1,720,993 research outputs found
Promoting Sympathy, Empathic Self-Efficacy, and Prosocial Behaviours Among Primary School Children
No full text: The present study investigated the efficacy of the CEPIDEAS Junior program, a universal intervention promoting prosocial behaviours and social adjustment in schools, on sympathy, empathic self-efficacy, and prosocial behaviour among primary school children. The longitudinal intervention was conducted in 18 schools in the metropolitan area of Rome, involving students from second, third, and fourth grades. Using a quasi-experimental design, a sample of 1045 students (Mage = 8.51, SD = 0.73; 471 girls) was divided into intervention (N = 527) and control groups. Teacher-reported sympathy, children's empathic self-efficacy, and peer-reported prosocial behaviour were assessed at the beginning and end of the intervention. Latent Difference Score (LDS) models revealed significant increases in sympathy and empathic self-efficacy in the intervention group compared to the control group, while the positive effect on prosocial behaviours did not reach statistical significance. The results indicated that the intervention program directly enhanced sympathy and empathic self-efficacy, highlighting the potential of the CEPIDEA school-based program, grounded on the Social-Cognitive Theory, in promoting students' socio-emotional skills
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
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
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The positivity scale: Concurrent and factorial validity across late childhood and early adolescence
Full text linkDespite the well-established protective functions of positivity (i.e., a dispositional selfevaluative tendency to view oneself, life, and future under a positive outlook) from middle adolescence to old age, its reliable assessment and contribution to a proper psychological functioning have received little attention during previous developmental phases. In this article, we aimed to evaluate the psychometric properties and construct validity of the eight-item Positivity Scale (P Scale; Caprara et al., 2012) during late childhood and early adolescence in a sample of British students (N = 742; 48% boys) from both primary (M age = 10.75, SD = 0.52) and secondary schools (M age = 13.38 years, SD = 0.94). First, results from confirmatory factor analysis (CFA) attested to the plausibility of the hypothesized 1-factor structure of the P Scale in a revised CFA model including the correlation between the residuals of two items similar in their wording. Next, we found evidence for strong (scalar) measurement invariance of the P Scale across late childhood and early adolescence as well as for its concurrent validity as indicated by expected relations of positivity to indicators of adjustment (i.e., prosocial behavior) and maladjustment (i.e., externalizing and internalizing problems). Overall, these findings support the concurrent and factorial validity of the P Scale as a short self-report instrument to measure children's tendency to view their experience from a positive stance. We discuss the implications of our results for improving the wording of the items composing P Scale as well as for understanding the dispositional mechanisms conducive to psychological health and wellbeing across late childhood and early adolescence
Eventi di vita stressanti causati dall'emergenza Covid-19 e sintomi depressivi: il ruolo protettivo della positivity, del supporto amicale e di coppia
No full textIntroduzione
Recenti studi hanno osservato una forte relazione tra l’esposizione ad eventi di vita stressanti (EVS) causati dall’emergenza COVID-19(es. morte di una persona cara, problemi economici) e l’insorgenza di sintomi depressivi (SD) nei giovani adulti. Il presente studio si pone l’obiettivo di identificare variabili individuali e contestuali in grado di moderare tale associazione. Tra le caratteristiche individuali, la Positivity (POS), ossia la tendenza a valutare positivamente sé stessi, la propria vita ed il futuro, esercita un’importante funzione adattiva in grado di promuovere strategie efficaci per fronteggiare le avversità. Tra le variabili contestuali, diversi studi convergono nel delineare il ruolo protettivo che il supporto sociale e il coping diadico supportivo (CDS) hanno nel contrastare l’impatto degli EVS sul benessere dei giovani. Il presente studio ha indagato il ruolo indipendente e congiunto della POS, del supporto sociale da parte degli amici durante la quarantena (SSA) e del CDS nella relazione tra EVS e SD. Abbiamo ipotizzato che la relazione tra EVS e SD si attenui per coloro che riportano elevati livelli di POS, un aumento del SSA ed un elevato CDS.
Metodo
Il campione proviene da un progetto di ricerca trasversale condotto attraverso una survey online. I dati del presente studio fanno riferimento alla fascia d’età 18-35. Le analisi sono state condotte separatamente per la fascia d’età 18-25 anni (290; M=23.00, ds = 2.06; 74.8% femmine) e 26-35 anni (461; M=29.66, ds = 2.79; 66.2% femmine). Strumenti: per la misura degli EVS e del SSA sono state sviluppate scale ad hoc; CESD, Positivity Scale e Dyadic Coping Inventory sono state utilizzate, rispettivamente, per la misura della POS, SD e CDS. Covariate: genere ed educazione. Le analisi di moderazione sono state implementate facendo ricorso al PROCESS Macro in SPSS 24.
Risultati
Nel gruppo dei giovanissimi, tra i 18-25 anni, viene confermata l’ipotesi di moderazione. Nello specifico emerge che: 1) per coloro che riportano alti livelli di POS, l’associazione tra EVS e SD risulta essere non significativa, al di là del SSA ricevuto. Di contro, un aumento del SSA rappresenta un fattore protettivo in grado di annullare l’effetto negativo degli EVS sui SD per coloro che presentano valori di POS nella media. 2) coloro che riportano di avere un partner altamente supportivo, che li aiuta ad affrontare concretamente i problemi rappresenta un fattore protettivo che contrasta gli effetti negativi degli EVS sui SD anche in coloro che presentano livelli di POS bassi o nella media. Diversamente, nel gruppo dei giovani tra i 26-35 anni è emerso che alti livelli di POS si associano a minori SD, mentre l’esposizione a EVS predice maggiori SD.
Conclusioni
Il presente contributo evidenzia l’importanza di considerare il ruolo congiunto di caratteristiche individuali e contestuali al fine di implementare interventi volti a ridurre gli effetti deleteri che gli EVS hanno sul benessere dei giovani
Longitudinal and reciprocal relations between adolescents' prosocial behavior, peer acceptance, self-efficacy beliefs and academic achievement
No full textA limited number of studies has found that Prosocial Behavior (PB; i.e. voluntary actions aimed to benefit others, like helping, consoling, donating; Eisenberg, et al., 2006) was associated with academic achievement across adolescence (e.g., Gerbino et al., 2018; Wentzel, 1993). It was hypothesized that prosocial adolescents may be more motivated and engaged with school, because they experience a supportive and accepting environment (e.g., Jennings & Greenberg 2009). Similarly, Self-efficacy in Self-Regulated learning (SE-SRL; perceived capacities in self-monitoring, in setting goals and using self-motivational strategies for learning) is crucial for students' motivation and persistence (Bandura, 1997). Our study is aimed to identify the unique role of PB and Peer Acceptance (PA) in supporting SE-SRL and School Grades (SG) across middle school. We hypothesized that positive benefits of PB in supporting PA and SG may be accumulated over time through the repetitive interactions with peers. We also expect that PA contribute to SE-SRL and SG. We analyzed reciprocal relations between PB, PA and SE-SRL and Grades across middle school years. Participants were 450 adolescents (48.5% boys; mean age = 12) attending at T1 6th grade of junior high school. Participants were drawn from the Genzano Longitudinal Study. PB was assessed by peer nominations (Caprara & Pastorelli, 1993). SE-SRL was evaluated through 11 self-reported items (Caprara et al., 2008), peer acceptance was measured using peer nomination. School grades were reported by teachers. We tested a full cross lagged model, using structural equation modelling. Main results showed that 6th and 7th grade Peer Acceptance sustained later Self-Efficacy beliefs and Academic Grades. Differently, PB contributed to social acceptance, academic self-efficacy and school grades, only from 7th to 8th grades. Our study underlined that being prosocial, as well as, being accepted by peers, have a unique role in supporting adolescents’ successful school experience
Longitudinal and reciprocal relations between adolescents' prosocial behavior, peer acceptance, self-efficacy beliefs and academic achievement
No full textA limited number of studies has found that Prosocial Behavior (PB; i.e. voluntary actions aimed to benefit others, like helping, consoling, donating; Eisenberg, et al., 2006) was associated with academic achievement across adolescence (e.g., Gerbino et al., 2018; Wentzel, 1993). It was hypothesized that prosocial adolescents may be more motivated and engaged with school, because they experience a supportive and accepting environment (e.g., Jennings & Greenberg 2009). Similarly, Self-efficacy in Self-Regulated learning (SE-SRL; perceived capacities in self-monitoring, in setting goals and using self-motivational strategies for learning) is crucial for students' motivation and persistence (Bandura, 1997). Our study is aimed to identify the unique role of PB and Peer Acceptance (PA) in supporting SE-SRL and School Grades (SG) across middle school. We hypothesized that positive benefits of PB in supporting PA and SG may be accumulated over time through the repetitive interactions with peers. We also expect that PA contribute to SE-SRL and SG.
We analyzed reciprocal relations between PB, PA and SE-SRL and Grades across middle school years. Participants were 450 adolescents (48.5% boys; mean age = 12) attending at T1 6th grade of junior high school. Participants were drawn from the Genzano Longitudinal Study. PB was assessed by peer nominations (Caprara & Pastorelli, 1993). SE-SRL was evaluated through 11 self-reported items (Caprara et al., 2008), peer acceptance was measured using peer nomination. School grades were reported by teachers.
We tested a full cross lagged model, using structural equation modelling. Main results showed that 6th and 7th grade Peer Acceptance sustained later Self-Efficacy beliefs and Academic Grades. Differently, PB contributed to social acceptance, academic self-efficacy and school grades, only from 7th to 8th grades. Our study underlined that being prosocial, as well as, being accepted by peers, have a unique role in supporting adolescents’ successful school experience
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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