1,721,273 research outputs found
Le dimensioni motivazionali dell’apprendimento scolastico: uno studio correlazionale sul concetto di sé e gli stili di attribuzione
Full text linkSi propone uno studio correlazionale su 18436 studenti di classi seconde di scuole secondarie di primo grado di nove regioni italiane, volto a esplorare alcune dimensioni affettivo-motivazionali coinvolte nell’apprendimento. Si pesrseguono due specifici obiettivi di ricerca: 1) verificare la presenza di differenze in base al genere e alla regolarità negli studi nel concetto di sé in Matematica e in Italiano e negli stili di attribuzione per la spiegazione della riuscita o del fallimento in situazioni di apprendimento; 2) testare l’associazione tra il concetto si sé in Matematica/ Italiano e gli stili di attribuzione, al netto delle differenze imputabili al genere e alla regolarità negli studi. I dati sono stati rilevati attraverso il Questionario Studente predisposto dal Servizio Nazionale di Valutazione. Rispetto alla prima domanda di ricerca emerge che i maschi presentano un migliore concetto di sé in Matematica e riconoscono cause esterne, stabili e incontrollabili alla base dei propri successi e insuccessi, diversamente dalle femmine che presentano un migliore concetto di sé in Italiano e valorizzano l’impegno personale per la buona riuscita scolastica. Inoltre, gli studenti posticipatari presentano complessivamente un più basso concetto di sé scolastico e attribuzioni causali meno funzionali. Rispetto alla seconda domanda di ricerca, i risultati confermano la forte associazione tra concetto di sé e stili di attribuzione anche al netto del genere e della regolarità negli studi. Il presente studio contribuisce allo sviluppo della ricerca sulle dimensioni affettivo-motivazionali dell’apprendimento e all’identificazione di possibili fattori protettivi o di rischio per il successo e l’insuccesso scolastico.The paper proposes a correlational study on 18436 seventh grade students from lower secondary schools of nine Italian regions, which explores some motivational patterns affecting learning. In detail, it has two research aims: (1) to examine differences by gender and regularity of grade attendance in Math and Reading self-concept and in causal attributions to explain success or failure in learning situations; (2) to test the association between Math/Reading self-concept and causal attributions, not depending on gender and regularity of grade attendance. Data were collected by the «Student Background Questionnaire» implemented by the National Evaluation Service. With regard to the first research aim, results highlight that male students are characterized by higher Math self-concept and external, stable and uncontrollable attributions to explain success or failure; instead, female students show higher Reading self-concept and effort as causal attribution to explain their academic success. In addition, repeaters overall show lower academic self-concept and less functional attributions. With regard to the second research aim, results confirm the strong association between self-concept and attributions even controlling for gender and regularity of grade attendance. The present study contributes to the development of research on motivational patterns of learning and to the detection of potential protective or risk factors affecting school success or failure
Innovazione didattica in matematica: le esperienze degli insegnanti [email protected]
No full textIl lavoro è stato effettuato nell’ambito del Piano INVALSI per la valutazione di [email protected]+ nelle regioni PON (Calabria, Campania, Puglia e Sicilia) che beneficiano di finanziamenti dai fondi strutturali europei (cfr. http://www.invalsi.it/invalsi/ri/matabel/). Lo scopo della valutazione è stimare l’effetto che il percorso formativo ha sull’apprendimento e sulle competenze in matematica degli studenti i cui docenti sono coinvolti nel percorso formativo e di fornire suggerimenti per migliorare le potenzialità dell’intervento. Il diario di bordo è una rilevante fonte di informazioni per individuare le differenti modalità di utilizzo delle unità didattiche in classe e per ricostruire i meccanismi secondo i quali il percorso formativo può influenzare gli apprendimenti
Students' Perception of School Violence and Math Achievement in Middle Schools of Southern Italy
No full textThis study aims at both investigating bullying episodes occurring at school across different grades (from 6 to 8) and evaluating whether educational achievement in math can be predicted on the ground of students’ perception of school violence. The sample was composed of 11,064 students coming from middle schools of Southern Italy. Standardized tests were submitted to measure students’ performance in mathematics. Background questionnaires were used to assess students’ perception of school violence in relation to some bullying episodes occurring in the last month. Students’ perception of school violence, which tends to decrease from Grade 6 to 8, can be considered a valid predictor of their math performance, also controlling for both individual and family background, school context, and geographical characteristics
Didattica e apprendimento in matematica: uno studio sui resoconti di buone pratiche
No full textL’articolo presenta un contributo di ricerca inerente l’ambito della sperimentazione didattica, nel quadro della formazione in servizio per gli insegnanti di scuola secondaria di primo grado. L’obiettivo del lavoro è individuare alcune aree di sviluppo per l’apprendimento degli studenti, così come riportato dalle osservazioni dei docenti in classe, in rapporto all’implementazione di un nuovo metodo di insegnamento della matematica. I diari di bordo prodotti da un gruppo di 60 docenti sull’esperienza effettuata sono stati analizzati attraverso tecniche di analisi testuale. I risultati permettono di verificare l’utilità del nuovo approccio didattico per gli studenti nel potenziare abilità specifiche/trasversali e supportare i processi di apprendimento in termini cognitivi e motivazionali.This paper presents a research on teaching experimentation, in the context of in-service training addressed to lower secondary school teachers. The aim of this study is to identify some areas of development for students’ learning, as reported by teachers’ observations in classroom practice, resulting from the implementation of a new teaching method in math. Diaries kept by a group of 60 teachers reporting their experience have been analyzed through techniques of textual analysis. The results allow to verify that the new teaching approach is useful to students in both improving their specific/transversal skills and supporting their learning processes in cognitive and motivational terms
"I Have been bullied at workplace!": a qualitative study on italian employees' stories
No full textThe present study explored some common thematic domains which characterized workplace bullying stories of adult Italian participants. Emotional Text Analysis was performed on 28 workplace bullying stories in order to detect the main themes (cluster analysis) and latent factors (correspondence analysis) emerging in bullied workers' narratives. Five thematic domains were detected in the textual corpus (p < .05, at 95% confidence level), which are respectively referred to as: organizational constraints (14.10%), treatment discrimination (10.04%), unjust accusations (30.77%), emotional abuse (14.53%), and job duty changes (30.56%). Four latent factors explained the overall data variance: Sense of precariousness (F1, 34.38% of variance), lack of recognition (F2, 26.35%), feeling of exclusion (F3, 23.01%) and job disengagement (F4, 16.27%). From the emotional experience shaping the relationship between bullied workers and their work environments, this research study allows the identification of some organizational situations that are "at risk" for workplace bullying in order to promote better organizational health
The social mandate of psychotherapy in media representation: a text analysis of the Italian press
No full textThis paper aims at exploring the social mandate of psychotherapy in media representation from an analysis of the Italian press. The ‘social mandate’ refers to the professional function of psychotherapy and the forms of demand for it that are socially recognised. For this purpose, an Emotional Text Analysis (Carli & Paniccia, 2002) has been conducted on a body of 157 articles of the major national newspapers produced in 2010. This methodology allows one to detect the emotional and unconscious dimensions running through the text, apart from its intentional structuring. The analysis has identified 5 clusters, called Cultural Repertoires, seen as the main symbolic areas that shape the social mandate of psychotherapy: (1) “scientism” research, (2) moral redemption, (3) individual/context integration, (4) emotional comfort, and (5) behaviour correction. Results suggest a development of the social mandate towards a de-medicalisation of the psychotherapeutic intervention, which needs to acquire new theoretical models on the relationship between an individual and their social context
Metodi narrativi per la formazione degli insegnanti: il diario di bordo
No full textL’articolo introduce l’importanza dei metodi narrativi per lo sviluppo professionale nella formazione degli insegnanti, con specifico riguardo al diario di bordo quale strumento in grado di facilitare un apprendimento attivo e la riflessione sulla pratica educativa. Uno studio di caso su un campione di 60 docenti iscritti a un corso in didattica della matematica illustra un possibile impiego delle narrative degli insegnanti, al fine di esplorare i significati e le funzioni implicate nei processi di insegnamento-apprendimento. L’analisi testuale dei diari di bordo prodotti sull’esperienza didattica in classe rileva come la descrizione delle pratiche di insegnamento sia maggiormente focalizzata su aspetti metodologici e procedurali. L’attenzione al processo educativo sembra, invece, consentire ai docenti di integrare i bisogni degli studenti, l’analisi del contesto e l’identità professionale, svincolandosi da una prassi routinaria e standardizzata.This paper introduces the important role of narrative methods for professional development in teachers’ training. In particular, diary writing is theorized as a means facilitating teacher active learning and reflection on educational practice. A case-study on a sample of 60 school teachers enrolled in a mathematics program is discussed to illustrate a potential use of teachers’ narratives, with the aim of exploring different meanings and functions of teaching-learning processes. A textual analysis of diaries written about classroom educational experience shows that teaching description is mainly method and procedure focused. Instead, paying attention to educational process seems allowing teachers to combine students’ needs, context analysis and professional identity and to abandon a standardized and routine practice
The experience of therapeutic community: emotional and motivational dynamics of people with drug addiction following rehabilitation
No full textThe present study aims at exploring the emotional and motivational dynamics of people with drug addiction following rehabilitation. Seventy-eight individuals with substance use disorder (89.2% male) aged from 18 to 63 years completed a questionnaire exploring their experience with treatment and the therapeutic community context and Short Form Health Survey assessing health-related quality of life. Cluster analysis and multiple correspondence analysis allowed the detection of different groups of respondents and of the main synthetic factors affecting their experiences. Results identified three groupings of respondents, conceived along two main latent dimensions: expectations of change to recovery (delegation/effort) and perceived usefulness of treatment (denial of dependence/emotional investment). The second dimension was associated with some quality indicators of rehabilitation process (reported motivation at the entry, mental quality of life, and length of time following the treatment), which might potentially affect both treatment retention and success on the long run
The social construction of envy in scientific community: an analysis of scholarly psychological publications
No full textThis study explored the different conceptualizations of envy in scholarly psychological publications, in terms of cultural models shared in scientific community, which contribute to the social construction of this emotional experience. A text analysis based on social representation theory was conducted on a corpus of 450 abstracts consulted in PsycINFO Database and allowed the detection of five main representations of envy in psychological literature as primary destructiveness, subjective unfairness, narcissistic defense, competitive tendency and malicious joy. They are conceived along four latent dimensions respectively, regarding source (internal/external agency), function (self-development/other-derogation), self-awareness (low/high control) and legitimacy (moral/amoral values) of envy. The results highlight the psychoanalytic and psychosocial perspective about envy and its paradoxical function for social order
Trends of psychology-related research on euthanasia: a qualitative software-based thematic analysis of journal abstracts
No full textEuthanasia has received increasing attention in both academic and public debates as one of the most controversial issues. However, the contribution of psychology-related themes to the topic has had little role on these ongoing debates. The aim of the present study is twofold: (1) to explore the main themes relating to euthanasia as provided by psychology-related research; (2) to analyze the temporal trends of psychology-related research on euthanasia over the last decades. A comprehensive search of academic literature was conducted on PsychINFO database. A qualitative software-based thematic analysis was carried out on 602 journal abstracts published from 1935 to 2014. This study highlighted four different thematic areas which characterized the scientific discourse on euthanasia: (1) moral values, in terms of religious, philosophical, and social implications concerning the individual’s decision to die; (2) professional ethics, in terms of health and social workers’ legal responsibility in death assistance; (3) end-of-life care, with regard to medical options provided to support individuals nearing death; and (4) patient’s right to healthcare, in terms of access to palliative care and better quality of dying. Euthanasia discourse over the last decades seems to be overall characterized by two main dimensions: (1) the increasing trend of social legitimacy and acceptability of euthanasia over time, which moved from ethical to healthcare issues; and (2) the curvilinear temporal trend about the request/provision process in euthanasia, which moved from patient’s decision for ending life (mainly characterizing the most past and recent research) to the role of health professionals (with a peak in the 1990s). The results suggest palliative care as a potential future research area which can provide healthcare providers with skills to ‘connect’ with patients, understand patients’ hidden agendas, and grant a good quality of life and dying process
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