L. Borghi, E. Andrighi, C. Cassardo, T. Valentini, E. Vegni
La pandemia della malattia da Coronavirus-19 (COVID-19) ha un impatto enorme sulla salute globale e sulle strutture ospedaliere, che hanno dovuto riorganizzare i loro servizi per affrontare un'emergenza sanitaria senza precedenti. Il presente contributo descrive l'esperienza dell'Unità Operativa Complessa di Psicologia Clinica di una grande Azienda sanitaria di Milano (Italia), focalizzandosi sugli interventi svolti per i pazienti COVID-19 ospedalizzati, con l'obiettivo di mettere in luce i loro vissuti e i relativi bisogni psicologici, e proporre delle riflessioni sulle funzioni che lo psicologo può avere rispetto a questi bisogni. Le riflessioni proposte derivano da un'estesa esperienza clinica condotta in presenza per oltre un anno con pazienti COVID-19 ricoverati che hanno ricevuto un trattamento con C-PAP, casco, od ossigeno a bassi flussi. Questa ha portato all'individuazione bottom-up di tre macro-aree di criticità che tali pazienti si trovano ad affrontare: isolamento, paura della morte, lutto. Sono stati individuati due ulteriori temi trasversali - colpa e percezione del tempo - che paiono modulare l'articolazione delle tre macro-aree. A partire da tali vissuti e bisogni, sono identificate due linee di azioni dello psicologo con il paziente COVID-19 ricoverato che corrispondono alle due fasi dell'ospedalizzazione: 1) un'azione nel qui e ora quando il paziente si trova ancora in una fase critica; 2) un'azione di recupero narrativo dell'esperienza vissuta quando il paziente è in remissione. L'esperienza clinica maturata e le riflessioni effettuate sottolineano l'importanza dell'effettuare consultazioni psicologiche in presenza per i pazienti COVID-19 ospedalizzati, la cui efficacia nel prevenire successivi disadattamenti andrà tuttavia valutata in ulteriori studi.
{"title":"La cura del paziente COVID-19 ospedalizzato: dai nuovi bisogni agli interventi psicologico-clinici","authors":"L. Borghi, E. Andrighi, C. Cassardo, T. Valentini, E. Vegni","doi":"10.3280/rip2022oa14386","DOIUrl":"https://doi.org/10.3280/rip2022oa14386","url":null,"abstract":"La pandemia della malattia da Coronavirus-19 (COVID-19) ha un impatto enorme sulla salute globale e sulle strutture ospedaliere, che hanno dovuto riorganizzare i loro servizi per affrontare un'emergenza sanitaria senza precedenti. Il presente contributo descrive l'esperienza dell'Unità Operativa Complessa di Psicologia Clinica di una grande Azienda sanitaria di Milano (Italia), focalizzandosi sugli interventi svolti per i pazienti COVID-19 ospedalizzati, con l'obiettivo di mettere in luce i loro vissuti e i relativi bisogni psicologici, e proporre delle riflessioni sulle funzioni che lo psicologo può avere rispetto a questi bisogni. Le riflessioni proposte derivano da un'estesa esperienza clinica condotta in presenza per oltre un anno con pazienti COVID-19 ricoverati che hanno ricevuto un trattamento con C-PAP, casco, od ossigeno a bassi flussi. Questa ha portato all'individuazione bottom-up di tre macro-aree di criticità che tali pazienti si trovano ad affrontare: isolamento, paura della morte, lutto. Sono stati individuati due ulteriori temi trasversali - colpa e percezione del tempo - che paiono modulare l'articolazione delle tre macro-aree. A partire da tali vissuti e bisogni, sono identificate due linee di azioni dello psicologo con il paziente COVID-19 ricoverato che corrispondono alle due fasi dell'ospedalizzazione: 1) un'azione nel qui e ora quando il paziente si trova ancora in una fase critica; 2) un'azione di recupero narrativo dell'esperienza vissuta quando il paziente è in remissione. L'esperienza clinica maturata e le riflessioni effettuate sottolineano l'importanza dell'effettuare consultazioni psicologiche in presenza per i pazienti COVID-19 ospedalizzati, la cui efficacia nel prevenire successivi disadattamenti andrà tuttavia valutata in ulteriori studi.","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44447037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Lee, M. Cantoia, P. Iannello, A. Antonietti, Jyh‐Chong Liang, Chin-Chung Tsai
While learning in Internet-based environments, students rely on metacognitive knowledge to organize, record, monitor, and review their learning path. In this experience, they may reveal either a "surface" or "deep" approach. In this study, 509 university students were administered the adapted versions of the ‘Metacognitive Knowledge regarding Internet-based Learning' questionnaire and of the ‘Approaches to Internet-based Learning' questionnaire. Positive correlations between metacognitive knowledge and approaches to Internet-based learning environments emerged: The metacognitive attitude was associated to a concerned and critical approach to learning whereas the negative attitude about Internet-based learning was associated to the surface approach. Students showed a global understanding of the peculiarities and opportunities of Internet-based learning environments rather than empathize a single cognitive or metacognitive feature.
{"title":"Metacognition and Approaches Regarding Internet-Based Learning in Taiwanese University Students","authors":"M. Lee, M. Cantoia, P. Iannello, A. Antonietti, Jyh‐Chong Liang, Chin-Chung Tsai","doi":"10.3280/rip2022oa14576","DOIUrl":"https://doi.org/10.3280/rip2022oa14576","url":null,"abstract":"While learning in Internet-based environments, students rely on metacognitive knowledge to organize, record, monitor, and review their learning path. In this experience, they may reveal either a \"surface\" or \"deep\" approach. In this study, 509 university students were administered the adapted versions of the ‘Metacognitive Knowledge regarding Internet-based Learning' questionnaire and of the ‘Approaches to Internet-based Learning' questionnaire. Positive correlations between metacognitive knowledge and approaches to Internet-based learning environments emerged: The metacognitive attitude was associated to a concerned and critical approach to learning whereas the negative attitude about Internet-based learning was associated to the surface approach. Students showed a global understanding of the peculiarities and opportunities of Internet-based learning environments rather than empathize a single cognitive or metacognitive feature.","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45695889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Caputi, Daniela Bulgarelli, G. Cerrato, P. Molina
Consumption of vegetables is low among preschoolers and does not meet WHO recommendations. We conducted a systematic review of home-based interventions aimed at increasing vegetable consumption and liking among preschoolers. The main aim was to synthesize existing studies and to identify relevant features of successful interventions, especially looking at those with long-lasting effects. A comprehensive search strategy was performed using Psychinfo, PsychArticles, Psyndex, Medline and ERIC databases. Articles published until February 2020, regarding evaluation of vegetable intake and/or liking following an intervention, were included. Fourteen articles were selected, encompassing seven intervention strategies: familiarization with vegetable, tasting of the vegetable, intake of the vegetable, reward, information to parents about healthy eating, how-to-do tips to parents to improve healthy eating, intervention tailored to the characteristics of the family. Successful interventions on vegetable intake did not present systematic similarities in terms of type of intervention, but were characterized by an intense intervention (high frequency/length ratio). Successful interventions on vegetable liking mainly included a small reward. Interestingly, the few studies including a long-term follow-up found persistent positive effects. Despite interesting and promising outcomes, the present review highlighted a number of methodological issues that limited the generalisability of findings. Such limitations are discussed, together with outlets for future directions concerning this research topic.
{"title":"Home-based interventions targeting vegetable intake and liking among preschoolers: A systematic review","authors":"M. Caputi, Daniela Bulgarelli, G. Cerrato, P. Molina","doi":"10.3280/rip2022oa13951","DOIUrl":"https://doi.org/10.3280/rip2022oa13951","url":null,"abstract":"Consumption of vegetables is low among preschoolers and does not meet WHO recommendations. We conducted a systematic review of home-based interventions aimed at increasing vegetable consumption and liking among preschoolers. The main aim was to synthesize existing studies and to identify relevant features of successful interventions, especially looking at those with long-lasting effects. A comprehensive search strategy was performed using Psychinfo, PsychArticles, Psyndex, Medline and ERIC databases. Articles published until February 2020, regarding evaluation of vegetable intake and/or liking following an intervention, were included. Fourteen articles were selected, encompassing seven intervention strategies: familiarization with vegetable, tasting of the vegetable, intake of the vegetable, reward, information to parents about healthy eating, how-to-do tips to parents to improve healthy eating, intervention tailored to the characteristics of the family. Successful interventions on vegetable intake did not present systematic similarities in terms of type of intervention, but were characterized by an intense intervention (high frequency/length ratio). Successful interventions on vegetable liking mainly included a small reward. Interestingly, the few studies including a long-term follow-up found persistent positive effects. Despite interesting and promising outcomes, the present review highlighted a number of methodological issues that limited the generalisability of findings. Such limitations are discussed, together with outlets for future directions concerning this research topic.","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46995453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Carolina Lunetti, Laura Di Giunta, Irene Fiasconaro, Reout Arbel, Emanuele Basili, Eriona Thartori, Ainzara Favini, Giulia Gliozzo, Concetta Pastorelli, Jennifer E Lansford
Previous studies support the relevance of students' perception of positive and negative school climate to learning processes and adolescents' adjustment. School climate is affected by both the interactions that are established within the classroom, and by the teachers' behaviors. This study has the overall objective of investigating the relationship between the perception of positive and negative school climate and students' (mal)adjustment during adolescence. Participants were 105 Italian adolescents (52.5% boys, mean age = 15.56, SD = .77) who responded for 15 consecutive days (ecological momentary assessment) to questions related to their perception of positive and negative school climate (Time 1). After one year (Time 2), students' academic performance reported by mothers and fathers and adolescents' self-reported propensity to engage in risk behaviors were examined. Four hierarchical regression models were implemented considering the mean and the instability levels (RMSSD) of the perception of positive and negative school climate as independent variables and, respectively, academic performance and risk behaviors as dependent variables. Results suggest that a higher perception of positive school climate and its instability predict higher academic performance one year later, while a higher perception of negative school climate and its instability predict higher risk behaviors. This study provides an innovative perspective to reflect on the relationship between students' perceptions of school climate and adolescents' (mal)adjustment.
{"title":"Perception of school climate, academic performance and risk behaviors in adolescence.","authors":"Carolina Lunetti, Laura Di Giunta, Irene Fiasconaro, Reout Arbel, Emanuele Basili, Eriona Thartori, Ainzara Favini, Giulia Gliozzo, Concetta Pastorelli, Jennifer E Lansford","doi":"10.3280/rip2022oa13391","DOIUrl":"https://doi.org/10.3280/rip2022oa13391","url":null,"abstract":"<p><p>Previous studies support the relevance of students' perception of positive and negative school climate to learning processes and adolescents' adjustment. School climate is affected by both the interactions that are established within the classroom, and by the teachers' behaviors. This study has the overall objective of investigating the relationship between the perception of positive and negative school climate and students' (mal)adjustment during adolescence. Participants were 105 Italian adolescents (52.5% boys, mean age = 15.56, SD = .77) who responded for 15 consecutive days (ecological momentary assessment) to questions related to their perception of positive and negative school climate (Time 1). After one year (Time 2), students' academic performance reported by mothers and fathers and adolescents' self-reported propensity to engage in risk behaviors were examined. Four hierarchical regression models were implemented considering the mean and the instability levels (RMSSD) of the perception of positive and negative school climate as independent variables and, respectively, academic performance and risk behaviors as dependent variables. Results suggest that a higher perception of positive school climate and its instability predict higher academic performance one year later, while a higher perception of negative school climate and its instability predict higher risk behaviors. This study provides an innovative perspective to reflect on the relationship between students' perceptions of school climate and adolescents' (mal)adjustment.</p>","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":"45 1","pages":"1-15"},"PeriodicalIF":0.2,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/0c/e6/nihms-1887864.PMC10107649.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9440238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lorenzo Antichi, Arianna Cacciamani, Camilla Chelini, Marco Morelli, S. Piacentini, Laura Gemma Pirillo
Expectations can influence the outcome and the process of psychotherapy. Hence, this article aims to overview the types of expectations, i.e., outcome, treatment and change. Both patients' and therapists' expectations are considered. Furthermore, determinants of expectations and moderators/mediators of expectations-outcome relationship are described. We provided theories that try to explain the influence of expectations and their relationship with the psychotherapy process. Various instruments for measuring expectations and practical advice to manage expectations in psychotherapy will be discussed. Clinicians should become increasingly aware of their own and clients' expectations. Future studies should investigate the impact of every kind of expectation and its moderation/mediation role with other psychotherapy processes.
{"title":"Expectations in psychotherapy: An overview","authors":"Lorenzo Antichi, Arianna Cacciamani, Camilla Chelini, Marco Morelli, S. Piacentini, Laura Gemma Pirillo","doi":"10.3280/rip2022oa13574","DOIUrl":"https://doi.org/10.3280/rip2022oa13574","url":null,"abstract":"Expectations can influence the outcome and the process of psychotherapy. Hence, this article aims to overview the types of expectations, i.e., outcome, treatment and change. Both patients' and therapists' expectations are considered. Furthermore, determinants of expectations and moderators/mediators of expectations-outcome relationship are described. We provided theories that try to explain the influence of expectations and their relationship with the psychotherapy process. Various instruments for measuring expectations and practical advice to manage expectations in psychotherapy will be discussed. Clinicians should become increasingly aware of their own and clients' expectations. Future studies should investigate the impact of every kind of expectation and its moderation/mediation role with other psychotherapy processes. ","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46360931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children's adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre & Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation.
{"title":"Student-teacher relationship representation and school adjustment in primary school","authors":"Anna Di Norcia, Eleonora Cannoni, A. Bombi","doi":"10.3280/rip2022oa13311","DOIUrl":"https://doi.org/10.3280/rip2022oa13311","url":null,"abstract":"The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children's adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre & Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation. ","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47550018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Annalisa Valle, Teresa Rinaldi, A. Greco, R. Pianta, Ilaria Castelli, A. Marchetti
Mentalization is a key social ability that develops from infancy to adulthood, starting from early familiar attachment relationships. Children experience several contexts, in particular, educational ones such as school, where they build new attachment relationships with teachers. Although the amount of research on the links between mentalization and attachment has been increasing in recent years, there is still little evidence on the teacher-child relationship from a mentalization perspective. Moreover, only few studies focus on middle childhood, a crucial age for building positive school relationships. This study aims to investigate the possible effects of some measures of teachers' mentalization, namely, mind-mindedness and mentalised affectivity, and of pupils' representation of the educational attachment relationship on the mentalization abilities of children aged 8 to 10. The results show that a teacher's tendency to describe a pupil through physical comments and not mental comments, and her/his ability to use autobiographical memory to interpret the present emotional experience, impact children's mentalization abilities. This highlights the important role of the teacher in the construction of a class climate that supports pupils' mentalization.
{"title":"Mentalization and attachment in educational relationships at primary school","authors":"Annalisa Valle, Teresa Rinaldi, A. Greco, R. Pianta, Ilaria Castelli, A. Marchetti","doi":"10.3280/rip2022oa13226","DOIUrl":"https://doi.org/10.3280/rip2022oa13226","url":null,"abstract":"Mentalization is a key social ability that develops from infancy to adulthood, starting from early familiar attachment relationships. Children experience several contexts, in particular, educational ones such as school, where they build new attachment relationships with teachers. Although the amount of research on the links between mentalization and attachment has been increasing in recent years, there is still little evidence on the teacher-child relationship from a mentalization perspective. Moreover, only few studies focus on middle childhood, a crucial age for building positive school relationships. This study aims to investigate the possible effects of some measures of teachers' mentalization, namely, mind-mindedness and mentalised affectivity, and of pupils' representation of the educational attachment relationship on the mentalization abilities of children aged 8 to 10. The results show that a teacher's tendency to describe a pupil through physical comments and not mental comments, and her/his ability to use autobiographical memory to interpret the present emotional experience, impact children's mentalization abilities. This highlights the important role of the teacher in the construction of a class climate that supports pupils' mentalization.","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L'articolo riferisce dei risultati di una sperimentazione relativa alla validità di un intervento volto a promuovere le abilità di lettura in soggetti adulti. Il corso Super Reading, che combina il potenziamento di diverse componenti della lettura (abilità metacognitive, mnemoniche, visuo-percettive e componenti emotive e motivazionali) ha mostrato di permettere ai partecipanti (giovani adulti, sia normolettori sia soggetti con DSA) miglioramenti significativi nella velocità di lettura e nella comprensione. Per escludere che tali miglioramenti siano dovuti a fattori diversi dalla partecipazione al corso, e in particolare per escludere la presenza di un effetto di apprendimento della tipologia di test utilizzato per misurare le prestazioni, si è proceduto alla raccolta e all'analisi di dati di controllo.Un gruppo di controllo di 34 soggetti normolettori ha svolto gli stessi test proposti durante il corso. Sono state misurate le differenze in 8 diversi parametri tra la prima e l'ultima prova. Tali parametri rispecchiano la struttura della prova, per la quale viene proposto un brano da leggere due volte, rispondendo dopo ciascuna lettura alle stesse dieci domande di comprensione; pertanto si considerano: tempo in prima lettura, in seconda e totale, comprensione in prima e seconda lettura; efficacia di lettura (in prima, in seconda lettura e totale), un indice che combina tempo e percentuale di comprensione. Questi dati sono stati messi a confronto con quelli ottenuti da un campione di 154 normolettori che hanno partecipato al corso. Le differenze tra prima e ultima prova (che corrispondono ad un pre- post-corso nel gruppo sperimentale) registrate per i due gruppi sono state confrontate e hanno mostrato di essere statisticamente significative nei parametri relativi al tempo e all'efficacia di lettura. Pari significatività non si riscontra per la comprensione, il cui dato è però soggetto alla presenza di un marcato effetto tetto. Nel loro insieme, i risultati mostrano l'efficacia del corso nel promuovere la lettura, con miglioramenti nella velocità e nella comprensione del testo.
{"title":"Un intervento per il potenziamento della lettura: nuove evidenze","authors":"M. Scagnelli, Francesco Della Beffa, F. Santulli","doi":"10.3280/rip2022oa13397","DOIUrl":"https://doi.org/10.3280/rip2022oa13397","url":null,"abstract":"L'articolo riferisce dei risultati di una sperimentazione relativa alla validità di un intervento volto a promuovere le abilità di lettura in soggetti adulti. Il corso Super Reading, che combina il potenziamento di diverse componenti della lettura (abilità metacognitive, mnemoniche, visuo-percettive e componenti emotive e motivazionali) ha mostrato di permettere ai partecipanti (giovani adulti, sia normolettori sia soggetti con DSA) miglioramenti significativi nella velocità di lettura e nella comprensione. Per escludere che tali miglioramenti siano dovuti a fattori diversi dalla partecipazione al corso, e in particolare per escludere la presenza di un effetto di apprendimento della tipologia di test utilizzato per misurare le prestazioni, si è proceduto alla raccolta e all'analisi di dati di controllo.Un gruppo di controllo di 34 soggetti normolettori ha svolto gli stessi test proposti durante il corso. Sono state misurate le differenze in 8 diversi parametri tra la prima e l'ultima prova. Tali parametri rispecchiano la struttura della prova, per la quale viene proposto un brano da leggere due volte, rispondendo dopo ciascuna lettura alle stesse dieci domande di comprensione; pertanto si considerano: tempo in prima lettura, in seconda e totale, comprensione in prima e seconda lettura; efficacia di lettura (in prima, in seconda lettura e totale), un indice che combina tempo e percentuale di comprensione. Questi dati sono stati messi a confronto con quelli ottenuti da un campione di 154 normolettori che hanno partecipato al corso. Le differenze tra prima e ultima prova (che corrispondono ad un pre- post-corso nel gruppo sperimentale) registrate per i due gruppi sono state confrontate e hanno mostrato di essere statisticamente significative nei parametri relativi al tempo e all'efficacia di lettura. Pari significatività non si riscontra per la comprensione, il cui dato è però soggetto alla presenza di un marcato effetto tetto. Nel loro insieme, i risultati mostrano l'efficacia del corso nel promuovere la lettura, con miglioramenti nella velocità e nella comprensione del testo.","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45882468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chiara Palmas, Chiara Mauri, N. Scionti, G. Marzocchi
In questo studio sono state indagate le relazioni esistenti tra il benessere, l'autostima e il rendimento scolastico in un campione di 311 studenti tra gli 8 e i 13 anni, prendendo in considerazione il punto di vista dell'alunno, del genitore e dell'insegnante. Attraverso questa ricerca è stata confermata l'esistenza di un'influenza reciproca tra il rendimento del bambino e la sua autostima scolastica.Inoltre, è stata dimostrata l'esistenza di una relazione significativa dell'autostima scolastica dell'alunno con l'ansia percepita. il suo benessere e le competenze possedute. Queste ultime due variabili correlano significativamente anche con il rendimento scolastico, mentre l'ansia svolge il ruolo di mediatore. Alla luce di quanto emerso, questa ricerca potrebbe rivelarsi utile per lo sviluppo di programmi volti a favorire il benessere dell'alunno, la sua autostima e il suo rendimento scolastico con il coinvolgimento degli adulti di riferimento.
{"title":"Il benessere degli studenti tra autostima e rendimento scolastico","authors":"Chiara Palmas, Chiara Mauri, N. Scionti, G. Marzocchi","doi":"10.3280/rip2022oa13718","DOIUrl":"https://doi.org/10.3280/rip2022oa13718","url":null,"abstract":"In questo studio sono state indagate le relazioni esistenti tra il benessere, l'autostima e il rendimento scolastico in un campione di 311 studenti tra gli 8 e i 13 anni, prendendo in considerazione il punto di vista dell'alunno, del genitore e dell'insegnante. Attraverso questa ricerca è stata confermata l'esistenza di un'influenza reciproca tra il rendimento del bambino e la sua autostima scolastica.Inoltre, è stata dimostrata l'esistenza di una relazione significativa dell'autostima scolastica dell'alunno con l'ansia percepita. il suo benessere e le competenze possedute. Queste ultime due variabili correlano significativamente anche con il rendimento scolastico, mentre l'ansia svolge il ruolo di mediatore. Alla luce di quanto emerso, questa ricerca potrebbe rivelarsi utile per lo sviluppo di programmi volti a favorire il benessere dell'alunno, la sua autostima e il suo rendimento scolastico con il coinvolgimento degli adulti di riferimento.","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45765555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The psychology of art has had an enormous development since the middle of the last century; however, no much work has been done in association with religious and sacred art. This paper aims to provide a brief history of the use of images in the three great monotheistic religions, i.e., Judaism, Christianity, and Islam.All three religions have been influenced by the commandment (Exodus, 20:4), which prohibits idolatry. Nevertheless, when it comes to the use of images with religious content, the commandment is interpreted differently by the three. If in Judaism and Islam the use of images is not particularly widespread and is bound to precise conditions, in Christianity a strong relationship with the visual arts has developed, at least until the Reformation. After this split, the use of images was only encouraged by the Catholic Church even though, with the Enlightenment, religious and sacred art suffered a decline even in Catholic culture.It was not until the twentieth and twenty-first centuries that the Catholic Church returned to support and encourage art in the religious context. It will then be necessary to distinguish between religious art and sacred art because they serve different functions. Precisely because it is a field in which deepening is possible, it could be very interesting for the psychology of art to study the perception of religious and sacred images, for example investigating constructs associated with the perception of vitality and aesthetic judgment.
{"title":"Religious and sacred art: Recent psychological perspectives","authors":"Sara Valentina Schieppati, C. Di Dio, G. Gilli","doi":"10.3280/rip2022oa13589","DOIUrl":"https://doi.org/10.3280/rip2022oa13589","url":null,"abstract":"The psychology of art has had an enormous development since the middle of the last century; however, no much work has been done in association with religious and sacred art. This paper aims to provide a brief history of the use of images in the three great monotheistic religions, i.e., Judaism, Christianity, and Islam.All three religions have been influenced by the commandment (Exodus, 20:4), which prohibits idolatry. Nevertheless, when it comes to the use of images with religious content, the commandment is interpreted differently by the three. If in Judaism and Islam the use of images is not particularly widespread and is bound to precise conditions, in Christianity a strong relationship with the visual arts has developed, at least until the Reformation. After this split, the use of images was only encouraged by the Catholic Church even though, with the Enlightenment, religious and sacred art suffered a decline even in Catholic culture.It was not until the twentieth and twenty-first centuries that the Catholic Church returned to support and encourage art in the religious context. It will then be necessary to distinguish between religious art and sacred art because they serve different functions. Precisely because it is a field in which deepening is possible, it could be very interesting for the psychology of art to study the perception of religious and sacred images, for example investigating constructs associated with the perception of vitality and aesthetic judgment.","PeriodicalId":41732,"journal":{"name":"Ricerche di Psicologia","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45505632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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