1,721,047 research outputs found
Lanzamiento Coronita en mercado chileno
Full text linkFil: Zuin, Marco. Universidad de San Andrés. Escuela de Administración y Negocios; Argentina
Relationship between emotional regulation, emotional intelligence and emotional response.Emotional intelligence as mediator between emotional regulation and emotional response.
No full textThe aim of the research is to explore the potential relationships between emotional intelligence as apossible mediator of emotional regulation and emotional response.The research design builds on Gross, Livingston and Isaacowitz’s Process Model of Emotion Regulation,Bar-on’s construct of emotional intelligence and Aldao and Christensens’ concept of flexibility inemotional regulation.The study involved a sample of 308 subjects (18-35 age range) to whom were administered: EmotionalQuotient Inventory (EQ-i), Emotion Regulation Questionnaire (ERQ), Difficulties in Emotion RegulationScale-36 (DERS-36) Two analysis techniques were used in the study: multiple regression and mediation analysis withregression.- multiple regression technique: For the first regression, Reapraisal score (ERQ) was set as the dependentvariable and Intrapersonal, Interpersonal (EQ-i) scales and Gender as predictors; an explained variance of23.7% was found (F=32.71; p≤.001). For the second regression the Reapraisal score (ERQ) was set asdependent variable and Adaptability and General mood scales (EQ-i) as predictors; an explained varianceof 17.1% was found (F=32.72; p≤.001).- mediation analysis with regression: Lack of Confidence (DERS) and Difficulty in Recognition (DERS) wasset as independent variables, Suppression (ERQ) as dependent variable and EI (EQi) as mediator. Thevariable EI proved to be a significant mediator for the variable Lack of Trust (β=0.1164; p=0.011) and forthe variable Difficulty in Recognition (β=0.0550; p=0.018).The results demonstrate the role and impact of emotional intelligence within emotional regulation andemotional response processes.The study has some limitations, including a sample with a narrow age range and a limited geographicalarea.Possible applications concern the possibility of extending models on emotional regulation, thedevelopment of interventions to promote flexibility in emotional regulation; particularly for preventiveactions in the educational and clinical spheres
PRENDERE CONSAPEVOLEZZA DEL CRAMMING: RIFLESSIONI, STRUMENTI E PROPOSTE A PARTIRE DA UNO STUDIO CORRELAZIONALE SUL FENOMENO
No full textLa pratica del cramming, ovvero lo studio intensivo concentrato in brevi periodi prima degli esami, è ampiamente diffusa tra gli studenti italiani. Tuttavia, dalla letteratura emergono evidenze su come questa modalità di studio comprometta la qualità dell'apprendimento, favorendo una memorizzazione superficiale e a breve termine, oltre a causare un significativo aumento dei livelli di stress e ansia tra gli studenti (Rachal, Daigle, & Rachal, 2007).
Partendo da uno studio correlazionale, questo lavoro si propone di esplorare le relazioni tra l'approccio allo studio degli studenti e il fenomeno del cramming, a partire dall'analisi della loro esperienza diretta. I risultati dello studio offrono spunti di riflessione sulle possibili dinamiche che concorrono all'insorgenza del cramming, come l'eccessiva enfasi sulle valutazioni sommative e la gestione inefficace del tempo da parte degli studenti (Fergus et al., 2021). Inoltre, vengono discusse le conseguenze di tale approccio, in termini di apprendimento superficiale e impatto sul benessere psico-fisico degli studenti (Yüksel, Green & Vlach, 2024).
L'obiettivo principale di questo contributo è proporre una riflessione sulle possibili strategie di contrasto al cramming, attraverso l'adozione di metodi di apprendimento attivo; una più uniforme distribuzione dei contenuti curriculari; l'implementazione di valutazioni formative regolari; l'integrazione di tecnologie educative avanzate per il monitoraggio, il feedback e la personalizzazione (Aihui, Zhongliang & Daofeng, 2019); e percorsi di orientamento in ottica prospettica e progettuale (Crea, 2019). Tali proposte mirano a promuovere uno sviluppo di competenze critiche, una comprensione più profonda dei contenuti e il benessere complessivo degli studenti, in linea con le raccomandazioni sulla gestione efficace del tempo e la creazione di ambienti di apprendimento che favoriscano la curiosità intellettuale e l'apprendimento continuo.
In conclusione, questo lavoro si inserisce in un più ampio dialogo interdisciplinare sul tema, offrendo spunti di riflessione e possibili azioni pratiche, applicabili a diversi livelli del sistema educativo
RELATIONSHIP BETWEEN LEARNING APPROACHES, PERSONALITY FACTORS AND THE CRAMMING PHENOMENON
No full textThe aim of the research is to explore the potential relationships between learning approaches as a possible mediator of the cramming phenomenon and the role of personality factors overlearning approaches. The research design was constructed based on the contributions regarding the relationship between cognitive psychology and learning (Santrock, 2001; Maddux & Gosselin,2003), models of learning approaches (Entwistle, 1987; Biggs et al., 2001), personality factors (Ashton & Lee, 2007, 2018), and studies on the cramming phenomenon (William & Sommer, 2010;Bickerdike et al., 2016; Geller et al., 2018)
L’intelligenza emotiva come mediatore tra regolazione emotiva e risposta emotiva
No full textQuesto contributo presenta una ricerca sul tema delle emozioni umane, mettendo in evidenza il ruolo
dell’Intelligenza Emotiva nella comprensione e gestione emotiva, con particolare focus sulle strategie di Regolazione Emotiva: Rivalutazione Cognitiva e
Soppressione Espressiva. La ricerca ha coinvolto un campione di 311 partecipanti, giovani adulti
di età compresa fra i 18 e i 30 anni, a cui è stata somministrata una batteria ragionata di test: Emotional Regulation Questionnaire, Difficulties in Emotion Regulation Scale, Emotional Quotient Inventory.
Dall’analisi dei dati emergono correlazioni significative tra le variabili legate all’Intelligenza Emotiva, dimostrandone il ruolo e l’impatto nei processi di regolazione emotiva e risposta emotiva. La ricerca evidenzia il ruolo di mediazione da parte dell’Intelligenza Emotiva,
suggerendo come questa possa dimostrarsi un fattore chiave nella gestione efficace delle difese emotive.
Le possibili applicazioni del modello proposto riguardano l’estensione dei modelli sulla Regolazione Emotiva e lo sviluppo di interventi per la promozione della flessibilità nella regolazione emotiva, in particolare per attuare azioni preventive nei contesti educativi e clinici
Exploring Emotional Regulation in young italian adults. Psychimetric properties of te ERQ-8
No full textThe Emotion Regulation Questionnaire (ERQ) is a widely used instrument for assessing the use of emotional regulation strategies, specifically cognitive reappraisal and expressive suppression. However, recent researches has highlighted inconsistencies in the factorial structure of the instrument concerning gender and education
Un approccio integrato contro la dispersione scolastica: L’orientamento prospettico progettuale
Full text linkL'orientamento scolastico, essenziale per indirizzare le scelte educative e professionali degli studenti,
è cruciale nella prevenzione della dispersione scolastica. A partire da un approfondimento teorico di
teorie, metodi e strumenti dell’orientamento, il contributo propone la visione prospettica e
progettuale (De Pieri, 2015; Crea, 2019) come risorsa per creare modelli promotori di sviluppo
integrale degli studenti, capaci di pianificazione di percorsi che pongano al centro del processo
l’individuo. Esperienze, contesto di appartenenza e risorse personali diventano vettori di gestione
autonoma di anticipazione e indirizzo di scelte educative e professionali. Se orientare è educare (De
Pieri, 2012), l’intento è di contribuire a definire un approccio integrato distante dai più tradizionali e
direttivi modelli, per aiutare la persona a conseguire importanti traguardi di sviluppo e rispondere alla
personale ricerca di senso.Educational guidance is pivotal for directing students' educational and professional choices and is
essential in preventing school dropout. Beginning with a theoretical examination of the theories,
methods, and tools of guidance, the contribution proposes a prospective and projective vision (De
Pieri, 2015; Crea, 2019) as a resource to create models that promote the integral development of
students, capable of planning pathways that place the individual at the center of the process.
Experiences, the context of belonging, and personal resources become vectors for autonomous management of anticipation and the direction of educational and professional choices. If to guide is
to educate (De Pieri, 2012), the intent is to foster a psychopedagogical approach that diverges from
more traditional and directive models, to assist individuals in achieving significant developmental
milestones and responding to their personal quest for meaning
Should women with endometriosis be screened for coronary artery disease?
No full text[abstract not available
Risk of incident atrial fibrillation after COVID-19 infection: A systematic review and meta-analysis
No full textBackground: Data regarding the risk of atrial fibrillation (AF) during the post-acute phase of COVID-19 are lacking. Objective: We assessed the risk of incident AF in COVID-19 recovered patients by performing a systematic review and meta-analysis of the available data. Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched Medline and Scopus to locate all articles published up to December 1, 2023, reporting the risk of AF in patients recovered from COVID-19 infection compared with noninfected patients in whom the arrhythmia developed during the same follow-up period. AF risk was evaluated by the Mantel-Haenszel random effects model with hazard ratio as the effect measure with 95% confidence interval (CI); heterogeneity was assessed by Higgins I2 statistic. Results: Overall, 19,478,173 patients (mean age, 56.5 years; 63.0% male) enrolled in 5 observational studies were included in the analysis. Of these, 5,692,510 recovered from severe acute respiratory syndrome coronavirus 2 infection. During a mean follow-up of 14.5 ± 3.2 months, a random effects model revealed a pooled incidence of new-onset AF in 2.6% of cases (95% CI, 1.8%–6.18%). Recovered COVID-19 patients presented with a higher risk of incident AF (hazard ratio, 1.57; 95% CI, 1.24–1.99; P < .0001; I2 = 77.9%) compared with noninfected patients during the same follow-up period. Sensitivity analyses confirmed the yielded results. A multivariable metaregression including age, male sex, history of hypertension, coronary artery disease, and length of follow-up was able to explain a significant part of the heterogeneity (R2 = 54.3%; P = .01). Conclusion: Recovered COVID-19 patients have a higher risk of AF events compared with individuals from the general population
Short-term outcome of patients with history of significant coronary artery disease following acute pulmonary embolism
No full text[abstract not available
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