1,720,975 research outputs found
Feeling supported and engaged during COVID-19 : the role of family and colleagues in promoting teachers’ well-being
Full text linkThe present study aimed at analysing the impact of teachers’ perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influenced teachers’ well-being and life satisfaction. The perceived support of colleagues promoted life satisfaction directly and indirectly via increased teachers’ work engagement, whereas teachers’ well-being only indirectly. Our findings offer insights into how to better support teachers during times of crisis by creating a good and healthy work environment, which promotes teachers’ well-being
Supportive error feedback fosters students' adaptive reactions towards errors : evidence from a targeted online intervention with Italian middle school students
Full text linkBackground: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions. Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes. Sample: A total of 250 (Mage = 12.18, SD = .89; 46.4% girls) Italian middle school students took part in the intervention. Students were randomly assigned to either a discouraging error feedback condition (n = 124) or a supportive error feedback condition (n = 126). Method: The intervention consisted of an online teaching unit, which students filled in at home, that was divided into pre-test, intervention and post-test phases. During the intervention, students replied to training questions and every time they made an error, informative feedback appeared: supportive smileys and sentences in the supportive feedback condition, and disappointed smileys and sentences in the discouraging feedback condition. Before the intervention, students filled in the pre-test and after the intervention, students reported their reactions towards errors and filled in the post-test. Results: Receiving supportive feedback resulted in more adaptive affective-motivational reactions towards errors, which in turn were related to more adaptive action reactions towards errors. Differently from our expectations, action reactions towards errors were not related to the post-test scores. Conclusions: Our findings can inform the development of online teaching units that promote an error-oriented approach
School psychology in Italy : A mixed-method study of actual and desired roles and functions
Full text linkInvestigating the scope of international school psychology practices may promote and influence the globalization of the profession. Although some extant studies assessed the presence and functions of school psychologists internationally, little research to date has focused on Italy. This nation-wide study provides up-to-date information about how psychological services are provided in Italian schools, what services are rendered, what populations and issues are addressed, and analyzes discrepancies between existing and desired situations. Data from the concurrent triangulation (simultaneous) mixed-method research consisted of results from an online survey of 565 Italian psychological service-providers who work in schools and 33 key informants' interviews (i.e., school psychologists, regional /national board representatives, stakeholders' key representatives, policymakers). Results indicated that, in the provision of school psychological services in Italy, individual counseling to students is predominant and school-based psychological helpdesk is the most common form of provision of psychological services. However, the desired service delivery model differs substantially from the reality. Implications for the development of school psychology in Italy, in terms of promoting policy design and providing more structured psychological services in schools, are described
Time spent on distance learning moderates changes in teachers’ work-related well-being one year after the first school closures.
Full text link: It is now well documented that school closures enforced at the beginning of the COVID-19 pandemic impaired teachers' well-being. Yet, only a few studies tracked changes in teachers' well-being during the subsequent phases of the pandemic, phases that were characterized by the discontinuous implementation of in-person teaching and distance learning. To fill this gap, we conducted a follow-up study at the end of the school year 2020-2021 (May-June 2021, T2), administering an online questionnaire to Italian teachers (N = 240) who had previously taken part in a data collection conducted at the end of the first school closures (May-June 2020, T1). Our first aim was to monitor changes in teachers' psychological and work-related well-being between T1 and T2. Our second aim was to assess whether time spent on distance learning moderates these changes in psychological and work-related well-being. Results showed that teachers' psychological well-being decreased between T1 and T2, whereas work-related well-being increased. What is more, time spent on distance learning moderated the general increase in work-related well-being observed at T2: The longer teachers implemented distance learning during the school year 2021, the less their work-related well-being increased. In conclusion, although it seems that teachers have adapted to the changes associated with the first school closures, this study showed that distance learning remains a possible risk factor for teachers' well-being. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
The Psychological and Professional Well-Being of Doctoral Students: Insights from Two Cohorts of a Major Italian University
No full textAlthough the doctoral path provides a unique opportunity for learning and professional growth, recent research has highlighted a significant prevalence of psychological problems among doctoral students. For this reason, it is crucial to shed light on this issue, understand the factors involved in PhD students' well-being, and inform potential solutions to address the dysfunctional aspects of doctoral programs. This scholarly work presents findings from a comprehensive investigation conducted between 2020 and 2021 among doctoral students from a large Italian University. Based on the Job Demands-Resources Model, we present two studies aimed at identifying the resources and work-related factors associated with psychological and professional well-being outcomes for doctoral students, including anxiety, depression, burnout, and satisfaction with the doctoral program. Study 1 adopted a quantitative approach and involved 243 PhD students surveyed in 2020. Study 2, conducted in 2021 and involving 264 PhD students , further expanded the previous study's findings with a revised quantitative approach, complementing it with a qualitative inquiry. Their results indicate that doctoral students -being outcomes are connected to a combination of structural factors within the doctoral program and relational and psychological aspects. Among the factors examined, the supervisor-student relationship emerged as a significant determinant of many well-being outcomes. Based on these results, the chapter discusses their implications. Awareness-raising and support interventions are suggested to address the challenges experienced by doctoral students and enhance their psychological and professional well-being (e.g., information meetings, awareness campaigns, and help desks), while adopting a collaborative approach, ongoing evaluation, and feedback loops
The Psychological and Professional Well-Being of Doctoral Students: Insights from Two Cohorts of a Major Italian University
No full textAlthough the doctoral path provides a unique opportunity for learning and professional growth, recent research has highlighted a significant prevalence of psychological problems among doctoral students. For this reason, it is crucial to shed light on this issue, understand the factors involved in PhD students' well-being, and inform potential solutions to address the dysfunctional aspects of doctoral programs. This scholarly work presents findings from a comprehensive investigation conducted between 2020 and 2021 among doctoral students from a large Italian University. Based on the Job Demands-Resources Model, we present two studies aimed at identifying the resources and work-related factors associated with psychological and professional well-being outcomes for doctoral students, including anxiety, depression, burnout, and satisfaction with the doctoral program. Study 1 adopted a quantitative approach and involved 243 PhD students surveyed in 2020. Study 2, conducted in 2021 and involving 264 PhD students , further expanded the previous study's findings with a revised quantitative approach, complementing it with a qualitative inquiry. Their results indicate that doctoral students -being outcomes are connected to a combination of structural factors within the doctoral program and relational and psychological aspects. Among the factors examined, the supervisor-student relationship emerged as a significant determinant of many well-being outcomes. Based on these results, the chapter discusses their implications. Awareness-raising and support interventions are suggested to address the challenges experienced by doctoral students and enhance their psychological and professional well-being (e.g., information meetings, awareness campaigns, and help desks), while adopting a collaborative approach, ongoing evaluation, and feedback loops
‘Is it me or ... ?’. A multimethod study to explore the impact of personal and contextual factors on PhD students’ well-being
Full text linkAs PhD students’ well-being gathers relevance, exploring what factors influence it and how is crucial. Therefore, this study quantitatively examined the joint effect of personal and contextual variables on PhD students’ well-being and qualitatively assessed their perceptions about the main issues they faced during their doctoral course. Through a multimethod study, we collected quantitative data from 216 Italian PhD students, 123 of whom responded to an open-ended question. We tested a moderating mediation model to understand whether (1) there was an indirect relationship between self-efficacy and exhaustion, mediated by the perceptions of impostor syndrome; (2) supervisor instrumental support moderated the self-efficacy – impostor syndrome relationship and the indirect relationship abovementioned. Quantitative findings showed that self-efficacy was negatively associated with exhaustion via perceptions of impostor syndrome. Concerning the moderation effect, when self-efficacy was high, the higher the supervisor support, the lower the perceptions of impostor syndrome. When self-efficacy was low, the higher the supervisor support, the higher the perceptions of impostor syndrome. Qualitative findings reported various personal and contextual aspects PhD students perceived as problematic, which may jeopardise their well-being. These results may inform policymakers and academic staff interventions for promoting PhD students’ well-being
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
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