66 research outputs found
Young Childrenâs cliques : a study on processes of peer acceptance and cliques aggregation
A considerable amount of research has examined the link between childrenâs peer
acceptance, which refers to the degree of likability within the peer group, social
functioning and emotional wellbeing, at a same age and in a long term perspective,
pointing out to the contribution of peer acceptance for mental wellbeing. Our study
proposes a sociometric methodology that, differently from many studies focused on
individual classifications of social status, moves to the analysis of affiliative social
networks within the class group. This study describes how individual factors such as
socio-emotional competence, temperament, and linguistic skills are related to positive
reciprocated nominations (=RNs) and examines the cliques generated by reciprocal
nominations according to similarities (socio-emotional competence, temperament and
linguistic skills) among cliquesâ members. Eighty-four preschool children (M age = 62.5
months) were recruited. The Sociometric Interview to assess RNs and the Peabody
Picture Vocabulary Test - Revised (PPVT-R; Dunn & Dunn, 1981) to assess receptive
language were administered; the Social Competence and Behaviour Evaluation Short
Form questionnaire (SCBE-30; LaFreniere & Dumas, 1996) and the Quit Temperament
Scale (Axia, 2002) were filled in by the teachers. Results showed that children with
higher RNs presented higher scores in social orientation, positive emotionality, motor
activity, linguistic skills and social competence (trend), and exhibited lower anxietywithdrawal.
The analysis of cliques revealed that children preferred playmates with
similar features: social competence, anger-aggression (trend), social orientation, positive
emotionality, inhibition to novelty, attention, motor activity (trend) and linguistic skills.
These findings provide insights about processes of peer affiliation, highlighting the role
of socio-emotional functioning and linguistic skills.peer-reviewe
Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers
AbstractBackground: The rapid spread of COVIDâ19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, combined with online teaching selfâefficacy, were associated with the intention to use technology to teach. We posited a moderated moderation model in which perceived usefulness represented the main predictor, with selfâefficacy and perceived ease of use as moderators of intention to use technology to teach. Method: The model was tested through multiple regressions, using the PROCESS macro on SPSS 26 with a sample of 178 upper secondary school teachers in Italy. Results and conclusions: Regressions showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of selfâefficacy on the perceived usefulness of using technology was found for medium and highâlevel of perceived ease of use of technology. Implications: The present study provides targeted implications for distance education policy and practice to promote its adoption (or the blended modality) in Italian upper schools
Moral Disengagement and Risk Prototypes in the Context of Adolescent Cyberbullying: Findings From Two Countries
Cyberbullying is associated with a wide range of mental health difficulties and behavioral problems in adolescents and research is needed to better understand psychological correlates of this behavior. The present study used a novel model that incorporated Social Cognitive Theory and the prototype/willingness model to identify the correlates of behavioral willingness to engage in cyberbullying in two countries. Adolescent students were randomly selected from secondary schools in Italy (n = 1710) and Greece (n = 355), and completed anonymous measures of moral disengagement, descriptive norms, risk prototype evaluations and behavioral willingness to engage in cyberbullying. Hierarchical linear regression analyses showed that willingness to engage in cyberbullying was associated with moral disengagement, prototype evaluations and descriptive social norms in Italy, and with gender, moral disengagement and descriptive social norms in Greece. Regression-based multiple mediation modeling further showed that the association between moral disengagement and cyberbullying willingness was mediated by prototype evaluations in Italy and by descriptive norms in Greece. The implications of our findings are discussed in the context of self-regulating cyberbullying perpetration in adolescents and informing school-based policies and interventions to prevent cyberbullying behavior
Czynniki chroniÄ ce i czynniki ryzyka zwiÄ zane z zaangaĆŒowaniem w sprawstwo bullyingu i cyberbullyingu
The aim of this study was to describe the prevalence of bullying and cyberbullying perpetration among adolescents and to test the role of demographic (gender, age) and psychosocial variables (self-esteem, loneliness and school climate) associated with these aggressive behaviours. An anonymous questionnaire was ïŹ lled in by 2.326 adolescents from Italian middle and high schools. Results showed that cyberbullying appeared to be less frequent as compared with traditional forms of bullying. Logistic regression analyses revealed a strong continuity between traditional bullying and cyberbullying. Loneliness perceived in the relationships with parents was a very relevant predictor of both forms of bullying (traditional and cyber): i.e. the adolescents who perceived parents as distant were more involved in bullying. A negative relationship with teachers and a low self-esteem about school were other signiïŹ cant risk factors for traditional and cyber perpetration. Besides these common predictors, some differences were found among predictors in traditional bullying and cyberbullying. In fact, males and students of high schools declared to be more involved in the role of a traditional bully than female and younger preadolescents, while gender and age had no predictive role for cyberbullying. A high perception of self-esteem in rela-tionships with peers, a low aversion to loneliness and a perception of unsafety at school triggered cyberbullying, while a high perception of self-esteem in sports activities and of a poor support at school increased the probability of becoming a traditional bully. The results have been discussed focussing on the family and school contexts as crucial relational environments to be considered for intervention programs aimed at preventing not only traditional bullying but also forms of aggression in the virtual world.Celem tego badania byĆo okreĆlenie czÄstotliwoĆci sprawstwa w zakresie bullyingu i cyberbullyingu wĆrĂłd adolescentĂłw. Badano zwiÄ
zki tego zjawiska z cechami spoĆeczno-demograïŹ cznymi (pĆeÄ, wiek) oraz zmiennymi psychospoĆecznymi (tj. samoocenÄ
, samotnoĆciÄ
, czy klimatem spoĆecznym szkoĆy).Anonimowy kwestionariusz zostaĆ wypeĆniony przez 2326 adolescentĂłw z wĆo-skich szkĂłĆ. Cyberbullying okazaĆ siÄ zjawiskiem rzadziej wystÄpujÄ
cym niĆŒ bullying, jednak regresja logistyczna wykazaĆa wyraĆșnie wspĂłĆwystÄpowanie tych zjawisk.SamotnoĆÄ doĆwiadczana w relacjach z rodzicami okazaĆa siÄ byÄ predykatorem obu rodzajĂłw przemocy rĂłwieĆniczej. Podobnie niska samoocena i zĆe relacje z nauczycielami korelowaĆy dodatnio z zaangaĆŒowaniem w obydwa rodzaje prze-mocy rĂłwieĆniczej.PojawiĆo siÄ takĆŒe kilka mniej oczywistych zaleĆŒnoĆci. Starsi nastolatkowie czÄĆciej angaĆŒowali siÄ jako sprawcy w tradycyjny bullying (w porĂłwnaniu z mĆodszymi chĆopcami i dziewczÄtami). Zmienne te okazaĆy siÄ bez znaczenia przy zaangaĆŒowaniu w cyberbullying. Wysoka samoocena w relacji z rĂłwieĆnikami, niskie poczucie samotnoĆci i postrzeganie szkoĆy jako niebezpiecznej korelowaĆo z cyberbullyingiem. Z kolei, wysoka samoocena w zakresie kompetencji sportowych i niskie wsparcie w szkole zwiÄkszaĆo prawdopodobieĆstwo stania siÄ sprawcÄ
tra-dycyjnej agresji. Wyniki potwierdzajÄ
, ĆŒe kluczowe Ćrodowiska â rodzina i szkoĆa â sÄ
istotne nie tylko dla zaangaĆŒowania w tradycyjnÄ
, ale teĆŒ wirtualnÄ
agresjÄ. Powinny one byÄ zatem uwzglÄdniane w programach proïŹ laktycznych dotyczÄ
cych obydwu tych zjawisk
Congenital Syphilis Like Many Years Ago
This case concerns a premature infant with typical signs of congenital syphilis born to an untreated foreign mother.
Syphilis prevalence in pregnant women has been rising in Italy since the beginning of the 21st century, mainly due to immigration.
A correct antenatal syphilis screening and consequent adequate therapy of pregnant woman are fundamental to prevent the neonatal infection
Flexible Learning Environments for a Sustainable Lifelong Learning Process for Teachers in the School Context
The flexibility of digital learning environments allows for personalized content delivery tailored to individual teachersâ needs, fostering active and engaged learning. The opportunities offered by these digital technologies can help teachers adopt a lifelong learning attitude, which has become necessary to maintaining high educational standards in line with international guidelines and policy. However, teachers often struggle to leverage these digital technologies and integrate them in their daily activities. To overcome this problem, we developed a custom-built webinar training course focused on enhancing distance learning teaching in a flexible environment. We tested this training course on a group of 197 primary school teachers and examine the relationship between learning goal orientation, motivation, and intention to transfer and how they related to teachersâ personality traits. We found that our webinar training course is easily implementable and valued by teachers, who highlight the importance of allowing the choice between different training levels. The data analysis indicates that intention to transfer is predicted by learning goal orientation and motivation. In conclusion, the study emphasizes the importance of flexible learning environments and tailored training programs that meet teachersâ needs and interests. From a sustainable perspective, such approaches foster teachersâ lifelong learning, enhance their professional development, nurture a growth mindset, and facilitate adaptability to change
Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe: An Exploration
Internet usage is a salient developmental factor in adolescentsâ lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online experiences. The current survey aimed to explore Internet use and parental involvement amongst adolescents from areas of socio-economic disadvantage in 30 urban schools across five European countries. A total of 2594 students participated, of whom 90% were 14â16 years. Virtually all adolescents of socioeconomic disadvantage had Internet access, with 88.5% reporting spending more than two hours per day online, often on apps such as Instagram, Snapchat, and YouTube. Almost one-third of adolescents did not talk with their parents about their Internet use and almost two-thirds indicated that their parents were only a little or not interested in their Internet use. A consistent finding across countries was that girls more often talked with their parents about their Internet use and more often reported that their parents were interested in their Internet use than boys. The results suggest that parents have an important task in explicitly showing interest in their adolescentsâ Internet use, with special attention needed for boys
Comic Book:Intellectual Output 2 of Blurred Lives Project: A cross-national co-participatory exploration of cyberbullying, young people and socio-economic disadvantage
Guidance for parents/carers:Intellectual Output 3 of Blurred Lives Project: A cross-national co-participatory exploration of cyberbullying, young people and socio-economic disadvantage
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