1,720,965 research outputs found
Problematic internet use and academic achievement: a focus on interpersonal behaviours and academic engagement
No full textIn accordance with the Self-Determination Theory, the interpersonal behavior of others can support or thwart the basic psychological needs and influence the well-being of students. Furthermore, several studies have shown that problematic internet use has a negative influence on the academic field. However, no studies have investigated the impact of need-supportive and need-thwarting interpersonal behaviors (using the SDT theoretical framework) on internet addiction, academic engagement, and academic achievement. For this reason, the main purpose of this study is to investigate the relationship between students’ perceptions of others’ behaviors that supported or thwarted their basic psychological needs, internet addiction, and academic engagement and the impact on academic achievement through two studies. In the first study, 889 students (age: M = 20.26, SD = 3.16), were used to investigate the dimensionality of the Italian version of the Interpersonal Behaviour Questionnaire (IBQ) and the reliability, convergent and concurrent validity. In the second study, 515 students (age: M = 20.26, SD = 3.16) were tested to investigate the mediating role of problematic internet use on the relationship between students’ perceptions of others’ behaviors that supported or thwarted their basic psychological needs and academic engagement and the impact on academic achievement. The results of the first study suggested that the Italian version of the IBQ shows good psychometric characteristics in the Italian context. The results of the second study confirmed the mediating role of problematic internet use and academic engagement as mediators between students’ perceptions of need-thwarting interpersonal behaviors and academic achievement
The relationships between attachment styles, refective functioning, and emotion regulation in mothers of children diagnosed with ADHD
No full textIn the present study, we explored the relationships between attachment styles, refective functioning, and dimensions of
emotion regulation in mothers of children diagnosed with combined type of ADHD. Participants were 336 mothers, 168 with children diagnosed with ADHD and 168 with children without any diagnosis. Preliminary results showed that mothers of children with ADHD had slightly lower levels of refective functioning and cognitive reappraisal than mothers of children without ADHD did. Moreover, mothers of children with ADHD reported lower levels of secure attachment and a slightly higher levels of dismissing and anxious attachment than mothers of children without ADHD did. Focusing on the group of mothers of children with ADHD, the results showed that anxious and dismissing attachments were negatively associated with refective functioning and that cognitive reappraisal partially mediated the relationship between the two attachment styles
(anxious and dismissing) and refective functioning. Theoretical and practical implications are provided
L’Almost Perfect Scale-Revised: un contributo all’adattamento italiano
No full textLo scopo del presente lavoro è quello di tradurre e validare nel panorama italiano l’Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi e Ashby, 2001). In un primo studio, condotto su un campione di 316 studenti universitari (50,6% femmine, età media 22.69 anni), ci si è proposti di esplorare la struttura fattoriale (AFE) dello strumento e di analizzarne le principali proprietà psicometriche (affidabilità e validità di costrutto convergente e discriminante), esaminando la relazione esistente tra le dimensioni del perfezionismo e alcune variabili internalizzanti che denotano disagio psicologico (come depressione e ansia) o adattamento (es.: autostima). In un secondo studio, ci si è proposti di confermare la struttura fattoriale (AFC) dell’APS-R precedentemente emersa su un nuovo campione di 217 studenti universitari (63% femmine, età media 20.09). I risultati ottenuti hanno fornito un’evidenza dell’applicabilità e dell’utilità dello strumento nel contesto italiano. [The purpose of this study was the adaptation and validation of the Italian version of the Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi and Ashby, 2001). In a first study, we aim was to explore the factor structure (EFA) of the instrument and to examine the main psychometric properties, examining the relationship between the dimensions of perfectionism and depression, anxiety, and self-esteem) in a sample of 316 college students (50.6% female, mean age 22.69 years). In a second study, we aim was to confirm the factor structure (CFA) of the APS-R previously emerged in a new sample of 217 college students (63% female, mean age 20.09). Results have provided evidence for the applicability and usefulness of the instrument in the Italian context.
School refusal and absenteeism: Perception of teacher behaviors, psychological basic needs, and academic achievement
Full text linkSchool refusal (SR) is a complex problem that may be caused by different risk factors such as individual and contextual factors (Kearney, 2007; Maynard et al., 2018; Heyne et al., 2019). These mechanisms can be described in the context of self-determination theory (SDT). For these reasons, the purpose of the present study is investigate the relationship between teacher perceived psychological control and support, psychological basic needs, SR behavior, and academic achievement, on adolescent sample. It is hypothesized that teacher perceived psychological control and autonomy support play a role on need frustration and need satisfaction; in turn, need satisfaction could reduce while need frustration could promote SR behavior and number of absences. Finally, SR behavior and number of absences could reduce academic achievement. 263 students (196 females, 67 males) with an average age of 16.14 (SD = 1.35; range 13-20 years). SEM analyses with observed variables have shown that the final model fit well the data, χ2(8) = 16.34, p = 0.04, CFI = 0.96, SRMR = 0.04, RMSEA (90% CI) = 0.06 (0.01; 0.10), showing the following significant path: need satisfaction was positively predicted by perceived teacher support and negatively predicted by teacher perceived psychological control; need frustration was positively predicted by teacher perceived psychological control; number of absences was negatively predicted by need satisfaction; SR was positively predicted by need frustration; school achievement was negatively predicted by SR and number of absences. These results have several implications for the school context and the deepening of the construct of SR and absenteeism
Perceived parental psychological control and school learned helplessness: The role of frustration intolerance as a mediator factor
No full textThe present study aims to investigate the relation between perceived parental psychological
control, school learned helplessness and mastery orientation, and also to test
frustration intolerance as a mediator in the relation between perceived psychological
control and school learned helplessness. The sample consisted of 214 (86 male and 128
female) high school students with an age range between 17- and 19- years (M1⁄418.20;
DS1⁄40.98). Results indicated that maternal psychological control positively predicts
frustration intolerance, and that in turn, frustration intolerance positively predicts
school learned helplessness. Furthermore, there was a significant indirect effect of
frustration intolerance in the link between maternal psychological control and school
learned helplessness, pointing to an important mediating role for frustration intolerance.
Theoretical and practical implications are discussed
The Relationship Between Frustration Intolerance, Unhealthy Emotions, and Assertive Behaviour in Italian Students
No full textThe aim of the present research was to investigate the relationship between frustration intolerance and emotional-behavioural problems. Specifically, the study explored whether frustration intolerance beliefs were associated with difficulties in assertive behaviour, anxiety, depression, and anger in a non-clinical student sample (N = 250). For this purpose an Italian version of the Frustration Discomfort Scale (FDS) was developed. The findings supported a multidimensional model of frustration intolerance and the relationship between specific frustration intolerance beliefs and emotional-behavioural problems. Regarding unhealthy emotions, structural equation modeling (SEM) analyses (model A) indicated that discomfort intolerance and emotional intolerance had a significant relationship with state anxiety, trait anxiety, and depression. The discomfort intolerance and entitlement sub-scales had a significant relationship with state anger and trait anger, while entitlement directly predicted trait anger. Regarding assertiveness, SEM analyses (model B) indicated that emotional intolerance had a significant relationship with distress when being assertive. More generally, the FDS full scale score (model C) was significantly related to unhealthy emotions and (model D) unassertive behaviour (distress). The present study provided evidence of the cross-cultural applicability of the FDS
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
The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement
No full textThe main purpose of this study is to investigate how students’ perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students’ psychological needs
The mediating role of maladaptive perfectionism in the association between perceived psychological control and learned helplessness
No full textDespite the extensive research on parental psychological control, no study has explored the relation between parental and teacher psychological control, maladaptive perfectionism and learned helplessness (LH). The purpose of this study was to investigate (1) whether perceived teacher psychological control predicts positively LH, (2) whether perceived parental psychological control predicts maladaptive perfectionism, and (3) whether the association between perceived parental and teacher psychological control and LH is mediated by maladaptive perfectionism. In a sample of 433 participants, 268 females (61.9%) and 165 males (38.1%), ranged in age from 13 to 19 years (M = 15.38, standard deviation (SD) = 1.18), it was found that teacher psychological control has a more relevant role in the prediction of LH than parental control. Moreover, maladaptive perfectionism was a full mediator of the relationship between perceptions of teacher psychological control and LH. These results extend previous studies on teacher psychological control and, for the first time, provide evidence for the relation with LH, identifying maladaptive perfectionism as a variable that accounts for the relation between teacher psychological control and LH
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