1,720,979 research outputs found
Proposta di codifica abbreviata per il Disegno della Figura Umana (DFU): studi correlazionali.
No full textIl DFU (Harris, 1963) continua ad essere un utile strumento di screening soprattutto per bambini con difficoltà comunicative, nonostante i limiti legati sia ai presupposti teorici che al suo sistema di codifica oneroso e datato. Con il presente studio intendiamo testare un sistema di codifica più breve (DFUB; Bombi e Cannoni, 2017) che prevede 15 item relativi alle principali parti del corpo, per ciascuno dei quali si assegna un punteggio da 0 a 2 (0 = assenza; 1 = forma semplice; 2 = forma articolata). Un primo studio su disegni dell’Uomo e della Donna (182 partecipanti, 3-11 anni) ha individuato correlazioni significative, di entità da modesta a buona, tra DFU, DFUB e PM 47 (Raven, Raven & Court, 1998) tenendo sotto controllo l’età. Un secondo studio (73 partecipanti; 8-11 anni) ha replicato i risultati del precedente e ha individuato correlazioni negative e significative anche con il BVMGT (Bender, 1938)
Relationship between accuracy and speed in the Raven’s coloured progressive matrices test: Normative data for Italian children aged 5-6 years
Full text linkThe Raven’s Coloured Matrices (CPM) is one of the most used tests for assessing fluid intelligence in children. Although the speed factor is considered important for the measurement of this construct, normative data for speed are not available for the CPM test, and the speed contribution on the test performance is not known in the literature. To help fill these gaps, we provide the CPM Accuracy and Speed norms, and data on the relationship between the two measures, concerning a sample of 468 Italian children aged 5-6 years. A negative correlation emerged between accuracy and speed for the Ab and B Sets of the test, which include the most complex problems. The association in Set B (the most difficult) between a decrease in accuracy and an increase in speed suggests the prevalence of random responses, advising the exclusion of this Set from the computation of the total score in the considered ages. Comparisons between three groups of children (inaccurate and fast; inaccurate and slow; accurate and slow) indicate that the poor accuracy of fast children may be due to an impulsive approach to the task. This pattern of results calls into question the practice of evaluating the test performance taking into account only the accuracy factor
Promoting social competence and preventing aggression in primary school: an intervention based on social information processing
No full textSocial Information Processing interventions (Li et al.,2013) promote children Social Problem Solving (SPS) competence and
social skills. Our aim is to test the effectiveness of a SPS training in an Italian context.
Participants were 105 children (41 girls, mean age =8,7) who attended six classes in the same school. Project lasted two years.
Three classes were assigned to Group1 (N=61), and three classes to Group2. Both groups were tested at T1 (beginning 3rd Class),
T2 (end 3rd Class), T3 (beginning 4th Class) and T4 (end 4th Class). Group1 was trained only the first year, in 3rd Class, between T1
and T2. Group2 was trained the second year, in 4th Class, between T3 and T4. In T1, T2, T3 and T4 children filled SPS-Questionnaire
(adapted from Schonfeld et al. 2012), and in T3 and T4 they also filled PVA (Physical Verbal Aggression Questionnaire, Caprara et
al. 1991). Three two-way mixed ANOVAs were conducted, with groups as between-factor and (1) proportion of SPS-competent
responses, (2) SPS-aggressive responses, and (3) PVA as repeated measures, respectively.
All the ANOVAs showed an interaction between groups and repeated measures. SPS-competent responses (F1,106=5.10;p=.03)
were similar in the two groups at T1; higher in Group1 at T2 and T3, and similar in the two groups at T4, thanks to an increase
in Group2. SPS-aggressive responses (F1,106=5.85;p=.02) were similar at T1; lower in Group1 at T2 and T3; and similar in the two
groups at T4, due to a decrease in Group2. PVA (F1,106=10.53;p=.002) at T3 was lower in Group1 but grew up during the year, while
remained stable in Group2.
The improvement of competent responses, the decrease of aggressive responses and the control of aggression in each training
year is a promising result, but suggests the need for a longer duration of the intervention, to obtain stable effects
Physical risk taking in preschoolers: a comparison between children’s and mothers’ perceptions
No full textChildren's injuries are a serious public-health problem, but they could be substantially reduced by proper prevention. According to the literature the best predictor of injuriesis the physical risk taking. In this study we examined preschoolers' and mothers' perceptions of children's physical risk taking. Participants included 203 children (M age = 60 months), their mothers and their teachers. We first compared children's and mothers' answers about desired and allowed level of risk in some play situations,and then we verified if children's and mothers' ideas equally predicted the risk for injuries at school. The teachers completed the Injury Behavior Checklist. Findings showed that children's desired risk taking was higher than their mothers believe. We also found that children at school, in absence of their parents but under the supervision of another adult, behaved according to their own wishes. Our findings suggest that mothers are not always reliable informants about the risk taking behavior of their young children while they are at school. Children's desires are a good predictor of their actual behavior, and for this reason interventions aiming at the reduction of injuries should be directed not only toward parents and teachers but also to the children themselves
UTILIZZABILITA' DELLE MATRICI DI RAVEN-FORMA COLORE (CPM47)PER LA VALUTAZIONE DELLE CAPACITA' COGNITIVE DI SOGGETTI ANZIANI
No full textStudents’ and teachers’ emotions. A study with children’s drawings
Full text linkThe study describes the emotions of students and teachers in positive and negative interpersonal situations, as they are depicted in the drawings of 245 children from 2nd to 5th grade of primary school (7 to 11 years of age). The Scale of Emotions from PAIR was used to categorize the emotions of pupil and teacher in two situations (positive and negative) and to derive the correspondent Emotional climates. Chi-squared was employed for various comparisons. (1) The distribution of Emotions categories showed, as expected, a prevalence of positive, shared emotions in the positive situation and a prevalence of negative, often contrasting emotions in the negative situation. (2) Gender difference emerged only in the positive situation, in which girls represented themselves as happy more frequently than boys: (3) Grade difference emerged only in the negative situations, in which children of the 5th grade represented their teacher with a neutral face more often than children of the 2nd grade, who tended to represent her as happy or sad. These results are interpreted in the light of boys and girls school adaptation and their increasing ability to understand and represent problematic interpersonal situations in school
AGGIORNAMENTO DLELE NORME ITALIANE DEL TEST MATRICI PROGRESSIVE COLORE (CPM) PER BAMBINI DAI 4 AGLI 11 ANNI
No full textStudent-teacher relationship representation and school adjustment in primary school
Full text linkThe present study investigates student-teacher and student-peer relation-ships, as well as school adjustment. A novelty element is the use of drawing ofoneself with a teacher to predict some aspects of children’s adjustment in prima-ry school. Our aim was to evaluate what aspects of student-teacher relationshipas perceived by children were more predictive of relational wellbeing in classand school adjustment. In sum, our results confirm that, as predicted by the at-tachment theory (Hamre & Pianta, 2001), a relationship perceived as close bythe teacher goes hand in hand with school adjustment and relational wellbeingin school. Autonomy, too, play a positive role. In terms of predictive power,gaining autonomy from teachers seems to predict students wellbeing even morethan closeness, at least as it appears from students pictorial representation
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