618 research outputs found
Caterina Colombini, o della cugina sedotta. Una ‘ricostruzione’ della figura di Caterina attraverso i testi
No full textIn this essay the author demonstrates that it is possible to “reconstruct” the figure of Caterina Colombini (1340?-1387) – Giovanni Colombini’s cousin – through a group of texts: the hagiography of Caterina, the letters sent to her by Giovanni Colombini and, finally, Giovanni’s biography written by Feo Belcari. The author divides his text into four parts: the first part analyzes the content of Caterina’s hagiography; the second examines the linguistic form of the hagiographic text; in the third, the author analyzes the latent meaning of the window, a symbolic place where Giovanni and Caterina converse on divine topics; in the last part, to conclude, the teachings that Giovanni gives to Catherine and her spiritual daughters – the Gesuate – are analyzed
Learned Helplessness and Mastery Orientation: the contribution of personality traits and academic beliefs
No full textThe present study examined the contribution of personality traits and academic beliefs (e.g.
school self-efficacy, quality of life as a student) that may exert a role in predicting mastery orientation
(MO) and learned helplessness (LH). The sample consisted of 196 students (111 males,
85 females) from a middle school (M age = 12.22; SD = .98) in the city of Messina in Sicily, Italy.
Results show that the traits of conscientiousness, extraversion, openness to experience, and
agreeableness correlate positively with high school self-efficacy, quality of life as a student, and
MO, whereas they correlate negatively with LH. The trait of emotional instability correlates positively
with LH and negatively with school self-efficacy, quality of life as a student, and MO. In
addition, regression analyses showed that personality traits and academic beliefs (in particular,
school self-efficacy) play an important role in explaining helpless behavior and mastery-oriented
behavior. Theoretical and practical implications are discussed
Predicting risk of school refusal: examining the incremental role of trait EI beyond personality and emotion regulation
No full textResearch has not yet been deepened in the link between personality factors and risk of school refusal. Furthermore, previous studies fail to verify the direct relation between trait EI and the risk of school refusal. The present study examined personality traits, emotion regulation and trait EI for the contributory role they may play in predicting the risk of school refusal. The sample consisted of 311 participants, 112 males (36%) and 199 females (64%) with an average age of 14.19 (SD = .60), from a high school in the city of Messina (Sicily, Italy). Results show that the risk of school refusal is positively related to neuroticism and maladaptive emotion regulation strategies, while it is negatively related to the extroversion, agreeableness and conscientiousness and trait EI. Moreover, trait EI can be considered as a strong incremental negative predictor of risk of school refusal over and above personality traits and emotion regulation
Tolleranza alla frustrazione e benessere psicologico: quale relazione?
No full textL’obiettivo del presente studio è quello di analizzare la relazione tra le dimensioni del benessere psicologico e le credenze di intolleranza alla frustrazione. Si è ipotizzato che a più alti livelli di intolleranza alla frustrazione (intolleranza emotiva, intolleranza al disagio, pretese/diritto, perfezionismo/realizzazione) corrisponda un minor indice di benessere psicologico e delle dimensioni che lo compongono. Sono state, inoltre, indagate eventuali differenze di genere e la possibile relazione con l’età delle variabili considerate, allo scopo di ampliare le conoscenze scientifiche in un campo di indagine dai risultati ancora poco uniformi. Hanno partecipato alla ricerca 200 studenti universitari campionati negli Atenei della città di Messina e di Reggio Calabria. Per la valutazione delle variabili considerate sono state utilizzate le versioni italiane del Psychological Well-being Scale (PWB) di Ryff (Ryff, 1989; Ruini et al., 2003) e del Frustration Discomfort Scale (FDS) di Harrington (Harrington, 2005a; Filippello et al., 2014). I risultati hanno in parte confermato le ipotesi di partenza. Relativamente alle differenze di genere, le donne presentano sia un minor benessere sia una maggiore intolleranza alla frustrazione, rispetto agli uomini. Per quanto concerne l’età, si evince una correlazione negativa con le credenze di intolleranza emotiva, pretese/diritto e intolleranza al disagio. Infine, l’analisi di regressione ha messo in evidenza che alcune dimensioni dell’intolleranza alla frustrazione (intolleranza emotiva e intolleranza al disagio) sono negativamente predittrici del benessere psicologico; mentre, le credenze perfezionistiche (perfezionismo/realizzazione) lo influenzano positivamente. Ulteriori studi longitudinali sarebbero opportuni al fine di approfondire e confermare in maniera adeguata i risultati ottenuti. / The purpose of this study is to investigate the relationship between the dimensions of psychological well-being and frustration intolerance beliefs. Specifically, it was assumed that a higher levels of frustration intolerance (emotional intolerance, entitlement, discomfort intolerance, and achievement frustration), corresponds to a lower index of both psychological well-being and its dimensions. A further objective was to investigate the presence of gender differences and the possible correlation with age in the variables considered in order to improve scientific knowledge in a field of investigation by the results still not uniform. At this research 200 university students participated (sampled in the universities of Messina and Reggio Calabria). For the evaluation of the variables considered were used Italian versions of Psychological Well-being Scale (PWB) (Ryff, 1989; Ruini et al., 2003)) and the Frustration Discomfort Scale (FDS) (Harrington, 2005a; Filippello et al., 2014). The results partially confirmed the initial hypotheses. As to gender differences, women have presented both a lower well-being and a greater frustration intolerance than men. As for the age, there is a negative correlation with the beliefs of emotional intolerance, entitlement, and discomfort intolerance. Finally, the analysis of regression put in evidence that some dimensions of the intolerance to frustration (emotional intolerance and discomfort intolerance) are negatively predictors of the psychological well-being. Conversely, the perfectionist beliefs (achievement frustration) influence it positively. Further longitudinal studies would be necessary in order to deepen and confirm the result obtained
Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation
No full textAlthough several studies have investigated the roles of teaching practices during the learning process on students, the role of school learned helplessness (LH) and mastery orientation (MO) has not been deeply examined. The present study aimed to verify the dynamics between academic achievement and the perception of the students of their teacher's psychological control and autonomy support by examining the mediating role of school LH and MO. Results confirmed that perceived teacher psychological control can predict school LH, whereas perceived teacher autonomy support can predict school MO. Additionally, academic achievement was positively predicted by school MO, whereas it was negatively predicted by school LH. Finally, analyses have shown that school LH and MO play a mediating role in the relationship between academic achievement and the perceived teacher autonomy support and psychological control. Limitations and implications are discussed
Perceived Parental Psychological Control and Learned Helplessness: The Role of School Self-Efficacy
No full textRelatively few studies have examined the mechanisms through which psychological control creates impairments in the scholastic and academic areas of children’s and adolescents’ functioning. The purpose of this study was to highlight the relation between psychological control and learned helplessness (LH), and also to test school self-efficacy as a mediator in the relation between psychological control and LH. A total of 186 students (103 males and 83 females) aged between 14 and 18 (M = 16.22, SD = 1.21) completed self-report questionnaires assessing socio-demographic characteristics, parental psychological control, school self-efficacy, and LH. Both maternal and paternal psychological control were negatively associated with self-efficacy and positively associated with LH. This statement is consistent with our hypotheses. Furthermore, structural equation modeling showed that school self-efficacy was a full mediator in the relation between perceptions of parental psychological control and LH. These results extend previous studies on parental psychological control in a school context and provide evidence for the relation with LH, identifying self-efficacy as a variable that accounts for the relation between parental psychological control and LH
A psychometric examination of the Learned Helplessness Questionnaire in a sample of Italian school students
No full textThe aim of this study is to verify the factor structure of a self-report filled out by students to assess Learned Helplessness (LH) and Mastery Orientation (MO) in a school environment. Two separate studies were undertaken to accomplish these purposes. Through exploratory factor analysis, Study 1 aims to explore factor structure of the new Learned Helplessness Questionnaire (LHQ) and examine the distinction between LH and MO in a sample of 488 school students (198 males and 290 females) between 11 and 18 years old. Furthermore, the reliability and the criterion validity of the instrument are examined. The primary purpose of Study 2 was to confirm in a new sample the factor structure of the LHQ and to examine the internal consistency, reliability, and concurrent validity with measures of self-efficacy, student’s quality of life, and school decision-making in a sample of 378 school students (212 males and 166 females) between 11 and 18 years old. Results reveal that the 12-item LHQ shows a good two-factor structure that represents the two subscales of the theoretical framework model (MO and LH). The two factors show very good internal reliability and good criterion and concurrent validity. Practical implications for school psychology are discussed
Italian version of the Family Almost Perfect Scale: Psychometric characteristics and relationships with academic engagement, self-esteem, and personal perfectionism
No full textThe aim of this manuscript is to examine the perceived parental perfectionism in undergraduate Italian students. Study 1 aimed at exploring the factorial structure, reliability, and construct validity of the Italian version of the Family Almost Perfect Scale (FAPS). The aim of Study 2 was to cross-validate the FAPS structure with a different sample and to examine the relationship of family perfectionism with personal perfectionism, self-esteem, and academic engagement. In Study 2, we compared different profiles of perceived perfectionistic families on these stated psychological indicators. Results provided evidence for the applicability of the FAPS in an Italian sample. Participants of Study 2 were classified by latent profile analyses into four different profiles of perceived perfectionistic families and compared on psychological indicators. The results confirm that family discrepancy is the most detrimental aspect of perceived parental perfectionism, which warrants attention through psychological counseling
Preliminary evaluation of a self-report tool for Learned Helplessness and Mastery Orientation in Italian students.
No full textLearned helplessness (LH) is defined as a passive behavior characterized by an inability to learn that may affect the academic success of students. Conversely, students who show good motivation skills, optimism and perseverance are more focused on tasks and ‘mastery oriented’ (derived from Mastery Orientation, MO). The purpose of this study was to develop a self-report measurement of LH and MO - the Learned Helplessness Questionnaire (LHQ) - for the Italian scholastic context. We translated and adapted a student self-evaluation register, the Student behaviour checklist, and administered the questionnaire to Italian students in order to provide a preliminary factor structure. Exploratory factor analyses conducted support a two-factor model and acceptable internal reliability of the Italian LHQ.The results encourage the conduction of further analysis to assess the psychometric characteristics of the LHQ in depth
Chapter Caterina Colombini, o della cugina sedotta. Una ‘ricostruzione’ della figura di Caterina attraverso i testi
No full textIn this essay the author demonstrates that it is possible to “reconstruct” the figure of Caterina Colombini (1340?-1387) – Giovanni Colombini’s cousin – through a group of texts: the hagiography of Caterina, the letters sent to her by Giovanni Colombini and, finally, Giovanni’s biography written by Feo Belcari. The author divides his text into four parts: the first part analyzes the content of Caterina’s hagiography; the second examines the linguistic form of the hagiographic text; in the third, the author analyzes the latent meaning of the window, a symbolic place where Giovanni and Caterina converse on divine topics; in the last part, to conclude, the teachings that Giovanni gives to Catherine and her spiritual daughters – the Gesuate – are analyzed
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