1,721,044 research outputs found
Quando i software didattici aiutano il potenziamento delle funzioni cognitive: la multimedialità al servizio dell’apprendimento e della metacognizione
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Smartphone overuse and distraction: which relationship with general well-being across different generations?
No full textBackground The appropriate use of smartphones is closely related to individual well-being. However, excessive use
of smartphones can have detrimental effects on users. This study explores the relationship between problematic
smartphone use, smartphone distraction, and well-being across four different generations.
Method A total of 430 Italian participants ranging across four generations categorized by age groups, completed
a comprehensive questionnaire. These groups included Baby Boomers (M=63.76; SD=4.50), Generation X (M=50.94;
SD=4.41), Generation Y (35,88; SD=2.29), and Generation Z (M=24.23; SD=2.73). The questionnaire included sociodemographic information, digital tools usage, digital activities, the Mobile Problematic Use Scale (MPPUS) and its
subdimensions—withdrawal and social aspects (WITHD) and craving and escape from other problems (CRAV)—the
Smartphone Distraction Scale (SDS) and its subdimensions—attention impulsiveness (ATT IMP), online vigilance (ON
VIG), emotion regulation (EM REG), and multitasking (MULT)—and the I COPPE well-being scale. Analyses were conducted using ANOVA, correlations, and hierarchical regression to explore the relationships between these variables.
Generational groups and weekly time spent on online activities were included as control variables in the hierarchical
regression analysis.
Result Results revealed a positive correlation between MPPS and SDS scores. The younger generation showed higher
mean values for MPPS and SDS, except for ON VIG. No significant generational differences were found in well-being
subdimensions. WITHD negatively affects interpersonal (β=-0.144; p<0.05), community (β=-0.172; p<0.01), psychological (β=-0.128; p<0.05), general (β=-0.140; p<0.05), and economic (β=-0.147; p <0.05) well-being while EM REG
negatively affect occupational (β=—0.158; p<0.05) well-being. Conversely, MULT was positively related to occupational (β=0.191; p<0.01) physical (β=0.131; p<0.05), and economic (β=0.124; p<0.05) well-being.
Conclusion This study illustrates how smartphones often function as an escape from the real word, underscoring
the need to manage and educate their use.
Keywords Smartphone overuse, Distraction, Well-being, Generatio
Smartphone overuse and distraction: which relationship with general well-being across different generations?
Get PDFBackground: The appropriate use of smartphones is closely related to individual well-being. However, excessive use of smartphones can have detrimental effects on users. This study explores the relationship between problematic smartphone use, smartphone distraction, and well-being across four different generations. Method: A total of 430 Italian participants ranging across four generations categorized by age groups, completed a comprehensive questionnaire. These groups included Baby Boomers (M = 63.76; SD = 4.50), Generation X (M = 50.94; SD = 4.41), Generation Y (35,88; SD = 2.29), and Generation Z (M = 24.23; SD = 2.73). The questionnaire included socio-demographic information, digital tools usage, digital activities, the Mobile Problematic Use Scale (MPPUS) and its subdimensions—withdrawal and social aspects (WITHD) and craving and escape from other problems (CRAV)—the Smartphone Distraction Scale (SDS) and its subdimensions—attention impulsiveness (ATT IMP), online vigilance (ON VIG), emotion regulation (EM REG), and multitasking (MULT)—and the I COPPE well-being scale. Analyses were conducted using ANOVA, correlations, and hierarchical regression to explore the relationships between these variables. Generational groups and weekly time spent on online activities were included as control variables in the hierarchical regression analysis. Result: Results revealed a positive correlation between MPPS and SDS scores. The younger generation showed higher mean values for MPPS and SDS, except for ON VIG. No significant generational differences were found in well-being subdimensions. WITHD negatively affects interpersonal (β = -0.144; p < 0.05), community (β = -0.172; p < 0.01), psychological (β = -0.128; p < 0.05), general (β = -0.140; p < 0.05), and economic (β = -0.147; p < 0.05) well-being while EM REG negatively affect occupational (β =—0.158; p < 0.05) well-being. Conversely, MULT was positively related to occupational (β = 0.191; p < 0.01) physical (β = 0.131; p< 0.05), and economic (β = 0.124; p < 0.05) well-being. Conclusion: This study illustrates how smartphones often function as an escape from the real word, underscoring the need to manage and educate their use
Comparing the effects of combined numerical and visuospatial psychoeducational trainings conducted by curricular teachers and external trainers. Preliminary evidence across kindergarteners
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Psychological aspects of students with learning disabilities in e-environments: a mini review and future research directions
No full textWhat are the main learning difficulties or advantages encountered by students with
learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency,
e-learning is being increasingly used to support students’ learning processes. A number
of countries closed their schools altogether, so face-to-face lessons were and have been
replaced by distance lessons. A search of current literature via Scopus, Eric and Google
Scholar electronic databases was conducted according to Prisma Guidelines. Other
sources of literature were also considered, starting from the references in the full text
of the articles consulted. We used the following search keywords: “LDs” combined with
the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological
factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the
lack of inclusive accessibility standards and a lack of attention to specific tools for
addressing LDs, which causes students to develop high levels of stress/anxiety and
emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy.
Another area of literature looks at how students can develop high levels of self-regulation
and emotional awareness, as well as high levels of inclusion. Results are discussed in
terms of the promotion of e-learning that focuses on the psychological well-being of
students and teachers use of technological tools
Gifted Children through the Eyes of Their Parents: Talents, Social-Emotional Challenges, and Educational Strategies from Preschool through Middle School
No full textFew studies have been conducted analyzing the experience of raising a gifted child. The present exploratory study focused on examining the profiles of a sample of 44 gifted children, exploring aspects related to health status, precociousness of development, and peculiarities of their potentiality and peculiar emotional profile. Through the administration of a semi-structured questionnaire and an in-depth interview, the experience of parents of gifted children was also analyzed, deepening the challenges they have to face and the educational strategies they implement. The evidence that emerged helps shed light on specific aspects that characterize gifted children and have implications for family educational practices
Challenges of Preadolescence in the School Context: A Systematic Review of Protective/Risk Factors and Intervention Programmes
No full textPreadolescence is a critical period, characterised by changes in physical, hormonal, cognitive, behavioural, and emotional development, as well as by changes in social and school relationships. These changes are accompanied by the transition from elementary school to middle school. The literature shows that this transition is one of the most stressful events for preadolescents, which can have a negative impact on their well-being. The main objectives of this review, focused on the school context, were to identify protective and risk factors influencing the well-being of preadolescent students and to describe the interventions implemented. A systematic search of peer-reviewed papers published between 2011 and 2021 was conducted following the PRISMA reporting guidelines. A total of 36 full-text articles met the inclusion criteria. Studies converge in identifying risk factors that may affect student well-being in this age group: individual factors (levels of emotional awareness and self-esteem) and relational factors (friendship, teachers’ and parents’ supporting actions and roles). Intervention programs are mainly focused on improving emotional and social regulation skills that also influence academic achievement. Our findings have important implications for both research and intervention in school settings
Digital Help for Substance Users (SU): A Systematic Review
No full textThe estimated number of Substance Users (SU) globally has currently reached a very high number and is still increasing. This aspect necessitates appropriate interventions for prevention and specific treatments. The literature shows that digital treatments can be useful in the context of health services and substance abuse. This systematic review focuses mainly on research on the effectiveness of digital treatments for SU. Data sources included studies found on PsycINFO, PubMed, SCOPUS, and WebOfScience (WOS) database searches. The following keywords were used: TITLE (digital OR computer OR software OR tablet OR app OR videogame OR seriousgame OR virtualreality) AND ABSTRACT((mental AND health) AND (addiction OR dependence OR substance OR drug)). We focused on peer-reviewed articles published from 2010 through 2021 using PRISMA guidelines. A total of 18 studies met the inclusion criteria (i.e., type of intervention, efficacy in terms of misuse of substances and scored outcomes from questionnaire or toxicology tests, study methodology). The studies included investigations of specific digital treatments for SU of various kinds of drugs. The interventions were administered using personal computers, smartphones, or, in a few cases, tablets. Most of the interventions focused on the cognitive behavior therapy (CBT) model and/or on the use strategies, tips, or feedback. A minority provided information or training programs. The current review shows that digital treatments and interventions are effective in reducing the frequency of use, augmenting abstinence, or reducing the gravity of dependence for most of the studies at post-treatment. However, due to the heterogeneity of the variables (i.e., substance type, digital tool used, and treatment administered), there was a reduced generalizability of the results. This review highlights the need to continue the research in this field, and above all, to create effective digital protocols
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