1,721,009 research outputs found
Praise as a Gift in the Relationship between Teachers and Their Students
Full text linkAbstractThe term “giving” refers to the altruistic act of offering something to another person for free without expecting anything in return. While prosocial behavior can also be found in very young children, altruistic behavior emerges later, with the moral and cognitive development, also supported by adult praise, that children may receive within the educational relationship. Education, in fact, has the noble purpose of guiding people to a better condition than they are now, through relationships. The aim of this paper is to review the works that have analyzed the effects of praise in the relationship between teacher and student. Experimental studies over the last 50 years have shown that praise is a low-cost strategy that teachers can use to increase adaptive behavior in the classroom and decrease problem behavior. Furthermore, the use of praise improves the classroom climate, as it is a vehicle for positive emotions. Modern neuroscience has now shown how emotions play an important role in learning, including school learning. Therefore, we could consider praise as one of the greatest gifts a teacher can give to their students.
Analisi funzionale dei comportamenti di approvazione e disapprovazione nelle interazioni insegnante-allievo: una rassegna
No full textFunctional analysis of approval and disapproval in teacher-pupil interaction: a review
A review and analysis of the research literature on teachers’ behavior in the classroom is provided. We are going to clarify what approval is, why it is advisable to be used and how we can use it in an effective way. Firstly, the state of the art about teachers’ approval and disapproval in the classroom is presented; secondly, studies concern with training which have been designed in order to increase teachers’ approvals rate for an effective classroom management are presented. We have analyzed scientific studies appeared on journals from 1975 to date where teachers and typically developing pupils from kindergarten to high school were involved. We have found that an effective use of approval lead up to an enhance in classroom climate; furthermore, it avoid teachers’ burnout
Gli effetti di un training breve volto a modificare i feedback verbali di un gruppo di insegnanti di scuola primaria
No full textUn precedente studio su approvazione e disapprovazione in classe ha messo a confronto insegnanti italiani e britannici (Sulla, 2015), rilevando che rispetto agli insegnanti italiani, i britannici davano più del doppio di approvazioni e la metà delle disapprovazioni e vi era una correlazione negativa tra le disapprovazioni degli insegnanti italiani e il tempo che gli studenti passavano sul compito. Questi risultati ci hanno spinto a programmare un training per gli insegnanti con l’obiettivo di valutare gli effetti del training sui feedback verbali dati dall’insegnante e sulla condotta degli studenti. Sono stati valutati anche gli effetti sulla soddisfazione lavorativa e l’auto-efficacia dell’insegnante prima e dopo il training. I partecipanti erano 32 insegnanti di una scuola primaria del nord d’Italia. Il training prevedeva, oltre al Power-Point “Managing behaviour – 4 essential steps” (Swison, Harrop, 2005), che gli insegnanti venissero addestrati, con l’aiuto di video, a riconoscere diversi tipi di feedback verbale. Il training ha prodotto nel gruppo sperimentale un incremento significativo delle approvazioni per il compito e per il comportamento; un decremento delle disapprovazioni per il compito e per il comportamento; un incremento nella percentuale di comportamento sul compito da parte degli studenti. Mentre non sono stati rilevati cambiamenti significativi nella soddisfazione lavorativa degli insegnanti, c’è stato un incremento significativo nei punteggi di auto-efficacia degli insegnanti che avevano preso parte al training
Psicologia dello sviluppo
No full textLa prima edizione italiana del testo Psicologia dello sviluppo si propone di offrire non solo le informazioni di natura teorica necessarie a promuovere una conoscenza di base delle principali aree dello sviluppo psicologico ma, in particolare, anche una serie di contenuti utili a far sì che tali conoscenze siano spendibili in ambito operativo-applicativo. Con uno stile semplice e fruibile, il lettore può trovare risposta ad alcuni dei principali quesiti che le figure educative in genere si trovano a fronteggiare quando iniziano il lungo percorso di comprensione e intervento nelle diverse fasi dello sviluppo della persona. Allo scopo di favorire riflessioni e collegamenti tra i contenuti teorici e i possibili risvolti applicativi, sono stati inseriti specificatamente per l’edizione italiana alcuni box di approfondimento arricchiti da suggerimenti pratici su strategie utili a supportare il bambino nel suo processo di crescita e un approfondimento metodologico sulle tecniche di osservazione nei contesti educativi, nella consapevolezza che l’osservazione, in quanto metodo, trova nei contesti educativi il suo terreno ideale di esplicitazione.L’opera è organizzata per domini psicologici e all’interno di essi per periodi di sviluppo, così da fornire al lettore un quadro di come evolviamo; sono inoltre previsti un approfondimento sulla vita adulta e sulla psicopatologia. Ciascun capitolo descrive in dettaglio un macro-tema e la letteratura associata, evidenziandone allo stesso tempo le questioni centrali e le problematiche emergenti.Il testo è rivolto agli studenti dei corsi di laurea che prevedano un insegnamento di Psicologia dello Sviluppo e dell’Educazione, così come a tutti gli operatori che lavorano in ambito formativo ed educativo, oltre che ai genitori
The effect of increasing written approval on Italian students' academic performance in higher education
No full textIncreasing teacher verbal approval has been shown to produce both increased pupil â on-taskâ behaviour and academic achievement. The present study aimed to address gaps in current knowledge about the effect of different kinds of teacher approval, other than verbal approval, on studentsâ performance. An exploratory study, followed by an experimental study, was conducted with Italian undergraduate psychology students in order to investigate the effect of written approval on their academic performance. The results indicate that, whilst there is some suggestion that students appreciated receiving increased written approval comments on their work, the receipt of such comments was accompanied by poorer academic performance than that of a control group. Possible explanations are presented
The Construction of Self in Relationships: Narratives and References to Mental States during Picture-Book Reading Interactions between Mothers and Children
Full text linkPrevious studies showed that mothers vary in the way in which they discuss past experiences with their children, since they can exhibit narrative (elaborative) or paradigmatic (repetitive) styles to different extents. Given this background, the aim of the present study was to analyze differences in the mothers’ use of narrative styles and mental state language (MSL), as a function of children’s age and gender. Thirty dyads consisting of mothers and their 4- to 6-year-old children were observed during a picture-book reading interaction. Maternal utterances were coded according to the categories described by Tessler and Nelson (1994), classifying each mother as Narrative or Paradigmatic. Eight categories of MSL were analyzed: perceptual, emotional (positive and negative), volitional, cognitive, communicative, and moral. The results confirmed the existence of the two maternal styles observed in the earlier studies. Importantly, we found that the mothers of younger children were more narrative than paradigmatic, whereas the opposite pattern occurred for the mothers of older children (they were more paradigmatic than narrative). As concerns MSL, the results indicated that the use of communicative terms was significantly more frequent for narrative than for paradigmatic mothers, and decreased linearly with children’s age. Lastly, the mothers of younger children referred their MSL more frequently to the book characters than to themselves or to the child. Taken together, these results support the idea that mothers adapt their narrative styles and MSL input to the growing abilities of their children, therefore contributing to the development of social understanding
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
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