1,721,036 research outputs found
L'età giovanile. Disagio e risorse psicosociali
No full textAdolescenza ed età giovanile al centro di una serie di contributi che riguardano gli aspetti "normali" dello sviluppo e gli aspetti "negativi"
Vicini-lontani dagli altri: Quali connessioni con le rappresentazioni di pulizia?
No full textThis study analyses the representations of clean/dirty and pure/impure. The first part of the article provides a concise review of how these topics were considered in psychology and other disciplines. The research, carried out on 251 university students, aims to investigate the connections between representations of cleanliness, relational styles (i.e. adult attachment) and prejudicial attitudes in the relationship with others (i.e. subtle and blatant prejudice, ethnocentrism). The main results show a connection between these constructs. In particular, the representations of clean and dirty appear to be more involved than relational styles in the process of distance-taking from others, of which prejudicial attitudes and ethnocentrism are evident expressions
La prospettiva temporale in adolescenza fra percorso individuale e responsabilità sociale
No full textTime perspective in adolescents and young adults: Enjoying the present and trusting in a better future
No full textTime perspective is crucial in adolescence and youth, when individuals make important decisions related to their present and future. The focus of this research was to use the six-factor short version Zimbardo Time Perspective Inventory (S-ZTPI) scale in a sample of adolescents and young adults, and to analyse its associations with decision-making, relational styles and engagement. A structural equation model of the effects of S-ZTPI on these variables was computed, and its psychometric properties were found adequate. The results underline that young people’s present orientation is associated with a relational style based on confidence in oneself and others, and with active engagement in terms of responsibility and trust in a better future. Our findings suggest a positive description of adolescents’ views, as they are able to enjoy the time they are living in without giving up their responsibilities for making a better world for the future.</p
Teacher justice and parent support as predictors of learning motivation and visions of a just world
Full text linkIn this study we explore teacher justice and parent support in learning motivation and visions of a just world. The study sample was 509 Italian secondary school students, 163 males and 346 females. Regression analyses investigated the impact of teacher justice, parental involvement and factors of school choice (one’s interests and parental influence) on learning motivation, personal beliefs in a just world, civic engagement and a positive future orientation. Findings confirm that the feeling of being treated fairly in the classroom is an important factor for adolescent adjustment since it relates to the development of learning motivation, personal beliefs in a just world, and civic engagement. Parental academic involvement also emerges as a significant resource for adolescents, and the most important in having an effect on the development of a positive future orientation
A validation of the questionnaire on teacher interaction in Italian secondary school students: Effect of positive relations on motivation and academic achievement
No full textThe Model for Interpersonal Teacher Behavior, mapping the various teachers’ interpersonal behaviors, has been applied for research in many countries. In order to measure the students’ perceptions regarding the interaction with their teachers, the Questionnaire on Teacher Interaction (QTI) has been developed. The QTI has been shown to be a valid and reliable instrument in all the different language versions in which it was adapted. Translated and validated in many countries, the QTI has not yet received a validation in Italy. The present study was conducted on a population of Italian secondary school students with the aim to examine the psychometric properties of the Italian translation of the QTI in its 64-item version. Results show that individual and class-mean reliabilities and the values related to the scales’
ability to differentiate between classrooms are in line with those of the original research and of the other validation studies. Moreover, the circumplex nature of the octagonal model of the QTI is confirmed by the interscale correlations. Finally, results
show that the more positive are the QTI dimensions of affiliation and control, the more positive are students’ academic achievement and learning motivation
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