1,721,061 research outputs found
Report valutativo del progetto “Punto di Vista: l’operatore a scuola”.
No full textIl report sintetizza l'esperienza di valutazione da parte dell'Università di Bologna del servizio "Punto di Vista" attuato da Promeco, una struttura organizzativa che nel Ferrarese si occupa di prevenzione in età adolescenziale nelle scuole
Burnout in Italian Primary teachers: the predictive effects of trait emotional intelligence, trait anxiety, and job instability
Full text linkBurnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers' personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers' working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-termfixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers' effectiveness and, therefore, pupils' well-being, resulting in positive educational outcomes
The emotional faces of student agency
Full text linkThe aim of the present work was to identify latent profiles of adolescents characterized by unique patterns of student agency, enjoyment and anger, and to investigate whether students belonging to different profiles differ in respect to academic achievement and intention to dropout. Data were collected on a sample of 542 9th grade students at the middle (T1) and at the end (T2) of a school year with a self-report questionnaire measuring student agency, enjoyment and anger at T1, academic achievement and intention to dropout at T2. Five students' profiles emerged, which we labelled Lukewarm, Annoyed, Lethargic, Restive and Enthusiastic. The groups differed in their academic achievement and intention to dropout, with Enthusiastic students scoring significantly higher in academic achievement and lower in intention to dropout as compared with all the other profiles. The study results are discussed in terms of their implications for teacher practice
Contrasting school dropout: The protective role of perceived teacher justice
Full text linkBackground: School dropout is a serious issue with high individual and societal costs. Although numerous risk factors have been studied, those related to the proximal learning environment have mostly been neglected. Aim: In this study we tested whether a feature of the learning environment, i.e., students' perception of being treated fairly by teachers, could reduce their intention to drop out. Sample: 547 9th grade students (56% male, 94% born in Italy, Mage = 13.92). Method: Participants answered a questionnaire on teacher justice and intentions to drop out at the beginning (T1), middle (T2) and end (T3) of the school year. Results: A latent growth model indicated that intentions to dropout increased over time and perceptions of teacher justice had a negative association with the increase both at T2 and T3, even after controlling for gender, nationality, motivation, and perceived learning difficulty. Conclusion: These findings suggest that teacher justice can play a relevant protective role against early school leaving
Adolescents’ profiles based on student agency and teacher autonomy support : does interpersonal justice matter?
Full text linkIn this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage =.53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed
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
That’s not fair! The effects of teacher justice and academic achievement on Self and Other’s resistant agency
Full text linkBackground: Notwithstanding the emphasis on the idea that students should be actively and accountably engaged in their educational pathways, little research has investigated learners’ agentic behaviours that take the form of student resistance to adult authority. Aims: This paper presents an experimental study aimed to assess whether, and to what extent, student Self and Other resistant agency depends on perceptions of teacher justice and student achievement. Methods: Participants were asked to read one of four scenarios concerning a generic student asking for the possibility to retake a test she/he had previously failed, with an experimental design including two levels of teacher justice × 2 levels of academic achievement. Then, they answered two items regarding the likelihood of protest on the part of the student depicted in the scenario and enforced by themselves in having to deal with a similar situation. Results: The multilevel analysis indicated a principal effect of justice and target, with resistant agency rated as more likely in the unjust condition and for the Other. The justice effect was further qualified by an interaction with the achievement level, with resistant agency higher in the unjust and low achievement condition. Finally, a three-way interaction appeared, with Self resistant agency higher in the just and high achievement condition. Conclusions: These results are discussed in terms of their implications for teacher practices, as they emphasize the importance just learning environments have in allowing students to express their opinions as well as dissent
La patologia della deglutizione nella chirurgia ORL: problematiche riabilitative foniatriche.
No full textVariations 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
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