2,386 research outputs found
The fundamental issues of the scientific method for attribution: a reassessment through case studies.
No full textThe single volume is the aftermath of the international conference held at the Cultural Heritage Department of the University of Bologna. It is aimed at analyzing the problem of fake heritage through an interdisciplinary approach, wich shows both its entirety in the modern society and its presence in the human history not onli limited to the art object themselves but to the Cultural Heritage in its broad meaning
L'analisi dei bisogni nei contesti scolastico-educativi
No full textLa progettazione in ambito scolastico-educativo comporta la creazione di interventi volti alla soluzione di problematiche o alla promozione di benessere, implementati all’interno di un contesto, la scuola, estremamente complesso, formato da diversi attori che mostrano diverse esigenze, e influenzato dalle caratteristiche socioculturali della società in cui è inserito. In altre parole, la scuola è considerata qui dal punto di vista socio-costruttivista, un approccio che spiega fenomeni intraindividuali, cioè di tipo individuale o psicologici, alla luce sia di dinamiche interindividuali, ossia le relazioni tra individui, sia di dinamiche sociali e culturali, cioè l’insieme di norme sociali e di significati culturali condivisi all’interno della scuola e del contesto più ampio
Explication causale de l’échec scolaire et valorisation sociale de l’effort dans le contexte scolaire
No full textL’étude des explications causales utilisées dans le contexte scolaire montre que les enfants utilisent davantage des réponses causales internes pour se valoriser et que les pratiques sociales d’évaluation sont sensibles aux explications internes émises par les agents sociaux (Pansu, et al., 2003). Parallèlement une série de résultats plaident en faveur d’une valorisation sociale d’explications causales qui évoquent l’effort, en l’espèce dans le contexte scolaire (Matteucci & Gosling, 2004; Matteucci & Tomasetto, 2005; Weiner, 2003).
Les deux études présentées dans cette communication visent à comprendre si la valorisation sociale des causes internes se manifeste indépendamment du type d’explication ou si les explications concernant l’effort activent une plus élevée valorisation.
Une étude préparatoire a été réalisée avec 100 étudiants. Le dispositif expérimental se base sur le « paradigme des juges » : les sujets sont placés dans la position de potentiels évaluateurs et ils doivent émettre un jugement évaluatif sur les individues-cibles, connus par leurs réponses a un questionnaire d’internalité et par d’autres informations (Dubois, 1994).
Chaque participant devaient répondre à deux questions concernant deux d’élèves connues par l’avis final émis par leurs enseignants sur le dernier bulletin (évoquant «pas d’effort mais suffisante capacité» vs. «pas de capacité mais suffisant effort») et les réponses fournies par l’élève à un questionnaire d’internalité (majoritairement internes vs. majoritairement externes). Les questions concernaient leur jugement général sur l’élève et leur avis sur le rendement futur de l’élève (sur échelle graduées en 7 points).
Les résultats montrent que, en ce qui concerne le jugement général sur le sujet, les élèves internes ont suscité un jugement plus favorable; tandis que la variable «effort» n’a eu aucun effet significatif. Par contre, l’effort montre un effet significatif concernant l’«avis sur le rendement futur». En particulier, l’internalité des réponses au questionnaire induit un jugement plus favorable, mais la variable «effort» donne lieu à des réponses plus positives et en cas de questionnaire externe et en cas de questionnaire interne.
L’étude expérimentale a été conduite auprès 92 enseignants d’école primaire avec une version modifiée du document précèdent. En effet, le questionnaire d’internalité différenciait entre a) explications externes, b) internes qui évoquent capacité et c) internes qui parlent de l’effort mis dans la tache. Les résultats confirment l’effet normatif des explications internes qui évoquent l’effort. En particulier les analyse statistiques montrent une différence significative en ce qui concerne les réponses des enseignant à la question sur la prévision du rendement futur de l’élève : l’élève «interne-effort» obtient un pronostic significativement plus favorable que l’élève «externe», tandis que aucune différence ressort entre l’élève «interne-capacité» et l’élève «externe»
Flora: il destino del prototipo
No full textCatalogo della mostra "Le due Flore" , State Hermitage Museum, San Pietroburgo, maggio 201
School needs and service delivery models in school psychology. A mixed methods study.
No full textNeed. Currently, the limited available data about the prevalence and conditions of school psychologists in Italy and political interest
in developing organizations, structures, and regulations to represent and govern these services establish a critical need to further
explore, document, and describe and especially improve the Italian school psychologists’ roles, functions and service delivery
models. Although existing research indicates that psychologists are at least minimally present in many schools (Cornoldi & Molinari,
2019; Coyne & Trombetta, 2006; Matteucci & Coyne, 2017; Matteucci & Farrell, 2018), school psychology services are not provided
regularly and a framework for broad-based service delivery model is still lacking.
Aims. The study aims to investigate: a) stakeholders’s needs in terms of psychological service delivery model in school, and b)
service delivery interventions and practices of psychologists who actually work in schools in order to identify a service-delivery
model that best meets the needs of all students while also supporting teachers. Final aim will be to identify best procedures and
practical guidelines concerning service-delivery practices to be provided to psychologists.
Methodologies/Activities. Because neither quantitative nor qualitative methods alone are sufficient to capture the complexity of the
SP service delivery in Italy, we propose conducting a sequential exploratory strategy mixed-method study (Creswell, 2003) of
psychological service-providers who work in schools. Thus, the three research units will realize the following integrated activities: (a)
a survey addressed to principals, teachers and students of primary, middle and secondary schools and (b) interviews with school
psychology practitioners through an elicitation method aimed at identifying school psychology work practices. The survey and the
interviews will be conducted in Emilia-Romagna, Abruzzo e Campania. While the three research units (RUs) will operate together by
sharing the whole project and by synergistically carrying on the research design, the data collection and the data analysis, each RU
will take the responsibility to lead one strategic action.
Expected outcomes. The main outcomes will be: a) to identify school needs in terms of school psychology service delivery model that would best meet their needs; b) to map the theoretical and methodological foundations behind the psychological interventions
implemented in the past years or still ongoing; c) guidelines about a service-delivery model that may provide a framework for
broad-based service delivery. We expect the project to have social impact as by providing Italian school psychologists with a
multidimensional and comprehensive model of intervention and service-delivery strategies, we will contribute to the promotion of a
full range of services to improve outcomes for students, families, and schools
Attributional retraining and achievement goals: An exploratory study on theoretical and empirical relationship/Reconversion attributionnelle et buts d'accomplissement: une contribution exploratoire de leurs liens theoriques et empiriques
No full textIntroduction Achievement goals and attribution theory are theoretically and empirically linked, but existing literature lacks to explore the link between achievement goals and attributional retraining (AR), a motivational intervention based on the causal attribution theory. Objective(s) The aims of this field study were to determine the effectiveness of an AR treatment aimed to restructure college studentsâ dysfunctional causal explanations of poor performance and to explore whether achievement goals are predictive of the use of adaptive causal attributions. Methods Studentsâ achievement goals orientation and causal attributions were assessed and AR treatment was provided to a sample of second-year college students with maladaptive attributional schemas. Results Findings confirmed the effectiveness of AR treatment in restructuring self-defeating stable attributional explanations and suggested that achievement goals are implicated in the adoption of adaptive causal dimensions. Conclusion The importance of integrating the two discussed theoretical models in order to provide efficacious AR interventions with students at risk is discussed
Ritratto di gentildonna
No full textLa collana si propone di rendere note sia al grande pubblico che agli specialisti le recenti ricerche non solo di carattere diagnostico su alcune opere riconducibili a vario titolo all’ambito leonardesco. Mettendo a confronto le evidenze storico artistiche e le indagini diagnostico-analitiche si prendono in esame sia capolavori appartenenti allo stretto entourage vinciano, sia opere di finissima qualità riferibili ai seguaci di varie nazionalità e alla seconda generazione di eredi del maestro
La Flora di collezione privata - Fra arte e scienza
No full textEstratto della presentazione per l'inaugurazione della mostra "Le due Flore", State Hermitage Museum, San Pietroburgo, maggio 201
Nutritional status and Adiponectine plasma levels in patients affected by Anorexia Nervosa
No full textNutritional status and Adiponectine plasma
levels in patients affected by Anorexia Nervosa
C. Masoni, L. Ghiadoni, C. Scarpellini, C. Consani,
E. Matteucci & O. Giampietro
Department of Internal Medicine, University of Pisa, Italy
Background: Anorexia Nervosa (AN) is prevalent in modern
societies but is not well understood yet.
Aim: The aim of this study is to evaluate circulating levels of
Adiponectine (Apn) and the relationship between these levels
and anthropometric and metabolic parameters.
Materials and methods: The study included 40 women, 20
with AN (BMI 15Æ7 ± 2Æ1 kg m)2, age 30Æ2 ± 10Æ5 years), 12
restricter (BMI 14Æ9 ± 1Æ6 kgm)2) and 8 binge-purge subtype (BMI
18Æ3 ± 0Æ8 kg m)2), and 20 healthy controls (BMI 22Æ06 ± 0Æ93 kg
m)2, age 32Æ4 ± 4Æ4 years). Food intake was evaluated by a 5-day
24 hour dietary recall.
Results: Apn was higher (P < 0Æ001) in AN (36Æ84 ± 13Æ12 ng
mL)1) than controls (15Æ1 ± 3Æ0 ng mL)1) and (P = 0Æ004) in restricter
(41Æ8 ± 11Æ0 ng mL)1) than in binge-purge AN subtype
(22Æ1 ± 4Æ5 ng mL)1). Apn levels were negatively related with
BMI in total population (AN + C), without significance.
Total and LDL (Low Density Lipoprotein) Cholesterol levels
were higher (P < 0Æ05; P = 0Æ001) in AN (193Æ09 ± 39Æ86 mg
dL)1; 107Æ95 ± 27Æ75 mg dL)1) than C (166Æ09 ± 13Æ70 mg dL)1;
83Æ6 ± 15 mg dL)1), while Albumin was lower (P < 0Æ05) in
AN than C (4Æ40 ± 0Æ41 vs. 4Æ65 ± 0Æ57 g dL)1); no difference
between restricter and binge-purge subtype. Prealbumin and C
Somatomedine were similar in AN and C because of these
parameters rapidly change with changing of nutritional habits,
and the study’s patients were already included into nutritional
educational program: although their daily caloric intake was
lower than the recommended assumption levels of nutrients
(LARN, National Institute of Nutrition), the caloric division
between macronutrients was correct.
Conclusions: Increase of Apn in AN might be related to fat
mass reduction, in fact Apn progressively increase in losing
weight obese, or fat mass might exert negative feedback on Apn production, the severe emaciation in AN could inhibit
this feedback
- …
