Self-efficacy in life skills and satisfaction among adolescents in school transitions

Background: Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend. This study aims to analyze differences in decision-making, self-efficacy, and life satisfaction in a sample of adolescents in secondary school in Italy. It aims to analyze whether there are differences in those dimensions according to students' age, gender, regularity, and future choice intentions.Background:Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend. This study aims to analyze differences in decision-making, self-efficacy, and life satisfaction in a sample of adolescents in secondary school in Italy. It aims to analyze whether there are differences in those dimensions according to students' age, gender, regularity, and future choice intentions.Design and methods:Here we present a cross-sectional study involving 2104 students, balanced by gender, and attending upper secondary school in Italy. Participants completed Soresi and Nota's questionnaires on life satisfaction and Caprara's questionnaire on problem-solving self-efficacy. The data were processed using MANOVA.Results:Research results show significant differences in self-efficacy and school satisfaction in relation to the age at which school transition occurred. Specifically, incoming preadolescents (13-14 years old) scored lower than outgoing late adolescents (17-18 years old) in both decision-making self-efficacy and school satisfaction. Girls scored lower than boys in decision-making self-efficacy. Students who expressed the intention to drop out of school scored lowest on both the self-efficacy and perceived support satisfaction scales.Conclusions:The results highlight the importance of promoting the development of self-efficacy in life skills and school satisfaction to help students in school transitions

Risk and Protective Factors Associated with Student Distress and School Dropout: A Comparison between the Perspectives of Preadolescents, Parents, and Teachers

This study investigates the principal risk and protective factors associated with student distress and school dropout in a group of preadolescents, through a qualitative and quantitative comparison between the perspectives of students, parents, and teachers. We administered a questionnaire to evaluate student distress and school dropout in a middle school (student's age range 13-15 years). We afterwards analyzed the responses of students at risk of school dropout. We also administered a semi-structured interview with their parents and their teachers. The results indicated significant levels of school distress in students (Collective Distress > 8.75) and a problematic relationship between parents and students (22.42%). We also found a problematic relationship between teachers and students (24.39%). The main protective factor of student distress and school drop-out indicated by the students was a more sensitive and supportive relationship with both parents and teachers. On the contrary, parents and teachers indicated as possible causes of school distress and drop-out the intrinsic students' motivation or other external factors associated with the community. The results of our study highlight the importance to apply a multidimensional and transactional psycho-educational model, in which the relationship between the students and their caretaker plays a major role

Teacher Stress and burnout: a study using MIMIC modelling

A number of recent studies carried out in the education sector have revealed the incidence of burnout in school environments and have highlighted the principal psycho-social sources of burnout syndrome among teachers. This study attempts to look further at the results of a previous research carried out on a sample of 882 Italian teachers. Using advanced statistical techniques such as MIMIC modelling, it intends to verify whether the following psycho-social stress factors are significant as predictors: interpersonal relations, workload, organisational conflict, role ambiguity, perceived role image, work-home interface. Considering that in Italy the recent regulations regarding retirement are triggering new stressful conditions for teachers, this study also aims to assess the role played by age in relation to the sources of psycho-social stress and burnout. The scales we have adopted are the Maslach Burnout Inventory (MBI-ES) and the Cooper’s Occupational Stress Indicator (OSI) specifically adapted for Italian schools. Results have shown the clear predictive role of factors such as interpersonal conflict and home-work interface in determining the onset of emotional exhaustion and depersonalization among teachers

Moral disengagement, empathy, and cybervictim’s representation as predictive factors of cyberbullying among italian adolescents

This study aimed to evaluate which aspects of moral disengagement (MD), empathy, and representations of the victim’s experience (VER) could be predictors of cyberbullying (CB). One hundred and eight-nine students (11–17 years old) completed 3 self-report questionnaires: An MD scale, an empathy scale, and a CB questionnaire. In relation to the personal experience of CB, four groups were identified: Victim, bully, bully/victim, and no experience with CB. The linear bivariate correlation analysis shows correlations between empathy and VER, between empathy and MD, and between MD and VER. A multinomial logistic regression identified which predictors could increase a subject’s probability of belonging to one of the four groups regarding the personal experience of CB (victim, bully, bully/victim, no experience). Findings highlighted that low cognitive empathy might increase the probability for a student to belong to the bullies’ group, rather than the victims’ group. Furthermore, low perception of the consequences of CB on the victim might increase the probability of belonging to the bully, bully/victim, and no experience groups. Then, a high score in the diffusion of responsibility was a significant predictor of belonging to the victim group rather than the no experience group. Results from this study confirm the need for preventive measures against CB, including the empowerment of cognitive empathy, decreasing the diffusion of responsibility, and increasing the awareness of the consequences of CB on the victim

Burnout and engagement dimensions in the reception system of illegal immigration in the Mediterranean Sea. A qualitative study on a sample of italian practitioners

The present study describes the semantic nature of burnout and engagement in the operators involved in the management of illegal immigration. Semi-structured interviews were conducted on a sample of Italian practitioners (n = 62) of the two levels of the reception system considered: (1) rescue and first aid and (2) reception and integration. Within the framework of the job demands–resources model (JD-R), the interviews deepened the analysis of the positive and negative dimensions of burnout and engagement: exhaustion versus energy, relational deterioration versus relational involvement, professional inefficacy versus professional efficacy and disillusion versus trust. The interviews were analysed using the T-Lab software, through a cluster analysis (bisecting K-means algorithm), which emphasised noteworthy themes. The results show that, in the vast majority of the dimensions considered (for both levels of reception), the same dimensions of engagement of the operators (energy, relational involvement, professional efficacy and trust) are able to lead them into a condition of burnout, with experiences, conversely, of exhaustion, relational deterioration, professional inefficacy and disillusion. These findings expand the knowledge on burnout and engagement in practitioners of illegal immigration, a context characterised by the value of help and welcome

La Fatica di insegnare. Stress e burnout nel mondo della scuola

Scopo di questa trattazione è quello di descrivere le caratteristiche del burnout fra gli insegnanti, tenendo conto degli aspetti eziologici, secondo una prospettiva multifattoriale. In tal senso vengono considerati diversi modelli teorici esplicativi del burnout, tenendo conto della differente prospettiva con la quale vengono affrontati, sottolineando la necessità di un approccio integrato di riferimento, che consideri i molteplici punti di vista sul tema. Partendo da una descrizione generale della sindrome e delle sue caratteristiche specifiche, rispetto alla categoria professionale degli insegnanti, si presentano quattro contributi di ricerca, che analizzano le relazioni esistenti fra la percezione delle fonti di stress e il burnout (prospettiva psicosociale); fra le caratteristiche di personalità e il burnout (prospettiva clinico-dinamica) e fra il burnout e gli stili di insegnamento (prospettiva educativa)