1,721,005 research outputs found
Gli effetti del cueing system e del Visual Performance Feedback sull’utilizzo delle approvazioni da parte dell’insegnante in classe
No full textPositive Psychology at School: the effect of cueing system and Visual Performance Feedback on teacher use of approval in the classroom
No full textPractical, actionable information about the positive behavioral approach to education is in desperately short supply, and yet when implemented properly the impact on school behavior and achievement can be enormous (Swinson & Harrop, 2012). A considerable number of behavioral research and demonstration studies, carried out over the past 40 years, has consistently shown that teacher behavior may have a powerful influence on the behavior of both individual students and whole classes (see for example the classic studies by Madsen et al., 1968). Across the studies (for an update review see Beaman & Wheldall, 2009) there is little evidence to suggest that teachers, universally, systematically deploy contingent praise as positive reinforcement in spite of the considerable literature testifying to its effectiveness. Most of the research does show that teachers use more approval than disapproval but most of this approval is directed at students' academic behavior rather than their social behavior in the classroom. Praise for appropriate social behavior is quite rare whereas disapproval (reprimands) for inappropriate social behavior is common. Such key teacher behaviors as contingent praise/approval and reprimand/disapproval may be systematically deployed by teachers so as to increase both academic and appropriate social behaviors and to decrease inappropriate behaviors (e.g. Merrett & Wheldall, 1990; Swinson & Harrop, 2001). Audio cueing systems and visual performance feedback were demonstrated to be efficient and useful tools for increasing teacher use of praise (Reinke et al. 2007; Van Houten & Sullivan, 1975). The purpose of the study was to evaluate the effects of the cueing system and Visual Performance Feedback on teacher and student behavior. Although the increase in approvals for social behaviors was not significant, results indicated that implementation of the cueing system plus Visual Performance Feedback decreased use of reprimands for social behaviors from 50% to 28%. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change
Strumenti per l’insegnante in classe
No full textIl volume intende fornire ai professionisti della psicologia dello sviluppo e dell'educazione un corpus di conoscenze e abilità utili a identificare i problemi evolutivi, valutarli e programmare interventi efficaci volti al loro superamento.
Il filo conduttore è lo sviluppo del bambino: basato sui più recenti risultati della ricerca e scritto con un linguaggio accessibile anche ai non esperti, il volume propone una lente bifocale per lo studio dello sviluppo psicologico dell'individuo, dall'infanzia all'ingresso nel mondo della scuola, dall'adolescenza fino alla transizione all'età adulta. Un'unica lente per guardare da vicino i processi di sviluppo, indicandone i tempi e i modi di compimento, le teorie e i metodi di studio, ma anche per guardare lontano e vedere le applicazioni che queste conoscenze possono avere nel mondo dell'educazione, della formazione e dell'orientamento. Di tutti i temi trattati, infatti, vengono forniti concetti teorici generali ma anche esemplificazioni pratiche di tecniche di rilevazione, metodologie e strategie di intervento, in un percorso ideale che accompagna, nel corso della crescita, il bambino e chi si prende cura della sua educazione, nella convinzione che identificazione e intervento rappresentino le due facce della stessa medaglia.
In quest'ottica il testo rappresenta un utile strumento non solo per i professionisti che lavorano a vario titolo con i bambini, gli insegnanti, gli educatori, ma anche gli studenti universitari delle lauree triennali e magistrali che si occuperanno di educazione e di clinica dello sviluppo
Approvazioni e disapprovazioni dell’insegnante e gestione efficace dei comportamenti problema in classe
No full textIntroduzione
Numerose ricerche hanno dimostrato che il comportamento dell’insegnante ha una forte influenza sul comportamento degli studenti (Stronge, 2008). Da una rassegna (Beaman & Wheldall, 2000) è risultato che: gli insegnanti emettono più disapprovazioni che approvazioni nei confronti degli studenti; le approvazioni sono perlopiù rivolte ai comportamenti di tipo scolastico e quasi mai alla condotta; saper gestire le approvazioni permette, sia di migliorare l’interazione in classe, sia di far fronte al rischio di burnout dell’insegnante.
Obiettivo del nostro studio era quello di incrementare il numero di approvazioni degli insegnanti in classe (variabile indipendente); dimostrare che un incremento nell’uso di approvazioni porta ad un decremento dei comportamenti problema degli studenti (variabile dipendente).
Metodo
Il campione era costituito dagli alunni di due classi IV di scuola primaria; due insegnanti.
L’intervento, condotto dallo scrivente durante il normale svolgimento delle lezioni, durato 4 mesi, prevedeva la combinazione di strategie classiche di modelling (Martin & Pear, 2000) adattate dai ricercatori agli obiettivi e alla letteratura recente (Cooper et al., 2007): un Change Criterion Design per l’aumento delle approvazioni dell’insegnante, un visual display dei risultati e strategie di automonitoraggio per gli studenti.
Risultati
Oltre agli effetti esplicitati dalla traduzione grafica del disegno sperimentale, l’analisi condotta sulle percentuali dei comportamenti emessi prima e dopo l’intervento ha evidenziato che l’intervento ha influito sull’emissione di approvazioni e disapprovazioni invertendone la tendenza; i comportamenti problema degli studenti sono diminuiti.
Conclusioni
Lo studio ha suggerito che anche un intervento contingente può influire su una più efficace gestione della classe. Ulteriori ricerche andrebbero condotte a scuola, motivando le Dirigenze Scolastiche a promuovere il ruolo dei supervisori come un valore aggiunto per la professionalità degli insegnanti
Factors associated with and impact of burnout in nursing and residential home care workers for the elderly
No full textBackground and aim of the work: Numbers of elderly people worldwide continue to grow. Increasingly these individuals require nursing and residential care to meet their needs. Nursing is an occupation associated with burnout amongst its workforce, associated with increases of emotional exhaustion, deperson-alisation and decreases in personal accomplishment. This review of literature provides a more detailed picture of the associations and predictors of burnout within this setting, and also considers the implications this holds for patient care, before providing recommendations for managers of such settings. Methods: Literature searches were conducted across a range of academic databases with a series of relevant keywords. Results: Examination of search results suggested several factors relating to staff burnout including occupational aspects, types of setting, staff perceptions, coping strategies, education and training and the impact of burnout on care delivery. Conclusions: Studies from across the globe suggest that burnout is prevalent amongst staff working in nursing and residential homes caring for elderly people, with implications for the patients, staff and home-care providers. Factors associated with burnout appear to include perceptions of job stress and occupational aspects, as well as the types of coping mechanisms staff employ. Managing grief associated with death of patients at work, as well as staff perceptions of both clients and their illnesses also appear related to burnout as well as the specific type of healthcare setting
Approvazione in forma scritta a scuola: effetti sull’apprendimento e sul comportamento
No full textNumerose ricerche sulle interazioni insegnante-allievi hanno dimostrato che, incrementando il numero di approvazioni rispetto alle disapprovazioni, si ottengono miglioramenti sostanziali nella condotta degli studenti (Swinson, Harrop, 2012). Non è mai stato indagato, però, l’effetto dell’approvazione in forma scritta né sulla performance accademica né sulla condotta in classe. Il presente studio è nato dall’esigenza di due insegnanti di scuola secondaria di primo grado di motivare i propri studenti allo svolgimento delle esercitazioni in preparazione delle prove INVALSI previste per l’Esame di Stato. L’ipotesi è che l’incremento del numero di approvazioni nei feedback scritti forniti dagli insegnanti per lo svolgimento delle prove, porti ad un miglioramento nella condotta e nella performance sul compito da parte degli allievi. A tal fine si è implementato un disegno di ricerca a linee di base multiple differite per dare l’approvazione prima ad un terzo degli studenti, poi ai due terzi e infine all’intera classe. I risultati, in fase di elaborazione, sembrano andare nella direzione prevista dall’ipotesi, fornendo indicazioni su una strategia di facile gestione per l’incremento del successo scolastic
Maternal talk in cognitive development: relations between psychological lexicon, semantic development, empathy and temperament
No full textIn this study, we investigated the relationship between mothers’ psychological lexicon and children’s cognitive and socio-emotive development as assessed through conceptual and semantic understanding tasks, in addition to the traditional tasks of theory of mind. Currently, there is considerable evidence to suggest that the frequency of mothers’ mental state words used in mother-child picture-book reading is linked with children’s theory of mind skills. Furthermore, mothers’ use of cognitive terms is more strongly related to children’s theory of mind performances than the mothers’ references to other mental states, such as desires or emotions (Rollo, Buttiglieri, 2009). Current literature has established that early maternal input is related to later child mental state understanding; however it has not yet clarified which maternal terms are most useful for the socio-emotional and cognitive development of the child, and which aspect of the cognitive development benefits from the mother-child interaction.The present study addresses this issue and focuses on the relationship between mothers’ mental state talk and children’s behavior in conceptual and semantic tasks, and in a theory of mind task.In this study fifty pairs consisting of mothers and their 3 to 6-year-old children participated in two sessions: (1) The mothers read a picture book to their children. To assess the maternal psychological lexicon, their narrative was codified according to the categories of mental state references used in literature: perceptual, emotional, volitional, cognitive, moral and communicative. (2) After a few days, the conceptual and semantic skills of the children (tasks of contextualization and classification, memory and definition of words) and their psychological lexicon were assessed.The results suggest close links between the frequency and variety of mothers’ mental state words and some semantic and conceptual skills of children
University Students' Online Learning During COVID-19: The Role of Grit in Academic Performance
Full text linkThe governmental restriction due to COVID-19 pandemic led to Italian Universities moving teaching from face-to-face, to online. This represented an unexpected transition from traditional learning to what can be considered “e-learning.” This, together with the psychological distress that may be associated with the experience of lockdown, might have affected students' performance. It was hypothesised that grit may be a protective factor in such situations. Indeed, compared to their less “gritty” peers, individuals with higher levels of grit are expected to exhibit greater persistence in the pursuit of goals despite setbacks. Within educational contexts, grit is portrayed as a potentially important influence on outcomes such as achievement level, retention and probability of graduation. A longitudinal study was conducted using an online survey in order to assess the moderated mediation effect of grit on students' achievement. One hundred seventy-six undergraduate students from two universities in the north of Italy participated in the survey. The results showed that grit affects students' grades in final exams; perceived self-efficacy in the management of complex problems had a mediation effect on grades, while psychological distress moderated the first part of the mediation process. These novel findings extended our knowledge regarding the role of grit in academic performance investigating for the first time the role of self-efficacy and psychological distress in a learning carried out entirely online
A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning
No full textInterpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers' support and interaction with students result in a protective factor for students' well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers' support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers' support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers' strategies that may foster students' SSRL, such as prompting and moving from one group to another, helping and checking the groups' progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance
La disposizione dei banchi: effetti e rapporto con le attività in classe
No full textLa disposizione dei banchi è una variabile strutturale dell’ambiente classe che può aiutare a prevenire i comportamenti di disturbo che influiscono sull’attenzione degli studenti e tolgono tempo alla didattica. Uno studio osservativo condotto, in Italia, su 9 classi di scuola primaria e cinque classi di scuola secondaria di I grado, aveva l’obiettivo di valutare quale o quali tipi di disposizione dei banchi potessero favorire il tempo trascorso sul compito da parte degli studenti. Mentre alla primaria è la disposizione a ferro di cavallo che sembra favorire l’emissione di comportamenti orientati al compito, alla secondaria, è quella in banchi sparsi; la prima, inoltre, è risultata essere particolarmente utile durante la spiegazione di un argomento nuovo, il ripasso e lo svolgimento di compiti individuali
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