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Il Servizio di aiuto psicologico per le Difficoltà di studio e di apprendimento di Padova: caratteristiche e risultati d’indagine
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Stile cognitivo visualizzatore in relazione ad abilità immaginative e spaziali.
No full textLa presente ricerca si è proposta di esaminare, su un campione italiano, le relazioni esistenti tra stili cognitivi, abilità immaginative e spaziali, e di verificare l’esistenza di differenze di genere. Hanno partecipato all’indagine 86 studenti (52 femmine e 34 maschi) di un Liceo Scientifico di Padova. Lo stile cognitivo è stato valutato attraverso tre strumenti: Verbalizer-Visualizer Questionnaire (Richardson, 1977), Object-Spatial Imagery Questionnaire (Blajenkova O., Kozhevnikov M. e Motes M.A., 2006a), Questionario sullo Stile Cognitivo (Kozhevnikov, Kosslyn e Shepard, 2005). Le abilità immaginative e spaziali sono state indagate attraverso il Questionario sulla Vividezza delle immagini mentali (Marks, 1973) e il Mental Rotation Test (Vandenberg e Kuse, 1978). I risultati hanno evidenziato l’esistenza di due differenti tipologie di stile cognitivo visualizzatore, che presentano specifiche abilità nell’elaborazione delle informazioni: i soggetti spatial, che preferiscono immagini schematiche delle relazioni spaziali tra oggetti, riescono meglio in compiti di abilità spaziale. I soggetti object, invece, ottengono punteggi più elevati nelle misure di vividezza delle immagini mentali. Inoltre differenze di genere sono state rinvenute nello stile cognitivo spatial, con punteggi più elevati dei maschi
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic Achievement
No full textThe authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3 self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire (EQ), and the Motivation Questionnaire (MQ). The findings were consistent with the authors’ hypotheses and appeared to support all aspects of the proposed model. The structural equation model showed that students’ emotions influence their self-regulated learning and their motivation, and these, in turn, affect academic achievement. Thus, self-regulated learning and motivation mediate the effects of emotions on academic achievement. Moreover, positive emotions foster academic achievement only when they are mediated by self-regulated learning and motivation. The results are discussed with regard to the key role of emotions in academic settings and in terms of theoretical implications for researchers
L’attività lavorativa influisce sempre negativamente sul successo accademico? Strategie, motivazione ed emozioni di studenti lavoratori di due diverse facoltà.
No full textThe aim of the present work is to investigate how employment affects academic performance and the strategic, motivational and emotional aspects of study. One hundred eighty-five students at the University of Padua participated in the study: 135 from the Education Faculty and 51 from the Political Science Faculty. An information sheet, the Emotions connected with Study Self-Evaluation Questionnaire were e-mailed to all subjects along with three AMOS questionnaires (De Beni, Moé e Cornoldi, 2003): the Study Strategy Questionnaire, the Approach to Study Questionnaire and the Belief Questionnaire. Working students were different according to the department of enrollment. In the Education Faculty, having a job did not influence academic performance; it sustained productive and motivated behavior and favored a positive image of self as well as of one's scholastic performance. In the Political Science Faculty, employment negatively influenced a student's academic career, hindered the organization and personal elaboration of study material and was connected with more negative emotions regarding self and while studying. Contextual aspects, such as the course of study undertaken and employment coherent with the field of study, seem to have more influence on academic performance than do personal characteristics
Aspetti strategici e motivazionali e successo accademico: differenti profili degli studenti universitari
No full textAttitudes, motivations and emotions towards university study. A latent class approach
Full text linkIn the study of university paths both personal and households’ characteristics of the students deeply influence their university outcomes. Students’ attitudes, motivations and emotions towards university study are also very important factors that contribute to explain university achievement. In this work we use a latent class approach to find the underlying latent factors that summarize a series of items investigating different domains of students’ orientations towards university study. Data come from a CAWI survey conducted in 2012 on a cohort of students from Padova University
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