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Effetti dell’approvazione in forma scritta sulla performance accademica
No full textIntroduzione
Numerose ricerche hanno dimostrato l’efficacia dell’approvazione verbale da parte dell’insegnante nel promuovere una buona condotta da parte degli studenti in classe (Swinson e Harrop, 2012). Mentre il feedback in forma scritta è uno strumento molto utilizzato dagli insegnanti, non ci sono, invece, studi che abbiano studiato le potenzialità dell’approvazione in forma scritta, né sulla condotta né sull’apprendimento.
L’ipotesi del presente studio è duplice: che il ricevere feedback abbia effetti sulla performance e che, più specificamente, tale incremento dipenda dall’approvazione in forma scritta. Ricevere l’approvazione, inoltre, dovrebbe avere ricadute positive sulla motivazione e sulla percezione del corso da parte degli studenti.
Metodo
Il campione era costituito da 214 studenti di Psicologia iscritti al I anno di l.t.. Sono stati studiati gli effetti dell’approvazione scritta da parte del professore (variabile indipendente) veicolata con 3 compiti di metà corso (uno a inizio, uno a metà e l’ultimo a fine corso) costituiti da domande aperte su quanto spiegato nelle lezioni precedenti, sulla performance degli stessi studenti all’esame finale che aveva come contenuti quelli del manuale del corso. L’approvazione, indipendentemente dal risultato alla prova, consisteva in commenti positivi alle risposte corrette; le risposte scorrette venivano ignorate. Gli studenti sono stati divisi in tre gruppi, pareggiati a partire dai risultati alla prima prova di baseline: mentre un terzo degli studenti riceveva, oltre al voto in trentesimi, l’approvazione scritta, i restanti due terzi, in due gruppi, ricevevano rispettivamente un feedback parziale (giudizio sintetico: sufficiente, buono, ottimo) e il voto in trentesimi o solamente il voto in trentesimi. È stato valutato inoltre il gradimento del corso da parte degli studenti misurato con test di valutazione (in che misura hanno trovato il corso interessante, utile, ben condotto dal professore).
Risultati
Le nostre ipotesi hanno avuto un riscontro solo parziale nei dati. Sebbene non ci siano differenze significative nelle tre condizioni, essere sottoposti in maniera continuativa a feedback ha prodotto una differenza significativa all’ANOVA (gdl [1,150], F=13.616, p≤.001): coloro che hanno preso parte a tutte le prove hanno riportato una performance migliore (M=24,25; d.s.=3,13) di coloro che vi hanno partecipato solo occasionalmente (2 o 1 volta) (M=22,05; d.s.=3,42). Questa informazione è supportata dall’analisi della regressione: le prove in itinere, infatti, sono in grado di predire (indipendentemente dalla condizione in cui erano stati inseriti) il 32,2% della variabilità del risultato all’esame.
Discussione
Lo studio esplorativo suggerisce che dare feedback in maniera costante e contingente agli studenti rispetto al loro operato durante un corso, ha ricadute positive sulla performance all’esame. Sono in fase di elaborazione i dati relativi al gradimento del corso da parte degli studenti. Ulteriori studi sono in corso per valutare l’efficacia dell’approvazione scritta come forma preferenziale di feedback agli studenti
Teaching and Cultural Otherness
No full textThis work focuses on the relational dimension of the encounter between teacher and students meant as a structural element for teaching practice. By using theoretical group-analytical and anthropo-analytical coordinates, the authors psychodynamically problematize some relational conditions that may influence learning. This research concentrates on the circumstances that limit and allow the birth of a group arrangement capable to learn from experience, rather than on a perspective to teach-learn in a perfect agreement with planning. Intercultural education is pointed out and located as a horizon and ideal term to guide educational practice
The effect of increasing written approval on Italian students' academic performance in higher education
No full textIncreasing teacher verbal approval has been shown to produce both increased pupil â on-taskâ behaviour and academic achievement. The present study aimed to address gaps in current knowledge about the effect of different kinds of teacher approval, other than verbal approval, on studentsâ performance. An exploratory study, followed by an experimental study, was conducted with Italian undergraduate psychology students in order to investigate the effect of written approval on their academic performance. The results indicate that, whilst there is some suggestion that students appreciated receiving increased written approval comments on their work, the receipt of such comments was accompanied by poorer academic performance than that of a control group. Possible explanations are presented
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Parental cancer: mediating and moderating roles of psychological inflexibility in the links between illness severity and parental quality of life and family outcomes
Full text linkThe challenges of parental cancer while caring for young offspring are often neglected by researchers and healthcare providers. Focusing on parents with cancer, this cross-sectional study examines the mediating and moderating roles of a mal- leable risk factor, psychological inflexibility, in the relationships between perceived illness severity and parental quality of life (QoL) and family outcomes. Psychological inflexibility was conceptualized using the acceptance and commitment therapy (ACT) framework. A total of 86 parents with cancer caring for young offspring (aged 11–24 years; M=17.94, SD=3.68) completed a survey that assessed psychological inflexibility, parental mental and physical health QoL, family outcomes (family functioning, parenting concerns, and openness to discuss cancer), socio-demographics, and illness vari- ables. Mediation analyses indicated that higher perceived illness severity was associated with higher levels of psychologi- cal inflexibility, which in turn were related to higher detrimental impacts on parental QoL and family outcomes. Results of moderation analyses were non-significant. Findings highlight the detrimental impacts of illness severity on psychological inflexibility, suggesting that it is a psychosocial risk factor in parents dealing with cancer. ACT-based interventions which foster psychological flexibility are likely to enhance parental QoL and family outcomes
A Stepped Care mHealth-Based Approach for Obesity with Type 2 Diabetes in Clinical Health Psychology
No full textA Stepped Care mHealth-Based Approach for Obesity with Type 2 Diabetes in Clinical Health Psycholog
Internet addiction disorder o internet related psychopathology?
No full textIn this paper we present the state of the art of the Internet Addiction Disorder (IAD) and some alternative theoretical models critical with the category of Internet addiction. The review of the literature shows that IAD is an umbrella concept, and that there is not a common definition. In our society in which a great deal of activity is carried out online, it is not useful to talk about a generic Internet addiction. In this paper we show the theoretical and methodological issues of IAD construct that induced some researchers to shift the focus to specific psychopathology related to the Internet. New systematic studies on specific activities about dysfunctional conducted online are necessary. Prevention and treatment strategies should lean towards more functional navigation styles rather than to a general reduction of Internet use
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Cross-Lagged Relations Between Exercise Capacity and Psychological Distress During Cardiac Rehabilitation
No full textBackground: Poorer mental health is associated with lower exercise capacity, above and beyond the effect of other cardiovascular risk factors. However, the directionality of this relationship remains unclear.Purpose: The main aim of the present study was to clarify, with a cross-lagged panel design, the relationship between psychological status and exercise capacity among patients in a cardiac rehabilitation (CR) program.Methods: A clinical sample of 212 CR patients completed exercise-capacity testing and measures of depression and anxiety (Hospital Anxiety and Depression Scale) pre-CR and post-CR. Demographic and clinical data, including BMI and smoking history, were also collected. Multivariate stepwise regression analysis was performed to identify the best predictors of exercise capacity at discharge. Structural equation modeling was utilized to quantify the cross-lagged effect between exercise capacity and psychological distress.Results: Multivariate regression analysis revealed that higher levels of psychological distress pre-CR are predictively associated with less improvement in exercise capacity post-CR, beyond the effects of age, sex, and baseline functional status. Results from structural equation modeling supported a 1-direction association, with psychological distress pre-CR predicting lower exercise capacity post-CR over and above autoregressive effects.Conclusions: Study results did not support the hypothesis of a bidirectional relationship between psychological distress and EC. High levels of psychological distress pre-CR appeared to be longitudinally associated with lower exercise capacity post-CR, but not vice versa. This finding highlights the importance of assessing and treating both anxiety and depression in the early phase of secondary prevention programs
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