How self-regulated learning strategies interfere between metacognitions and decisional procrastination

Generally conceptualized as a failure of performance, procrastination has been a central focus of psycho-educational research. Among the various facets of the construct, decisional procrastination has been scarcely analyzed in relation with self-regulated learning strategies. Assuming a cognitive standpoint we investigated the linkage between decisional procrastination and metacognitive beliefs about procrastination, taking into account self-regulated learning strategies as potential mediators. A sample of 296 undergraduate students filled out a questionnaire measuring metacognitive beliefs about procrastination, concentration on academic tasks and interests in academic success, and decisional procrastination. The hypothesized model was partially confirmed: Results from structural equation model indicated that: (1) positive metacognitive beliefs about procrastination had an adverse impact on both concentration and interests; (2) concentration mediated the relationship between positive metacognitions and decisional procrastination. Although the results were preliminary in nature, they provided a basis for examining procrastination as a barrier to academic success. Some professional indications for education were suggested

Factores motivacionales relacionados con la agresividad en las artes marciales

Hasta hoy, muchas investigaciones sobre las diferencias individuales en las artes marciales han mostrado efectos tanto positivos como negativos de este deporte sobre los comportamientos antisociales. La finalidad del presente trabajo cross-seccional fue analizar un modelo de mediación en donde la orientación motivacional, la motvación autodeterminada y la deportividad son factores predictivos de la agresividad. Artistas marciales italianos (N = 366) completaron un cuestionario para medir la orientación motivacional (TEOSQ), la motivación autodeterminada (SMS), la deportividad (MSOS) y la agresividad (AQ). La path analysis confirma el modelo hipotetizado: la motivación autodeterminada y la deportividad median la relación entre la orientación motivacional y la agresividad. Los resultados sugieren que estos factores pueden ayudar a comprender las consecuencias psicosociales de las artes marciales.This study was aimed at testing a meditational model in which goal orientation, self-determined motivation, and sportspersonship werepredictive factors of aggressiveness. Italian martial artists (N = 366; Mage = 29.53, SD = 9.107; Men = 325, Female = 41) were asked to fill in a questionnaire assessing sport orientation, sport motivation, sportspersonship, and aggressiveness. The path analysis supported the hypothesized model: self-determined motivation mediates the relationship between motivational orientations and sportspersonhip, which in turn mediates the relationship between motivation and aggressiveness. The results suggest considering these motivational factors in order to plan interventions to prevent aggressiveness among athletes.A finalidade do trabalho foi analisar um modelo de mediação no qual a orientação motivacional, a motivação auto-determinada e o desportivismo eram factores preditores da agressividade. Praticantes de artes marciais italianos (N = 366; Midade = 29.53 anos, DP = 9.107; Homens = 325, Mulheres = 41) completaram um questionário para medir a orientação motivacional, a motivação auto-determinada, o desportivismo e a agressividade. A path analysis confirmou o modelo testado: a motivação auto-determinada medeia a relação entre a orientação motivacional e o desportivismo que por seu turno medeia a relação entre a motivação e a agressividade. Os resultados sugerem que se deveria intervir sobre os factores motivacionais para prevenir a agressividade entre os atletas

The Revised Identity Style Inventory: Factor Structure and Validity in Italian Speaking Students

The purpose of this study was to evaluate the factor structure and convergent and discriminant validity of scores on an Italian translation of the Revised Identity Style Inventory (ISI-5) with samples of 237 adolescents (50 males, Mage = 18.04, SD = .86) and 268 university students (42 males, Mage = 22.71, SD = 3.70). Confirmatory Factor Analysis indicated that a three-factor solution provided a good fit, which was invariant across age and sex groups. The theoretically relationships between scores on the ISI and scores on measures of reasoning and identity processes, identity commitment, and social desirability were partially consistent, thus further studies are needed to give more evidence to the convergent and discriminant validity

Self-control and aggressiveness as mediating factors between motivational orientations and sportspersonship

In light of the increasing propensity toward unsportsmanlike behaviours that have caused the failure of the notion of fair play, this research tested a causal model of theoretically-predicted antecedents of sportspersonship, in which the two trait-related personality factors, self-control and aggressiveness, mediated the relationship between motivational orientations and sportspersonship. After examining the five-factor structure of the Multidimensional Sportspersonship Orientation Scale in a first sample of Italian athletes (n = 371, M age = 26.57), the resulting 20-item four-factor model proved to be satisfactory and reliable. In a second sample (n = 814, M age = 25.96) the proposed empirically-based model confirmed the important role played by self-control in mediating the relationship between ego orientation, aggressiveness, and sportspersonship. In terms of practical implications, the findings provide a more comprehensive conceptualization of the factors that differentiate the inter- and intra-individual characteristics in sportspersonship, thus allowing practitioners to develop effective intervention programs addressed to athletes

Short-Term Orchestral Music Training Modulates Hyperactivity and Inhibitory Control in School-Age Children: A Longitudinal Behavioural Study

Survey studies have shown that participating in music groups produces several benefits, such as discipline, cooperation and responsibility. Accordingly, recent longitudinal studies showed that orchestral music training has a positive impact on inhibitory control in school-age children. However, most of these studies examined long periods of training not always feasible for all families and institutions and focused on children’s measures ignoring the viewpoint of the teachers. Considering the crucial role of inhibitory control on hyperactivity, inattention and impulsivity, we wanted to explore if short orchestral music training would promote a reduction of these impulsive behaviors in children. This study involved 113 Italian children from 8 to 10 years of age. 55 of them attended 3 months of orchestral music training. The training included a 2-hour lesson per week at school and a final concert. The 58 children in the control group did not have any orchestral music training. All children were administered tests and questionnaires measuring inhibitory control and hyperactivity near the beginning and end of the 3-month training period. We also collected information regarding the levels of hyperactivity of the children as perceived by the teachers at both time points. Children in the music group showed a significant improvement in inhibitory control. Moreover, in the second measurement the control group showed an increase in self-reported hyperactivity that was not found in the group undergoing the music training program. This change was not noticed by the teachers, implying a discrepancy between self-reported and observed behavior at school. Our results suggest that even an intense and brief period of orchestral music training is sufficient to facilitate the development of inhibitory control by modulating the levels of self-reported hyperactivity. This research has implications for music pedagogy and education especially in children with high hyperactivity. Future investigations will test whether the findings can be extended to children diagnosed with ADHD

Assessment of the Italian version of the Internet Disorder Scale (IDS-15)

Much research has focused on the validation of psychometric tools assessing Internet addiction. One of the newest measures is the Internet Disorder Scale (IDS-15) based on the modified IGD criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This study aimed at investigating the psychometric properties of the Italian version of the IDS-15 by examining the construct and the concurrent and the criterion-related validity and by identifying the taxonomy and the patterns of Internet users. A sample of 471 participants (Mage = 24.72 years, SD = 8.66; 256 males) was recruited from secondary schools, universities, and gaming halls. Confirmatory factor analyses supported the four-dimensional second-order structure and the three levels of the measurement invariance across gender. The reliability and the validity of the scale were confirmed, and the LPAs provided four classes of Internet users on the basis of the scores obtained in all four dimensions of the scale. The psychometric robustness of the Italian version of the IDS-15 was clearly demonstrated. Cross-cultural research should expand and generalize the present findings

Measurement invariance of the nine-item Internet Gaming Disorder Scale (IGDS9-SF) across Albania, USA, UK, and Italy

The IGDS9-SF, which assesses Internet Gaming Disorder behaviors, has been validated in a number of countries (Portugal, Italy, Iran, Slovenia), although the psychometric equivalence of the instrument has been assessed only across Australia, the USA, the UK, and India. This research aimed at providing further cross-cultural insights into IGD by assessing the factorial structure of the IGDS9-SF in Albania and investigating its measurement invariance across Albanian, Italian, American, and British gamers. Multi-Group Confirmatory Factor Analyses were performed on a sample of 1411 participants from Albania (n=228), USA (n=237), the UK (n=275), and Italy (n=671). The CFAs confirmed the single-factor structure in the four countries. Measurement invariance supported the configural invariance and partially supported the metric and scalar invariance. Overall, the findings provided evidence for the underlying factor assessing IGD across the countries, although the specific meaning of the construct was non-identical

Exploring individual differences in online addictions: the role of identity and attachment

Research examining the development of online addictions has grown greatly over the last decade with many studies suggesting both risk factors and protective factors. In an attempt to integrate the theories of attachment and identity formation, the present study investigated the extent to which identity styles and attachment orientations account for three types of online addiction (i.e., internet addiction, online gaming addiction, and social media addiction). The sample comprised 712 Italian students (381 males and 331 females) recruited from schools and universities who completed an offline self-report questionnaire. The findings showed that addictions to the internet, online gaming, and social media were interrelated and were predicted by common underlying risk and protective factors. Among identity styles, 'informational' and 'diffuse-avoidant' styles were risk factors, whereas 'normative' style was a protective factor. Among attachment dimensions, the 'secure' attachment orientation negatively predicted the three online addictions, and a different pattern of causal relationships were observed between the styles underlying 'anxious’ and 'avoidant' attachment orientations. Hierarchical multiple regressions demonstrated that identity styles explained between 21.2 and 30% of the variance in online addictions, whereas attachment styles incrementally explained between 9.2 and 14% of the variance in the scores on the three addiction scales. These findings highlight the important role played by identity formation in the development of online addictions

Hyperoxemia and excess oxygen use in early acute respiratory distress syndrome : Insights from the LUNG SAFE study

Publisher Copyright: © 2020 The Author(s). Copyright: Copyright 2020 Elsevier B.V., All rights reserved.Background: Concerns exist regarding the prevalence and impact of unnecessary oxygen use in patients with acute respiratory distress syndrome (ARDS). We examined this issue in patients with ARDS enrolled in the Large observational study to UNderstand the Global impact of Severe Acute respiratory FailurE (LUNG SAFE) study. Methods: In this secondary analysis of the LUNG SAFE study, we wished to determine the prevalence and the outcomes associated with hyperoxemia on day 1, sustained hyperoxemia, and excessive oxygen use in patients with early ARDS. Patients who fulfilled criteria of ARDS on day 1 and day 2 of acute hypoxemic respiratory failure were categorized based on the presence of hyperoxemia (PaO2 > 100 mmHg) on day 1, sustained (i.e., present on day 1 and day 2) hyperoxemia, or excessive oxygen use (FIO2 ≥ 0.60 during hyperoxemia). Results: Of 2005 patients that met the inclusion criteria, 131 (6.5%) were hypoxemic (PaO2 < 55 mmHg), 607 (30%) had hyperoxemia on day 1, and 250 (12%) had sustained hyperoxemia. Excess FIO2 use occurred in 400 (66%) out of 607 patients with hyperoxemia. Excess FIO2 use decreased from day 1 to day 2 of ARDS, with most hyperoxemic patients on day 2 receiving relatively low FIO2. Multivariate analyses found no independent relationship between day 1 hyperoxemia, sustained hyperoxemia, or excess FIO2 use and adverse clinical outcomes. Mortality was 42% in patients with excess FIO2 use, compared to 39% in a propensity-matched sample of normoxemic (PaO2 55-100 mmHg) patients (P = 0.47). Conclusions: Hyperoxemia and excess oxygen use are both prevalent in early ARDS but are most often non-sustained. No relationship was found between hyperoxemia or excessive oxygen use and patient outcome in this cohort. Trial registration: LUNG-SAFE is registered with ClinicalTrials.gov, NCT02010073publishersversionPeer reviewe

PREDITTORI DELL\u2019EMPLOYABILITY NEGLI STUDENTI UNIVERSITARI

Gi\ue0 nel 2004 \ue8 stato evidenziato come \u201cil cambiamento sia sempre stato con noi, ma sembra che la sua andatura stia accelerando\u201d (Baruch, 2004, p. 58). I veloci cambiamenti riguardano anche e soprattutto l\u2019odierno contesto lavorativo, soggetto alla caduta di alcuni di quei cardini garanti della sopravvivenza senza scosse degli individui e dei nuclei familiari: stabilit\ue0 e sicurezza del lavoro a lungo termine, progressione verticale della carriera, sostenute da impegno e lealt\ue0 verso l\u2019azienda. Al loro posto emergono innanzitutto adattabilit\ue0, flessibilit\ue0 e competitivit\ue0 (Robbins, Odendaal, & Roodt, 2001; Van Dam, 2004): per restare competitive, le organizzazioni sono costrette a continue trasformazioni, riorganizzandosi, implementando nuove tecnologie o anche restringendo il numero dei propri dipendenti ai pi\uf9 idonei, ossia flessibili e adattabili (Clarke & Patrickson, 2008; Wanberg & Banas, 2000). Adattabilit\ue0 e flessibilit\ue0 ovviamente poggiano sulla responsabilit\ue0 dello stesso lavoratore di costruirsi la propria formazione in funzione del potenziale commitment di una particolare organizzazione aziendale (Coetzee & Roythorne-Jacobs, 2007). Alla luce, comunque, dell\u2019incertezza di conservare lo stesso lavoro per tutto il periodo lavorativo e della mancanza di prevedibilit\ue0 di quali possano essere in futuro gli skills e la conoscenza richiesti dal mercato del lavoro, agli individui non resta che mettere da parte quelle \u201cabilit\ue0 fisse\u201d utili e utilizzate in passato in \u201cambiti occupazionali specifici\u201d per arrivare al successo ed essere al contrario pronti per \u201cla prossima opportunit\ue0\u201d (Van der Heijden & Bakker, 2008). Ne consegue che lo stesso concetto di \u201coccupabilit\ue0\u201d, pi\uf9 generalmente definita \u201cemployability\u201d, prima riferito all\u2019insieme delle competenze che rendono un individuo idoneo ad occupare con successo determinate posizioni lavorative (Allvin, 2004; Gazier, 2001), va attualmente sempre pi\uf9 focalizzandosi sullo sviluppo di nuove competenze nel corso della vita lavorativa, divenendo il nuovo \u201cpunto di riferimento\u201d per una carriera coronata da successo (Hind, 2008, p. 269). L\u2019employability, dunque, non \ue8 solo finalizzata a trovare il lavoro, ma anche a conservarlo, a cambiarlo o a migliorare la propria posizione lavorativa attraverso la individuazione e realizzazione delle migliori opportunit\ue0 di carriera (Fugate, Kinicki, & Ashfort, 2004; van der Heijden, 2002, 2005). Non \ue8 casuale che il termine, sebbene conservi pur sempre come elemento comune l\u2019esito della occupabilit\ue0 stessa, ossia il lavoro, e sia stato definito come perno della relazione tra le caratteristiche individuali e l\u2019adattamento comportamentale e cognitivo nel posto di lavoro (Fugate, 2006), abbia assunto caratteristiche pluridimensionali (Forrier & Sels, 2003) essendo di volta in volta rivolto a evidenziare il ruolo di fattori quali l\u2019identit\ue0 fisica o cognitiva, lo sviluppo della carriera, l\u2019adattabilit\ue0 ai veloci cambiamenti, l\u2019apprendimento e la specializzazione. In questo lavoro di tesi si \ue8 preferito seguire l\u2019indicazione di van der Heijde e van der Heijden, secondo le quali l\u2019employability sarebbe la \u201ccontinua realizzazione, acquisizione o creazione del lavoro attraverso un ottimo uso delle competenze\u201d (van der Heijde & van der Heijden, 2006, p. 453) e, pertanto, adottare lo strumento di misura dell\u2019employability (van der Heijde & van der Heijden, 2005), il cui background teorico risale, per\uf2, a Fugate, Kinicki e Ashfort (2004). La tesi di dottorato si propone di: 1. fornire un primo contributo alla validazione italiana della Scala Multidimensionale dell\u2019Employability (Multidimensional Scale of Employability; MSE) in un campione di studenti universitari (van der Heijde & van der Heijden, 2006); 2. riprendere il modello disposizionale di Fugate, Kinicki e Ashforth (2004) su riportato e testarlo su base empirica attraverso una operazionalizzazione delle sue dimensioni; 3. esplorare il ruolo dei fattori legati alla gestione della carriera nel predire l\u2019occupabilit\ue0 percepita, ampliando ed integrando il modello disposizionale di Fugate et al. (2004). In generale, si pu\uf2 affermare che le ipotesi iniziali circa la possibilit\ue0 di testare un modello pioneristico e, con esso, di analizzare il peso che ciascun fattore ha avuto nell\u2019influenzare l\u2019occupabilit\ue0 sono state pienamente confermate. Questi risultati positivi incoraggiano a continuare la ricerca in senso longitudinale e con la sua implementazione in specifiche aree di formazione.The rapid pace of socio-economic changes has affected today\u2019s context of work. Job stability, job security, vertical career progression, organizational commitment and loyalty, have been replaced by adaptability, flexibility and competitiveness (Robbins, Odendaal, & Roodt, 2001; Van Dam, 2004): organizations are forced to continuously transform themselves through reorganization, introduction of new technologies and/or recruitment of more flexible and adaptable employees (Clarke & Patrickson, 2008; Wanberg & Banas, 2000). In this perspective, individuals have to exhibit flexibility and adaptability in the construction of their career, in accordance to the possible commitment of an organization (Coetzee & Roythorne-Jacobs, 2007). In light of both the uncertainty to maintain the same job for the entire period of employment and the lack of predictability of the skills and knowledge that labour market will require in the future, individuals have to set aside those \u201cfixed abilities\u201d useful to achieve career success in the previous employment context, and be prepared for \u201cthe next opportunity\u201d (Van der Heijden & Bakker, 2008). As a consequence, the concept of employability, first referred to a set of competencies that make individual able to successfully occupy specific job positions (Allvin, 2004; Gazier, 2001), is now focused on the development of competencies during working life and has became a basis for the career success achievement (Hind, 2008, p. 269). Employability is, therefore, aimed not only at finding a job, but also at maintaining, changing or increasing the job position by identifying and creating better career opportunities (Fugate, Kinicki, & Ashfort, 2004; van der Heijden, 2002, 2005). As a matter of fact, the term has assumed multidimensional characteristics (Forrier & Sels, 2003) and has been defined as a pivotal factor in the relationship between individual characteristics and behavioral/cognitive adaptation in workplace (Fugate, 2006). As for the present dissertation, van der Heijde and van der Heijden\u2019s definition according to which employability is the \u201ccontinuous fulfilling, acquiring or creating of work through the optimal use of competencies\u201d (van der Heijde and van der Heijden, 2006, p. 453), was considered. Moreover, the multi-dimensional instrument of employability developed by van der Heijde & van der Heijden (2006) and whose theoretical background come from Fugate, Kinicki e Ashfort (2004), was used. The current dissertation aimed at: 1. Examining the psychometric properties of the Multidimensional Scale of Employability (MSE) \u2013 Italian version, in a sample of University students (van der Heijde & van der Heijden, 2006); 2. Operationalizing and empirically testing Fugate, Kinicki e Ashforth\u2019s dispositional model (2004); 3. Extending and integrating Fugate et al.\u2019s dispositional model by examining the role of some career management factors in predicting self-perceived employability. In general, the initial hypotheses were confirmed: results gave evidence of the validity of the pioneering model and of the importance of each factor in influencing employability. These positive findings encourage to continue the research in a longitudinal perspective and in specific educational areas