Studenti svantaggiati e fattori di promozione della resilienza

Molti studi evidenziano l’impatto che il contesto socio-economico e diverse caratteristiche degli studenti, quali il genere e il background migratorio, hanno sul raggiungimento di adeguate competenze in matematica. Questa situazione pone un problema di equità del sistema educativo e formativo: alcuni gruppi di giovani sono infatti svantaggiati in partenza per motivi indipendenti dal loro impegno nello studio. L’obiettivo del presente lavoro è valutare la presenza di fattori, su cui è possibile un intervento da parte degli insegnanti, che consentano a studenti svantaggiati di raggiungere risultati di eccellenza. Il contributo mira a identificare fattori associati non solo a una compensazione dello svantaggio legato alle condizioni di sfondo degli studenti, ma a una vera e propria inversione delle previsioni in termini di competenze raggiunte. I risultati mostrano l’impatto che l’appartenenza geografica, il background socio-economico-culturale delle scuole e delle famiglie e il genere, nella loro interazione, esercitano nel definire situazioni di forte svantaggio di partenza per gli studenti. Allo stesso tempo, gli esiti mettono in luce il ruolo protettivo giocato da alcune strategie d’insegnamento, dalle convinzioni di autoefficacia degli studenti e da altri fattori legati a specifiche situazioni di contesto.Many studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reasons independent of their commitment to the study. The aim of this paper is to evaluate the presence of factors on which teachers can intervene, allowing disadvantaged students to achieve excellence. The contribution aims to identify associated factors not only to compensate for the disadvantage associated with student background conditions, but to a real reversal of predictions in terms of skills acquired. The results show the impact that geographic membership, the socio-economic-cultural background of schools and families and gender, in their interaction, exert in defining situations of major disadvantage for students. At the same time, there is evidence for the protective role played by some teaching strategies, student self-beliefs, and other factors related to specific background situations

Validation study of the Italian brief version of the multidimensional jealousy scale: Psychometric properties, measurement invariance across gender, and convergent validity

INTRODUCTION: The multidimensional jealousy scale (MJS) is among the most internationally used instruments for the assessment of jealousy in its three dimensions: cognitive, emotional, and behavioral. This study aimed to replicate the Italian validation process of the shortened MJS in order to confirm its psychometric properties and measurement invariance across gender. MATERIALS AND METHODS: Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted in a large sample of adults (n = 2,928). To reliably estimate mean differences across gender, the measurement invariance of the scale was first established by means of CFA. Convergent validity was than tested by administrating the tool to a convenient sample (n = 304). RESULTS: A 15-item version of the Italian MJS was retained in its three-factor structure. The tool showed good fit with both the CFA (χ(2) = 211.827, CFI = 0.969, TLI = 0.959, RMSEA = 0.047, RMSEA 90% CI = 0.039–0.055) and the results confirmed the strong measurement invariance of the MJS across gender. The internal consistency measures were found to be fully satisfactory. Predictive associations with constructs such as avoidance and anxiety referred to attachment in relationships (ECR-R), obsessive jealousy, depressive jealousy, jealousy associated with separation anxiety, paranoid jealousy (QUEGE), and basic self-esteem (BSE) were confirmed. DISCUSSION: The MJS is particularly apt to collect information quickly and efficiently about jealousy in a current relationship. The multidimensional and brief structure makes it particularly suitable for preliminary screening, couple therapy assessment, and research purposes

Comparison of intrascalar location of straight vs perimodiolar electrode array by flat-panel computerized tomography

Introduction, One of the fields of technological advancement in cochlear implants (CI) pursued by all manufacturers is the development of less traumatic electrodes that can conform to the anatomy of the cochlea, and possibly enhance the outcomes. Recently, a slim precurved perimodiolar electrode with an insertion guidance sleeve has been designed in order to facilitate the insertion and to avoid the inter-scalar dislodgement that frequently occurs at the first basal turn. Aim of this study was to evaluate the intracochlear position of different Nucleus electrode arrays in aduld and pediatric CI recipients by means of flat-panel volume computerized tomography (FPCT). Methods, Fifty-six CI recipients (37 females, 19 males), 1 to 80 years of age, operated by the same surgeon with the same technique, were included. All underwent FPCT with a C-arm angiographic system including a digital flat panel detector 30 x 40 cm, with a source-to-image-receptor distance of 120cm. The imaging assessment was performed the day after surgery in all cases. Sequential and simultaneous CI were included and a total of 68 ears have been analyzed. The primary objective was to identify the scalar location of the array (completely in scala tympani vs. partially dislodged in scala vestibuli) and the site of dislocation. Secondarily, we measured the medial-lateral position within the scala, the insertion depth (mm and angles). The FPCT findings were also contrasted with the type of cochleostomy (round window (RW), extended RW, promontorial) and with the residual hearing preservation. Results, Fifty-nine ears were implanted with a perimodiolar electrode, either Nucleus CI532 (n=45) or a CI412 / CI512 Contour Advance (n=14), while 9 received a straight one (Nucleus CI422/CI522). A RW approach was performed more frequently (41 out of 45 = 91.1 %) with CI532 than with the other arrays (10 out of 23 = 43.5%). Inferior and/or anterior cochleostomy were never performed. The CI532 showed the most consistent and reliable intrascalar position, close to the modiolus and in the scala tympani. Scala vestibuli dislodgement was observed in (14.3%) of the Contour Advance electrodes and in (6.7%) of the CI532. Pre-operative residual hearing was preserved within 10 dB HL in 62% of the cases. Conclusions: the CI532 electrode array achieved the most consistent and reliable perimodiolar location by FPCT; in our small series it appeared to be dislodged in the scala tympani in the minority of cases

Adolescents’ Characteristics and Peer Relationships in Class: A Population Study

Abstract: Background: This study aimed to investigate differences in adolescents’ social relationships with classmates of diverse gender, socioeconomic status, immigrant background, and academic achievement. Methods: A population of 10th-grade students (N = 406,783; males = 50.3%; Mage = 15.57 years, SDage = 0.75) completed the Classmates Social Isolation Questionnaire (CSIQ), an instrument specifically designed to measure two distinct but correlated types of peer relationships in class: peer acceptance and peer friendship. To obtain reliable comparisons across diverse adolescent characteristics, the measurement invariance of the CSIQ was established by means of CFAs and then latent mean differences tests were performed. Results: Immigrant background, academic achievement, and socioeconomic status all proved to be important factors influencing relationships with classmates, while being a male or a female was less relevant. Being a first-generation immigrant adolescent appears to be the foremost risk factor for being less accepted by classmates, while having a low academic achievement is the greatest hindrance for having friends in the group of classmates, a finding that diverges from previous studies. Conclusions: This population study suggests that adolescent characteristics (especially immigrant background, socioeconomic status, and academic achievement) seem to affect social relationships with classmates

The effect of classroom composition and size on learning outcomes for Italian and immigrant students in high school

Students cannot change the composition and the size of the classroom they attend, and the effect of these variables on achievement is a source of educational inequality. In this study, based on a representative sample of Italian high school students (N = 26,799), a multilevel analysis was performed to: (i) estimate the overall impact of the structural characteristics of the class on achievements; (ii) identify which of the analysed characteristics were more relevant. The results show that the structure of the classroom has a significant impact on academic performance, and they identify group’s initial learning level and gender composition as the most important factors. The overall socio-economic level of the class and the percentage of immigrant students proved to have a lower impact, which varied according to different geographical areas, and the group size does not seem to be relevant. In conclusion, if the outcome of interest is academic performance, results suggest that the classroom size and the number of immigrant students attending the class has little or no relevance in high school, while the group’s initial achievement, the gender composition and, to a lesser extent, the socio-economic composition of the group should be taken into consideration. Given the complexity of the objectives of the educational system in Italy, which are by no means limited to the improvement of academic results, future studies will have to examine the effects of the structure of the classroom also on non-cognitive outcomes that are closely related to students’ personal and social development

Reflection on building appreciative memory

The pathways embarked upon in a reflective practice approach presuppose a constant focus on the narratives, processes and shifts that occur along the way. These elements are not always expressed and do not always become objects for systematic reflection. The risk, for both participants and facilitators, is that of losing the sense of the lived experience. The need to avoid losing the memory of these events and to enhance and build upon them led us progressively to an awareness of the need for a new instrument that would help us in this work of archiving and developing stories, processes and shifts that we were experiencing as participants and facilitators within an EU-founded project called Reflect-OR. The dimensions that this instrument has enabled us to explore concerned the development of an appreciative memory, a way of representing experience and creating a space for relationships that remains stable over time. We called this weaving/mapping instrument - which in effect consisted of more than one instrument - reléchange. © 2011 Taylor & Francis