638 research outputs found
Stress and Support in Relation to Parental Self: A Comparison between Mothers of Children in Cancer Treatment and Mothers of Healthy Children
No full textAbstractThis study investigated the impact of parental self-representation on perceived stress and support in mothers of children in cancer treatment compared to mothers of healthy children. Measures: the Perceived Support Scale (De Caroli & Sagone, 2013), the Perceived Stress Scale (Cohen et al., 1983), and Semantic Differential Technique for Parental Self (De Caroli & Sagone, 2011).ResultsMothers of children in cancer treatment obtained higher levels of stress and perceived support than control group; additionally, mothers of children in cancer treatment showed a less positive image of parental self than control group. Negative correlations between levels of perceived stress and parental self and positive correlations between levels of support and parental self were found
De la resiliencia a las estrategias de afrontamiento: diferencias de género en adolescentes sicilianos
Full text linkThe objective of thisresearch isto examineself-efficacyin lifeskills, psychological well-being,coping strategies, and dispositional resilience in a sample of 566 Sicilian adolescents between 14 and 19 years old (338 boys and 228 girls). Measures: 1) Self-Efficacyin Life Skills Scales(Sagone & Indiana, 2017) to analyze problem-solving ability, interpersonal and social communication ability, and managing of positive and negative emotions; 2) Psychological Well-Being Scale (Zani & Cicognani, 1999); 3) il Coping Orientation to the Problems ExperiencedNVI (Foà et al., 2015); 4) Dispositional Resilience Scale (Prati, 2010; Sagone & De Caroli, 2014) with the dimensions of rigidity, alienation, and positive attitudes. Results pointed out that boys obtain higher scores both in selfefficacy in life skills than girls, perceiving themselves as highly efficient in managing negative emotions and in psychological well-being, expressing high environmental mastery, high self-acceptance, and positive relations with others. With referenceto coping strategies, boystend to use mainly coping toward orientation to the problem. Lastly, for dispositional resilience, boys show more positive attitudes and rigidity than girls, while girls express higher alienation than boys. Future research will be focused on the promotion of educational actions useful to improve the psychological profiles of adolescents, with particular attention to the empowerment of deficient psychological dimensions that mainly emerged in the group of female adolescents.El objetivo de esta investigación es examinar la autoeficacia en habilidades para la vida, el bienestar psicológico, las estrategias de afrontamiento y la resiliencia en una muestra de 566 adolescentes sicilianos entre 14 y 19 años (338 niños y 228 niñas). Instrumentos: 1) Autoeficacia en Escalas de Habilidades para la Vida (Sagone y Indiana, 2017) para analizar la capacidad de resolución de problemas, capacidad de comunicación interpersonal y social, y manejo de emociones positivas y negativas; 2) Escala de bienestar psicológico (Zani y Cicognani, 1999); 3) Coping Orientation to the Problems Experienced-NVI (Foà et al., 2015); 4) Escala de Dispositional Resiliencia (Prati, 2010; Sagone y De Caroli, 2014) con las dimensiones de rigidez, alienación y actitudes positivas. Los resultados indicaron que los niños obtienen puntuaciones más altas en autoeficacia en habilidades para la vida que las niñas, percibiéndose a sí mismos como altamente eficientes en el manejo de emociones negativas y en el bienestar psicológico, expresando un alto dominio ambiental, alta auto-aceptación, y relaciones positivascon los demás. Con referencia a las estrategias de afrontamiento, los niños tienden a utilizar principalmente la orientación haciael problema. Por último,en lo que respecta a la resiliencia, los niños muestran actitudes más positivas y más rigidez que las niñas, mientras que las niñas expresan una mayor alienación que los niños. Las futuras investigaciones se centrarán en la promoción de acciones educativas útiles para mejorar los perfiles psicológicos de los adolescentes, con especial atención al empoderamiento de las dimensiones psicológicas deficientes que surgieron principalmente en el grupo de las adolescentes
The Experience of Pre- and Post-partum in Relation to Support, Stress, and Parenthood Representation
No full textAbstractThis study explored the effects of the experience of partum on perceived support, stress, and representation of motherhood and fatherhood in 40 Sicilian primiparous mothers recruited from two Public Hospitals in Sicily (Italy). We used the Perceived Support Scale (De Caroli & Sagone, 2011), Perceived Stress Scale (Cohen et al., 1983), and 4 Semantic Differentials to value the representation of Parental Self, motherhood, fatherhood, and the experience of partum (De Caroli & Sagone, 2011). Results demonstrated that levels of perceived support post-partum were lower than those of pre-partum; levels of perceived stress post- partum were higher than those of pre-partum; the representation of motherhood and fatherhood in post-partum period had a significant improvement respect to pre-partum one. Future research will analyze the similarities and differences between primiparous and multiparous mothers in relation to the experience of partum
La positividad de género en los preadolescentes sicilianos: diferencias de género en las habilidades para la vida, el bienestar y las estrategias de afrontamiento
Full text linkThe aim of this study is focused on the analysis of gender differences in psychological well-being, self-efficacy in life skills, and coping strategies in a sample of 550 Sicilian preadolescents between 11 and 14 years old (264 boys and 286 girls). Measures: 1) Comprehensive Inventory of Thriving (Andolfi et al., 2017) to examine the dimensions of psychological well-being; 2) Self-Efficacy in Life Skills Scales (Sagone & Indiana, 2017) to analyze problem solving ability, interpersonal and social communication ability, and managing of positive and negative emotions; 3) Children’s Coping Strategies Checklist (Camisasca et al., 2012) to study the coping. Results indicated significant differences for gender in the following dimensions: boys show higher levels of psychological well-being than girls, reporting high sense of belonging (t=2.620, p=.009) and optimism (t=2.761, p=.006) and being more satisfied with their life (t=2.340, p=.020); further, boys express negative emotions more than girls (t=4.081, p<.001) while girls report higher loneliness than boys (t=-3.108, p=.002). In relation to self-efficacy in life skills, boys perceive themselves highly efficient in managing of negative emotions (t=3.766, p<.001), while girls consider themselves highly efficient in interpersonal and social communication (t=-3.208, p=.001). Lastly, with reference to coping strategies, boys avoid critical situations trying to suppress them (t=3.716, p<.001), while girls think that things will improve in the end (t=-2.369, p=.018). Future research will deep the relationships among the analyzed topics in groups of adolescents of high schools and young adults.El objetivo de este estudio se centra en el análisis de las diferencias de género en el bienestar psicológico, la autoeficacia en las habilidades para la vida y las estrategias de afrontamiento en una muestra de 550 pre-adolescentes sicilianos entre 11 y 14 años (264 niños y 286 niñas). Medidas: 1) Comprehensive Inventory of Thriving (Andolfi et al., 2017) para examinar las dimensiones del bienestar psicológico; 2) Self-Efficacy in Life Skills Scales (Sagone y Indiana, 2017) para analizar la capacidad de resolución de problemas, la capacidad de comunicación interpersonal y socialy el manejo de las emociones positivas y negativas; 3) Children’s Coping Strategies Checklist (Camisasca et al., 2012) para estudiar el afrontamiento. Los resultados indicaron diferencias significativas de género en las siguientes dimensiones: los niños muestran niveles másaltos de bienestar psicológico quelas niñas,con un alto sentido de pertenencia (t=2,620, p=. 009) y optimismo (t=2.761, p=. 006) y más satisfacción con su vida (t=2.340, p=.020); además, los niños expresan emociones negativas más que las niñas (t= 4.081, p<.001) mientras las niñas muestran mayor soledad que los niños (t=-3.108, p=. 002). En relación a la autoeficacia en habilidades para la vida, los niños se perciben altamente eficientes en el manejo de las emociones negativas (t=3.766, p<. 001), mientras que las niñas se consideran altamente eficientes en la comunicación interpersonal y social (t= -3.208, p=. 001). Por último, con referencia a las estrategias de afrontamiento, los niños evitan situaciones críticas intentando suprimirlas (t=3.716, p<. 001), mientras que las niñas piensan que las cosas mejorarán al final (t=-2.369, p=. 018). Futuras investigaciones profundizarán las relaciones entre los temas analizados en grupos de adolescentes de escuelas secundarias y adultos jóvenes. 
“Yes … I can”: psychological resilience and self-efficacy in adolescents
Full text linkThe aim of this study was to verify the correlations between three types of self-efficacy and factors of resilience in a sample of 155 Italian early adolescents. We used the following measures: the Scholastic Self-efficacy Scale, the Empathic Self-efficacy Scale, and the Problem solving Self-efficacy Scale (Caprara, 2001) and the Resiliency Attitudes and Skills Profile (De Caroli y Sagone, 2014). Results demonstrated that early adolescents highly self-efficient in problem solving and in scholastic performances, and those who reported a higher empathic self-efficacy tended to express a greater resilience than lowly self-efficient ones. Future research could deepen these significant relations in children and adults
Professional Values and School Context Representations: A Study with Three Groups of School Teachers
No full textAbstractThe relationship between professional self-concept, students, and school representations and professional value orientations was investigated among 137 kindergarten, primary, and secondary teachers. Measures were Semantic Differentials for Professional Self-concept, the Students, and the School (De Caroli & Sagone, 2010) and Inventory of Professional Values (Boerchi & Castelli, 2000). As a result, kindergarten teachers judged as more important the values of relationship, remuneration, self-improvement, mobility, variety, and physical activity than the other teachers; secondary teachers valued less positively the representation of their own students and professional self-concept than the other teachers. Positive representation of students influenced the importance attributed to almost all professional value orientations by teachers
Esperienze in Dad durante la pandemia: le narrazioni di un gruppo di insegnanti di scuola secondaria
No full textLa presente ricerca si è posta l’obiettivo di esplorare sul piano qualitativo la percezione e i vissuti di un gruppo di insegnanti dei due livelli di scuola secondaria rispetto all’ anno scolastico 2020 caratterizzato dall’emergenza pandemica. Le analisi condotte sulle narrazioni dei docenti coinvolti nello studio hanno evidenziato le diverse valutazioni della funzione e dell’efficacia della DaD.
The present research aimed to qualitatively explore the perceptions and experiences of a group of teachers at the two secondary school levels with respect to the school year 2020 marked by the pandemic emergency. The analyses conducted on the narratives of the teachers involved in the study revealed the different evaluations of the function and effectiveness of DL (Distance Learning)
Ethnic Awareness, Self-identification, and Attitudes Toward Ingroup and Outgroup in Italian, Chinese and African Pupils
No full textAbstractThis study explored ethnic awareness, self-identification, and ethnic attitudes in 104 Italian, Chinese, and African pupils aged 4- 5, attending to ethnically homogeneous and heterogeneous kindergarten schools. Hypotheses: Pupils will be able to show ethnic awareness and self-identification, and pupils attending heterogeneous schools will express positive attitudes toward outgroup more than the others according to the “contact hypothesis” (Sagone, 2003). Measures: Clark & Clark's Doll Paradigm and rewards allocation tasks were used.Resultsall pupils correctly identified themselves with the ethnic group which they belong to and recognized the ethnicity of the dolls; in addition, Chinese and White Italian pupils attending to homogeneous schools showed ingroup favoritism more than the other pupils
Correction to: Size‐Dependent Enforcement, Tax Evasion and Dimensional Trap
Full text linkThe article “Size‐Dependent Enforcement, Tax Evasion and Dimensional Trap”, written by Raffaella Coppier, Elisabetta Michetti and Luisa Scaccia, was originally published electronically on the publisher’s internet portal on 05 July 2023 without open access. With the author(s)’ decision to opt for Open Choice the copyright of the article changed on 24 February 2024 to © The Author(s) 2024 and the article is forthwith distributed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made
Resilience and psychological well-being: differences for affective profiles in italian middle and late adolescents
Full text linkThis study was focused on the differences for affective profiles on dimensions of resilience and factors of psychological well-being in a sample of Italian middle and late adolescents. We used the Italian Resiliency Attitudes and Skills Profile (De Caroli y Sagone, 2014a), the Psychological Well-Being Scale (Ryff y Keyes, 1995), and the Positive (PA) and Negative (NA) Affect Scale (Di Fabio y Bucci, 2015). We obtained four different combinations of affective profiles: self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA), and self-destructive profile (low PA and high NA). Results: adolescents with self-fulfilling profile reported higher resilience (in detail, sense of humor, competence, adaptability, and engagement) and psychological well-being (that is, autonomy, purpose in life, self-acceptance) than the others. Additionally, boys had greater self-fulfilling profile and scored higher in sense of humor and adaptability than girls, while girls had greater high affective and self-destructive profiles and scored higher in control and engagement than boys. Future developmental and educational research could deepen other protective factors of self-fulfilling profile in adolescence, as self-efficacy and optimism
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