bambino, ai bambini \ue8 stato chiesto di svolgere un Child-IAT; successivamente alcune semplici domande hanno consentito di rilevare il grado di condivisione esplicita degli stereotipi di genere sulle materie scolastiche da parte dei bambini. Attraverso un questionario e un IAT sono stati rilevati gli stereotipi di genere espliciti e le associazioni stereotipiche automatiche di ciascun genitore. I risultati hanno confermato che a 6 anni i bambini non manifestano condivisione dello stereotipo, mentre associazioni automatiche stereotipiche sono presenti nelle bambine ma non nei bambini. E\u2019 emerso inoltre che le madri possiedono associazioni automatiche stereotipiche pi\uf9 forti rispetto a quelle dei padri, mentre la differenza tra i genitori nel grado di condivisione esplicita dello stereotipo non risulta significativa. Le analisi hanno messo in evidenza che le associazioni stereotipiche dei padri predicono in maniera significativa tanto le associazioni automatiche stereotipiche quanto la condivisione esplicita dello stereotipo dei figli (sia maschi che femmine)

Cuffaro, Pirandello e Schillaci: forse i siciliani non sono tutti uguali. L’effetto dell’entitatività percepita sulla minaccia indotta dallo stereotipo.

The goal of this study was to test the role of perceived entitativity as a potential moderator of underperformance typically associated with stereotype threat. The results of two experiments confirmed our hypotheses: Study 1 showed a lesser decrease in performance in a task of syllogistic abilities when the threat was directed to Sicilians (social category, low entitativity) rather than to their family (intimate group, high entitativity). Study 2 confirmed and extended these results through a direct measure of entitativity. Theoretical implications of these results are discussed