Technological use behaviors, personality and university performance among italian university students

Aims of this study are to improve the understanding of the types of internet use among young people, surveying the average time spent online weekly and the different types of internet use; to asses the risk of internet addiction and to investigate the relationship between behaviours in technological use, personality characteristics and academic performance. The sample consists of 870 Italian third-year university students. The Multidimensional Personality Profile (MPP), the Questionnaire about the Internet use, abuse and addiction (UADI) and a personal data sheet (age, gender, type of faculty attended, year of course, number of university exams taken and average of marks obtained) have been administered online. The use of the Internet in our sample is mainly not a problematical one. Significant correlations were found between Self regulation and Dissociation (r = −0.36) and between Machiavellism/cynism and Escape (r = 0.36), Dissociation (r = 0.33) and Experimentation (r = 0.34). Academic performance of the students was significantly and negatively correlated with total internet addiction score (r= - 0,34)

Intersubjectivity and autism spectrum disorder between neuroscience and psychoanalysis: Emerging perspectives and pedagogical implications

Aim of this work is to reflect on what neurobiology, cognitive sciences and psychoanalysis have understood about intersubjectivity and the organization of the mind in autism spectrum disorder integrating principles and constructs of the different approaches in order to outline new perspectives for intervention also in the educational field. Autism spectrum disorders, like all complex phenomena, in fact, require multiple points of view that reflect the variety and unpredictability of evolutionary dynamics and outcomes (Contini, 2012; Canevaro, 2013). The study of these disorders  in an integrated perspective also favors not only the knowledge of atypical mental functioning but also, as Kandel (2018) points out, the understanding of normal mental processes and this has a great impact on educational practices. The study of intersubjectivity today represents a common basis for a constructive dialogue between neuroscience and psychoanalysis, providing large sharing areas for the study of interpersonal relationships and the implementation of interventions aimed at developing affective, communicative and emotional potential