1,721,171 research outputs found
Essere docenti oggi: come gli insegnanti organizzano la propria attività quotidiana.
No full textThe aim of the present article is to investigate, through questionnaires: 1) the structure of teachers’workload 2) the daily work- profiles of 425 teachers, such as 98 men and 327 women, seniority 18,6 (10,1). The structure of teachers’workload derived by factor analysis (ACM) entails three latent dimensions. A hierarchical cluster analysis defined five school activities profiles of teacher, and three extra school profiles
Soddisfazione e coinvolgimento lavorativo quali indicatori dell’adattamento professionale dei docenti. Il ruolo delle convinzioni di efficacia, del clima scolastico e dell’impegno lavorativo
No full textThis Research proposes a «general index of teacher’s professional adjustment» using the scores reported by subjects on the Job Satisfaction and Job Involvement Scales. First, two groups were identified: well-adjusted and maladjusted. Secondly, the hypothesis that socio-demographic variables, self-efficacy beliefs (personal and collective), contextual perceptions and job engagement could discriminate the profiles of two groups was investigated. The research involved 90 females and 15 males. Through discriminant analysis, we identified the variables that strongly contribute to distinguishing between subjects groups. Results sustain the hypothesis that the well-adjusted teachers can de discriminated from the maladjusted teachers on the basis of contextual perceptions (namely colleagues’ perceptions) and personal self-efficacy beliefs, but not on the basis of Job Engagement
Tre tipologie e Cinque Grandi Fattori per lo studio della personalità
No full textIn this review, we examined the recent literature corroborating the generality of the three typologies of Resilient, Overcontrolled, and Undercontrolled (i.e. the RUO typologies) in describing individual personality, using measures of the Big Five factors of personality. The theoretical roots of the three typologies are delineated with special attention to classical person approach. Finally, we discuss the theoretical and heuristic
value of typologies, critically evaluating empirical proofs sustaining the temporal stability and the replicability across different samples and cultures of the three typologies.
The role of typological approaches within the contemporary debate on the objectives of personality psychology is discussed
Validation of the Italian version of the Portrait Values Questionnaire-Revised (PVQ-R) [Un contributo alla validazione italiana del Portrait Values questionnaire-revised (PVQ-R)]
No full textSchwartz e colleghi (2012) hanno recentemente proposto un aggiornamento della teoria dei valori, sviluppata dallo stesso autore alla fine degli anni ottanta (Schwartz e Bilsky, 1987; Schwartz, 1992). Gli autori hanno frazionato il continuum motivazionale in 19 dimensioni, molte delle quali rappresentano dei sottotipi dei 10
valori proposti originariamente. Il presente studio si propone di fornire un contributo alla validazione italiana del Portrait Values Questionnaire-Revised (PVQ-R), lo strumento sviluppato da Schwartz e colleghi (2012) per la misura dei 19 valori. Sono state esaminate le proprietà psicometriche del PVQ-R, con particolare riferimento alla possibilità di discriminare i 19 valori e alla coerenza interna delle dimensioni. È stata inoltre esaminata la posizione relativa dei 19 valori lungo il continuum motivazionale. Hanno partecipato alla ricerca 713 soggetti (43% femmine), con un’età media di 26.5 (DS = 13.6). I risultati evidenziano che i 19 valori sono distinguibili empiricamente, e che i vari sottotipi sono riconducibili ai 10 valori di base del modello originale. La
maggior parte delle dimensioni presenta indici di coerenza interna buoni o accettabili. I 19 valori si collocano nella posizione attesa, con scostamenti minimi rispetto al modello teorico. Sono infine discusse le potenziali applicazioni dello strumento alla ricerca sui valoriSchwartz and colleagues (2012) have recently proposed a refinement of value theory, developed by the same author at end of the eighties (Schwartz & Bilsky, 1987; Schwartz, 1992). The authors partitioned the motivational continuum into 19 dimensions, most of which represent subtypes of the 10 original values. The present study aims to validate an Italian version of the Portrait Values Questionnaire-Revised (PVQR), the instrument proposed by Schwartz and colleagues (2012) for the assessment of the 19 refined values. The psychometric properties of the PVQ-R have been assessed, focusing on the possibility to discriminate the 19 values and the internal consistency of the scales. Moreover, the locations of the 19 values around the circular motivational continuum have been examined. Seven hundred and thirteen respondents (43% females), with a mean age of 26.5 (SD = 13.6), participated in the study. Results showed that the 19 values can be distinguished empirically. Moreover, they can be combined into the 10 values of the original theory. Most scales have good or acceptable levels of internal consistency. The 19 values are located in the expected position, with few exceptions. The applicability of the instrument to value research has been discusse
Teachers’ efficacy: promoting job commitment and job satisfaction
No full textBACKGROUND - Self-efficacy is a strong predictor of teachers’ job commitment and active participation, which is why teachers’ self-efficacy is an appropriate element to be used in implementing large-scale prevention policies and interventions in schools. Recent studies have shown that within the Italian school system teachers’ self-efficacy does in fact influence teachers’ job satisfaction and commitment to their school.
OBJECTIVES - This paper is an in-depth analysis of the soundness and validity of a theoretical model regarding the influence of self-efficacy, collective and personal, on two key organisational variables - job commitment and job satisfaction - within the school context, in light of the central role played by the
perception of the quality of the work environment. This study investigates the psychosocial wellbeing within the school context among a sample of 375 teachers drawn from Italian primary and middle (junior high) schools.
METHODS - The theoretical model was checked against data using structural-equation models, a statistical tool that allows an empirical test of the degree to which a theoretical model explains the empirical co-variance observed within a set of empirical data.
RESULTS - This study attests to the validity of the proposed theoretical model, and reveals the pivotal role of teachers’ personal self-efficacy beliefs in influencing important organisational variables such as perception of the work environment, commitment to the organization and job satisfaction. The perception of the work environment mediates the influence of personal efficacy on collective efficacy, which in turn, influences job commitment and job satisfaction. These causal relationships play a very important role in and influence on
teachers’ participation in creating personal and organizational psychosocial wellbeing
Disentangling trait from state components in the assessment of egoistic and moralistic self-enhancement
No full textA latent state-trait model has been used to assess the extent to which egoistic and moralistic self-enhancement represent: (a) stable individual differences and (b) systematic effects of the situation and/or the person-situation interaction. Analyses were conducted on a sample of 187 adults (64% females). Findings revealed that both self-enhancement tendencies mostly capture stable interindividual differences, although significant occasion-specific effects were observed. Egoistic self-enhancement presents a higher proportion of trait variance than moralistic self-enhancement. The egoistic dimension was mostly related with the stable (trait) components of conscientiousness and emotional stability. The moralistic dimension, on the contrary, was mostly related with the transient component of emotional stability. Potential explanations for the observed differences between egoistic and moralistic self-enhancement were discussed and interpreted in terms of their implications for personality assessment. (C) 2013 Elsevier Ltd. All rights reserved
The higher-order factors of the Big Five as predictors of job performance
No full textDespite the fact that the relationship between the Big Five personality traits and job performance has been widely investigated, no study has focused on the criterion validity of Stability and Plasticity, the two higher-order factors of personality. The current research aims to fill this gap in the literature by relying on a hierarchical model that includes both the Big Five and their higher-order factors. Two studies were conducted among incumbents working for an insurance company (n = 101) and security agents (n = 201). Stability (but not Plasticity) accounted for variance in job performance beyond that accounted for by measures of the Big Five. (C) 2012 Elsevier Ltd. All rights reserved
Alpha and Beta Traits and Egoistic and Moralistic Self-Enhancement: A Point of Convergence Between Two Research Traditions
No full textObjective The current study investigated the relationship of egoistic and moralistic self-enhancement with Alpha and Beta, the two higher-order factors of personality encompassing the Big Five. Method Four hundred sixteen Italian adults (59% females, mean age?=?41.13) completed self-report measures of the Big Five and of egoistic and moralistic self-enhancement. They were also rated by acquaintances on the two self-enhancement measures. A cross-observer design within the framework of structural equation modeling was used to disentangle the variance shared by the constructs that is due to (a) substantive personality characteristics (i.e., the variance of egoistic and moralistic self-enhancement common to different informants), (b) response bias (i.e., the tendency to exaggerate agentic and communal qualities), and (c) halo effect (i.e., the common factor underlying all self-report measures). Results Findings revealed significant correlations between Alpha and Beta and the substantive parts of egoistic and moralistic dimensions. Beta was primarily related to egoistic self-enhancement, whereas alpha was mostly related to moralistic self-enhancement. Nevertheless, a substantial portion of variance in Alpha and Beta was explained by response bias and halo effect. Conclusions Substance, bias, and method variance all represent important sources of covariation among the Big Five
L’efficacia dei docenti: come promuovere l’impegno nell’organizzazione e la soddisfazione lavorativa
No full textCONTESTO - La teoria sociale cognitiva vede nella capacità dell’individuo di autodeterminarsi il perno dello
sviluppo e del cambiamento umano; essa ha come elemento cardine la convinzione che l’autoefficacia, ovvero
l’efficacia personale degli individui, sia capace di influenzare intenzionalmente eventi e contesti. L’autoefficacia
rappresenta un fattore dotato di un largo potere predittivo dell’impegno e della soddisfazione lavorativa; è
dunque utilizzabile per la progettazione ed implementazione di programmi di prevenzione e sicurezza all’interno
dei contesti organizzativi ed, in particolar modo, nella scuola.
OBIETTIVI - Questo studio analizza nel dettaglio la tenuta e dunque la generalizzabilità di un modello teorico
riguardante l’influenza dell’efficacia, personale e collettiva, su due importanti variabili organizzative quali
l’impegno e la soddisfazione lavorativa all’interno del contesto scolastico, alla luce del ruolo centrale giocato
dalla percezione della qualità dell’ambiente lavorativo. Lo studio indaga dunque il benessere psicosociale
all’interno del contesto scolastico, coinvolgendo un campione di 375 insegnanti appartenenti alla scuola
primaria e secondaria di primo grado.
METODI - Il modello teorizzato è stato sottoposto a verifica empirica attraverso la tecnica dei modelli di
equazioni strutturali. Questa tecnica consente di testare quanto un modello teorico rappresenti una buona
spiegazione di ciò che accade all’interno di un contesto sociale. L’adattamento del modello ai dati empirici è
stato verificato sia facendo ricorso a diversi indici, sia testando un modello alternativo.
RISULTATI - Il presente studio avvalora la bontà del modello teorico proposto, rivelando il ruolo centrale delle
convinzioni di efficacia personale dei docenti nell’influenzare importanti variabili organizzative quali la
percezione dell’ambiente lavorativo, l’impegno nell’organizzazione e la soddisfazione per il proprio lavoro. La
percezione dell’ambiente lavorativo media l’influenza dell’efficacia personale su quella collettiva, a sua volta,
quest’ultima, influenza l’impegno e la soddisfazione. Tali nessi causali hanno una grande rilevanza e ricaduta
ai fini della partecipazione dei docenti alla creazione di un benessere psicosociale personale ed organizzativo
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