1,574 research outputs found
Achievement goals, social goals and future expectations: the role of the family in shaping students' educational paths
No full textThe experience students make of their scholastic life is continuously shaped by a multitude of intra-psychological, inter-psychological, and contextual factors, that can either enhance or hinder students’ well-being, the quality of their life, and their life satisfaction both inside and outside of school. In particular, family influences have often been found to be one of the most important of said factors.
The purpose of this doctoral dissertation was to contribute to the discourse on motivation in education. In particular, drawing from the Achievement Goal theory (AGT), its purpose was to integrate the existing knowledge about the antecedents and consequences of motivational orientations by considering their social-relational nature. Particular attention was given to the role of perceived parental goals and social goals. Three empirical studies were conducted. The first study aimed at analysing the relationship between perceived parental goals and high-school students’ expectations of further education. In particular, it aimed at examining how this relationship could be mediated by students’ achievement goals and social goals. The second study aimed at testing whether the same effects found in Study 1 would emerge for students attending the first year of upper-secondary school during the first months of the Coronavirus outbreak in Italy, when a lockdown was imposed and students attended school online. Finally, Study 3 aimed at analysing the relationships among parental perceived goals, students' individual and social goals, and students’ expectations for university students
Being invisible at school. Understanding outcomes and mechanisms associated with ostracism experiences among adolescents
No full textOstracism is a form of social exclusion. Studies conducted so far have shown that being ignored by others exacerbates feelings of rejection that seriously harm individuals. Although research on ostracism conducted in the laboratory has primarily focused on adults, there is increasing interest in understanding the impact of this negative interpersonal experience among adolescents in real contexts. Indeed, according to the Self-Determination Theory, young people need to create and maintain positive relationships to satisfy basic psychological needs and develop interpersonal and social competencies necessary for facing multiple developmental tasks. Our study involved 375 adolescents (Mage = 16.43; SD = 0.85). It aimed at understanding the outcomes associated with ostracism experiences at school by considering the role of basic psychological needs. The results revealed that psychological needs (i.e., the need for autonomy, competence, and relatedness) mediate the relation between the experiences of social exclusion and certain aspects of the adolescents’ self-image
Covid-19 and political communication through media: the influence of interpersonal attraction and perceived propinquity towards the Prime Minister on Italians’ opinions and perceptions
No full textDuring the first phase of Italy’s lockdown, imposed after the outbreak of the COVID-19 pandemic, the Prime Minister Giuseppe Conte’s press conferences and live streams have been pervasive and constant. They have been, specifically, the main mean through which the Prime Minister informed Italians about the ever-changing decree-laws and guidelines concerning Italy’s lockdown. Drawing upon literature regarding communication through media, the study was aimed to understand how interpersonal attraction towards the Prime Minister could influence propinquity perceived during his press conferences/live streams, and how this dimension could, in turn, influence Italians’ opinions about the Prime Minister himself, the government in office, and the effectiveness of containment measures. Results showed that perceived propinquity was fostered by both task attraction and social attraction towards the Prime Minister. Higher perceived propinquity resulted in a positive change of opinion about the Prime Minister himself which, in turn, fostered both a positive change of opinion about the Government in office and the perceived effectiveness of imposed rules and guidelines. Implications of the present work are discussed
La classe scolastica come riferimento sociale della persona: effetti sul bullismo e sul confronto sociale tra gli studenti
No full textI gruppi rappresentano un fondamentale riferimento per gli individui nel corso di tutta la loro esistenza. Se ciò è vero per gli adulti, nei giovani le relazioni che si intrattengono all’esterno dei riferimenti familiari finiscono per rappresentare, col crescere dell’età, una bussola esistenziale per trovare le coordinate della propria identità personale e sociale (Livi & Rullo, 2017). In questa delicata fase evolutiva sono i gruppi e le relazioni instaurate all’interno della propria classe scolastica che, per il tempo che occupano nella propria vita e per il coinvolgente confronto sociale vissuto coi compagni, rappresentano spesso un bacino di riferimento relazionale cruciale nello sviluppo affettivo e cognitivo dei giovani. Tali vissuti possono quindi configurarsi come un’esperienza di cittadinanza sociale nella quale gli altri rappresentano, nel polo positivo, una risorsa di competenze e di protezione ma anche, nel suo lato oscuro, la fonte di un confronto sociale competitivo e stressogeno nel delicato periodo di sviluppo del Sé. [...
Lettera di Alessandra
No full textUn ritratto critico dell'opera di Alessandra Carnaroli, autrice fra le più apprezzate delle ultime generazioni della poesia di ricerca. La sezione a lei dedicata, nel numero della rivista, contiene inoltre saggi di Cecilia Bello Minciacchi, Andrea Cortellessa, e Ivan Schiavone; e vari inediti dell'autrice. Il saggio è pubblicato con lo pseudonimo di Tommaso Ottonieri.A critical portrait of the work of Alessandra Carnaroli, author of the most appreciated in the latest generations of italian research poetry. Published under the pseudonym Tommaso Ottonieri
Selected letters of Alessandra Strozzi
No full textThe letters of Alessandra Strozzi provide a vivid and spirited portrayal of life in fifteenth-century Florence. Among the richest autobiographical materials to survive from the Italian Renaissance, the letters reveal a woman who fought stubbornly to preserve her family's property and position in adverse circumstances, and who was an acute observer of Medicean society. Her letters speak of political and social status, of the concept of honor, and of the harshness of life, including the plague and the loss of children. They are also a guide to Alessandra's inner life over a period of twenty-three years, revealing the pain and sorrow, and, more rarely, the joy and triumph, with which she responded to the events unfolding around her.This edition includes translations, in full or in part, of 35 of the 73 extant letters. The selections carry forward the story of Alessandra's life and illustrate the range of attitudes, concerns, and activities which were characteristic of their author
Perceived class cohesion as a protection strategy against cyber-bullying in vulnerable students: A study of secondary school students
No full textCyber-bullying represents a form of verbal or psychological
aggression, carried out intentionally and repeatedly, and
perpetuated using digital devices that has negative consequences
on the health and well-being of adolescents. This
phenomenon is prevented by contextual and dispositional
factors. For this reason, our study investigated both these
factors, specifically, the role of the perceived class cohesion
in presence of vulnerability factors, that is, low levels of
positivity. The results collected on a sample of 689 high
school students (Mage = 17.3) suggest that the association
between perceived class cohesion and victimisation was
moderated by positivity. When young people with low positivity
perceived low levels of social cohesion in the group,
they experienced more cyberbullying victimisation. However,
when high levels of perceived group cohesion were
present, these experiences were reduced, regardless of their
level of positivity. These results underline the importance of
building a positive climate in the class group to prevent
cyber-bullying in adolescence, especially for the most vulnerable
individuals
The Impact of Perceived Barriers to Career Advancement: A Study with a Sample of Italian University Students
No full textThe goals established by the 2030 Agenda for Sustainable Development, and the new needs that globalization has created, have prompted researchers to examine young people’s educational and professional experiences in the context of economic and social disadvantages, considering agency capacities and psychological factors. Following these research interests, this study aimed to evaluate Italian university students’ perceptions of socioeconomic barriers to achieving professional goals and the effects of these perceived barriers on some indicators of adaptation. The study included 401 Italian university students (M = 24.18, SD = 3.33). The results demonstrated that economic constraints can be a psychological barrier to career advancement by negatively influencing the perception of being able to actively choose one’s professional future and by diminishing the psychological resources required to adapt to complex environments. In turn, this can indirectly affect the perceived gap between a person’s career goals and their progress toward achieving them, thereby impeding their adaptation processes. The implications of the research are discussed
Challenging the author: Gavin Douglas's Eneados
No full textGavin Douglas’s Eneados, a translation into the “Scottis” tongue of Virgil’s Aeneid, completed in 1513 and first published in London in 1553, presents, as well as the translation of the additional thirteenth book by Maphaeus Vegius, original prologues and marginal notes to the text, rubrics and articulate conclusive material. The present paper analyses this complex paratext as evidence of Douglas’s almost philological attention to the original and his preoccupation with a faithful reproduction; it is also suggested that the models for his organization of the commentary might be both medieval (i.e., manuscripts such as Petrarch’s Virgilius Ambrosianus) and early modern, as in the case of editions of classical works: the most apt example being Jodocus Badius Ascensius’ edition of the Aeneid, printed in 1501. The Eneados thus stands on the threshold between manuscript and print, and might have indicated new possibilities of use of the printing medium in Scotland, and of the value of the translation of a classical text, had history not intervened with the Scottish defeat at Flodden Fields in 1513, which put a temporary stop both to the circulation of the Eneados and to the development of Scottish printing
Individual Strivings in Social Comparison Processes: Achievement Motivation Goals in the Big-Fish-Little-Pond Effect
No full textIn school settings, adolescents recur to different sources of information to create their beliefs about future possibilities. Social comparison processes and personal goals related to achievement play an important role in shaping these beliefs. Drawing upon literature concerning the Big-Fish-Little-Pond effect and the Achievement Goal Theory, the present study aimed at understanding how adolescents attending the last year of secondary school (n = 689; M(age) = 18.15; SD = 0.57) perceive their possibilities of potentially having a better future than their classmates. In particular, we sought to understand in what way this perception is influenced by students’ perceived relative position in their class—which accounts for the social comparison process—and its interaction with different types of achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals). Results showed that perceived relative position mediated the relationship between the predictors (classmates’ average achievement and individual achievement) and future expectations. Furthermore, analyses of moderated mediation showed that both performance-approach and performance-avoidance goals reduced the impact of a low perceived relative position on future expectations, while mastery-approach and mastery-avoidance goals did not moderate its effect
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