Pub Date : 2023-06-14DOI: 10.7358/ecps-2023-027-edit
Gaetano Domenici
Darwin, la pandemia e il trionfo della «ignoranza credulona» o della «stupidità umana». Il caso Texas e la situazione italiana / Darwin, the Pandemic and the Triumph of «Gullible Ignorance» or of «Human Stupidity». The Case of Texas and the Italian Situation
{"title":"Darwin, la pandemia e il trionfo della «ignoranza credulona» o della «stupidità umana». Il caso Texas e la situazione italiana / Darwin, the Pandemic and the Triumph of «Gullible Ignorance» or of «Human Stupidity». The Case of Texas and the Italian Situation","authors":"Gaetano Domenici","doi":"10.7358/ecps-2023-027-edit","DOIUrl":"https://doi.org/10.7358/ecps-2023-027-edit","url":null,"abstract":"Darwin, la pandemia e il trionfo della «ignoranza credulona» o della «stupidità umana». Il caso Texas e la situazione italiana / Darwin, the Pandemic and the Triumph of «Gullible Ignorance» or of «Human Stupidity». The Case of Texas and the Italian Situation","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135961647","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}
Pub Date : 2020-06-08DOI: 10.7358/ecps-2020-021-holo
Leena Holopainen, Doris Kofler, Arno Koch, Airi Hakkarainen, K. Bauer, L. Taverna
The aim of this study was to use path modelling to establish how rapid automatized naming (RAN), verbal short-term memory (VSTM), letter-sound connection (LSC), phoneme blending (PHB), and Raven tasks predict reading in Finnish and German. Students (N = 769) from Finland, Germany, and Italy (German-speaking children from South Tyrol) were followed from first grade until the end of second grade. Firstly, in all countries, LSC was found to be the strongest predictor for reading in first grade. Secondly, Finnish students’ word-reading skills were better than those of German and Italian students throughout the follow-up period, but word-reading level in first grade predicted word-reading level after one year only for Italian and German students. Thirdly, rapid automatized naming (RAN) and verbal short-term memory (VSTM) predicted reading skills in each orthography and country with a different power and at different phases, implying that the educational system also has a role in predicting reading skills.
{"title":"Ci sono differenti predittori della lettura nelle lingue che hanno un’ortografia trasparente? Evidenze da uno studio longitudinale.","authors":"Leena Holopainen, Doris Kofler, Arno Koch, Airi Hakkarainen, K. Bauer, L. Taverna","doi":"10.7358/ecps-2020-021-holo","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-holo","url":null,"abstract":"The aim of this study was to use path modelling to establish how rapid automatized naming (RAN), verbal short-term memory (VSTM), letter-sound connection (LSC), phoneme blending (PHB), and Raven tasks predict reading in Finnish and German. Students (N = 769) from Finland, Germany, and Italy (German-speaking children from South Tyrol) were followed from first grade until the end of second grade. Firstly, in all countries, LSC was found to be the strongest predictor for reading in first grade. Secondly, Finnish students’ word-reading skills were better than those of German and Italian students throughout the follow-up period, but word-reading level in first grade predicted word-reading level after one year only for Italian and German students. Thirdly, rapid automatized naming (RAN) and verbal short-term memory (VSTM) predicted reading skills in each orthography and country with a different power and at different phases, implying that the educational system also has a role in predicting reading skills.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"10 1","pages":"111-129"},"PeriodicalIF":0.3,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90896477","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}
Pub Date : 2020-06-08DOI: 10.7358/ecps-2020-021-poce
A. Poce
In the last years, the concept of «Virtual Mobility» has receiving a growing attention from educational policy makers and institutions, because it has the potential to make more accessible and effective students and teachers mobility in Higher Education. Virtual Mobility could be defined as institutional ICT-supported activities that trigger or facilitate international collaborative experiences in the context of teaching and/or learning. Despite the interest, there is still a few empirical researches regarding actual effectiveness of Virtual Mobility implementation and which technological solutions could be adopted. The present paper describes a research project aimed 1 at designing an Open and Accessible Virtual Mobility Massive Open Online Course, by involving students and teachers from six European countries and higher education institutions. 716 participants completed and assessed the Open Virtual Mobility MOOC. Participants expressed a positive evaluation of different MOOCs features: (1) Badges; (2) Technical features; (3) Gamification. Four out of eight MOOCs obtained the highest evaluation: (1) Collaborative learning; (2) Autonomy-drive learning; (3) Open-mindedness; (4) Intercultural Skills. Future research trajectories would be addressed.
{"title":"A Massive Open Online Course Designed to Support the Development of Virtual Mobility Transversal Skills: Preliminary Evaluation Results from European Participants.","authors":"A. Poce","doi":"10.7358/ecps-2020-021-poce","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-poce","url":null,"abstract":"In the last years, the concept of «Virtual Mobility» has receiving a growing attention from educational policy makers and institutions, because it has the potential to make more accessible and effective students and teachers mobility in Higher Education. Virtual Mobility could be defined as institutional ICT-supported activities that trigger or facilitate international collaborative experiences in the context of teaching and/or learning. Despite the interest, there is still a few empirical researches regarding actual effectiveness of Virtual Mobility implementation and which technological solutions could be adopted. The present paper describes a research project aimed 1 at designing an Open and Accessible Virtual Mobility Massive Open Online Course, by involving students and teachers from six European countries and higher education institutions. 716 participants completed and assessed the Open Virtual Mobility MOOC. Participants expressed a positive evaluation of different MOOCs features: (1) Badges; (2) Technical features; (3) Gamification. Four out of eight MOOCs obtained the highest evaluation: (1) Collaborative learning; (2) Autonomy-drive learning; (3) Open-mindedness; (4) Intercultural Skills. Future research trajectories would be addressed.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"6 1","pages":"255-273"},"PeriodicalIF":0.3,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82119525","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}
Pub Date : 2020-06-08DOI: 10.7358/ecps-2020-021-scie
Irene Scierri, F. Batini
This work outlines the Italian validation process of the Multidimensional Scale of Attitudes Toward Lesbians and Gay Men, developed by Gato, Fontaine and Carneiro (2012). The tool was administered to a non-probability sample of 960 Italian participants aged between 18 to 88 years and self-identified as heterosexual. A confirmatory factor analysis was conducted and cross-validation strategy was used. Internal validity was tested by measuring the single item reliability, the composite or construct reliability as well as the convergent and discriminant validity. Although the factorial structure of the original model has been replicated, limits arose in the discriminant validity of the factors. An alternative second-order factorial model is then proposed. This model better fits and protects the discriminant validity. Concurrent validity was confirmed by a positive correlation with the Modern Homophobia Scale Revised (Lingiardi, Falanga, & D’Augelli, 2005). Finally, evidence of the instrument’s construct validity was obtained by correlational and differential analyses, based on several factors related to homophobia, such as sex, age, educational level, religious and political orientation and contact with homosexual people. Results suggest the applicability of the tool in the Italian context, in order to measure homonegativity, as well as its usefulness in comparing traditional and modern aspects of prejudice.
这项工作概述了意大利对男女同性恋态度多维度量表的验证过程，该量表由Gato, Fontaine和Carneiro(2012)开发。该工具对960名年龄在18至88岁之间、自认为是异性恋者的意大利参与者进行了非概率抽样。进行验证性因子分析，并采用交叉验证策略。内部效度通过测量单项信度、复合信度或构效度以及收敛效度和判别效度来检验。虽然原始模型的析因结构已被复制，但在因素的判别有效性方面出现了限制。然后提出了另一种二阶阶乘模型。该模型较好地拟合和保护了判别效度。同时效度与《现代恐同量表修订版》(Lingiardi, Falanga， & D 'Augelli, 2005)呈正相关。最后，基于性别、年龄、受教育程度、宗教和政治取向以及与同性恋者的接触等与恐同症相关的因素，通过相关分析和差异分析，获得了该工具构念效度的证据。结果表明，该工具适用于意大利的情况，以衡量同质性，以及它在比较传统和现代偏见方面的有用性。
{"title":"Misurare l’omonegatività: validazione italiana della Multidimensional Scale of Attitudes Toward Lesbians and Gay Men","authors":"Irene Scierri, F. Batini","doi":"10.7358/ecps-2020-021-scie","DOIUrl":"https://doi.org/10.7358/ecps-2020-021-scie","url":null,"abstract":"This work outlines the Italian validation process of the Multidimensional Scale of Attitudes Toward Lesbians and Gay Men, developed by Gato, Fontaine and Carneiro (2012). The tool was administered to a non-probability sample of 960 Italian participants aged between 18 to 88 years and self-identified as heterosexual. A confirmatory factor analysis was conducted and cross-validation strategy was used. Internal validity was tested by measuring the single item reliability, the composite or construct reliability as well as the convergent and discriminant validity. Although the factorial structure of the original model has been replicated, limits arose in the discriminant validity of the factors. An alternative second-order factorial model is then proposed. This model better fits and protects the discriminant validity. Concurrent validity was confirmed by a positive correlation with the Modern Homophobia Scale Revised (Lingiardi, Falanga, & D’Augelli, 2005). Finally, evidence of the instrument’s construct validity was obtained by correlational and differential analyses, based on several factors related to homophobia, such as sex, age, educational level, religious and political orientation and contact with homosexual people. Results suggest the applicability of the tool in the Italian context, in order to measure homonegativity, as well as its usefulness in comparing traditional and modern aspects of prejudice.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"22 1","pages":"169-190"},"PeriodicalIF":0.3,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86369657","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}
Pub Date : 2019-12-04DOI: 10.7358/ecps-2019-020-more
G. Moretti
The contribution deepens the way in which the «Journal of Educational, Cultural and Psychological Studies» (ECPS Journal) and the second level Master’s degree in «Leadership and Management in Education» (LME) partnership has developed and consolidated over the years. The collaboration focused particularly on empirical research in the field of educational leadership and school management, with a perspective aimed at valorizing the results of national and international research. Today we have many research results that suggest that if we promote democratic, widespread and participatory educational leadership we can contribute to the governance of educational institutions and cooperate in the construction of quality learning networks and environments. To achieve these goals it is necessary to ensure that educational leaders are not only good teachers, but above all managers capable of motivating students and teachers, able to gather resources and organize cultural events and to commit themselves to improve and transform their school.
{"title":"Formazione e ricerca con il Master in «Leadership e Management in Educazione» dell’Università Roma Tre, Dipartimento di Scienze della Formazione","authors":"G. Moretti","doi":"10.7358/ecps-2019-020-more","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-more","url":null,"abstract":"The contribution deepens the way in which the «Journal of Educational, Cultural and Psychological Studies» (ECPS Journal) and the second level Master’s degree in «Leadership and Management in Education» (LME) partnership has developed and consolidated over the years. The collaboration focused particularly on empirical research in the field of educational leadership and school management, with a perspective aimed at valorizing the results of national and international research. Today we have many research results that suggest that if we promote democratic, widespread and participatory educational leadership we can contribute to the governance of educational institutions and cooperate in the construction of quality learning networks and environments. To achieve these goals it is necessary to ensure that educational leaders are not only good teachers, but above all managers capable of motivating students and teachers, able to gather resources and organize cultural events and to commit themselves to improve and transform their school.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"261-264"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76842151","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}
Pub Date : 2019-12-04DOI: 10.7358/ecps-2019-020-mast
S. Mastandrea
The present research deals with the topic of emotional education through the arts. The purpose is to verify if the vision of art images – divided into three different picture categories, with disturbing, neutral, and serene content – can influence the participants’ emotional state depending on the content expressed by the pictures. Nine images, three for each category (Disturbing, Neutral, and Serene) were presented to a sample of participants. The hypothesis was that the vision of disturbing images may cause an increase in anxiety; neutral images would not cause significant changes, while the use of serene images would produce a reduction in anxiety. To verify the hypothesis, the State Trait Anxiety Inventory (STAI) was administered before and after the vision of the pictures. Findings showed that the state anxiety score of the participants who evaluate the disturbing and neutral pictures did not show a significant change before and after the vision of the pictures; on the contrary, for the group who evaluated the serene images, the values of pre- and post-anxiety score decreased significantly. A possible explanation of the asymmetry of the findings is that probably it is not enough to see disturbing images to increase the anxiety level. An art context heightens, in general, positive response also toward images with negative content. Interesting is that serene pictures decrease anxiety significantly: the simple vision of pictures with this content can produce a perception of wellbeing.
{"title":"Emotional Education through the Arts: Perception of Wellbeing","authors":"S. Mastandrea","doi":"10.7358/ecps-2019-020-mast","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-mast","url":null,"abstract":"The present research deals with the topic of emotional education through the arts. The purpose is to verify if the vision of art images – divided into three different picture categories, with disturbing, neutral, and serene content – can influence the participants’ emotional state depending on the content expressed by the pictures. Nine images, three for each category (Disturbing, Neutral, and Serene) were presented to a sample of participants. The hypothesis was that the vision of disturbing images may cause an increase in anxiety; neutral images would not cause significant changes, while the use of serene images would produce a reduction in anxiety. To verify the hypothesis, the State Trait Anxiety Inventory (STAI) was administered before and after the vision of the pictures. Findings showed that the state anxiety score of the participants who evaluate the disturbing and neutral pictures did not show a significant change before and after the vision of the pictures; on the contrary, for the group who evaluated the serene images, the values of pre- and post-anxiety score decreased significantly. A possible explanation of the asymmetry of the findings is that probably it is not enough to see disturbing images to increase the anxiety level. An art context heightens, in general, positive response also toward images with negative content. Interesting is that serene pictures decrease anxiety significantly: the simple vision of pictures with this content can produce a perception of wellbeing.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"20 1","pages":"203-214"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85581093","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}
Pub Date : 2019-12-04DOI: 10.7358/ecps-2019-020-gire
L. Girelli, Elisa Cavicchiolo, F. Lucidi, M. Cozzolino, Fabio Alivernini, S. Manganelli
Studies have shown that the satisfaction of basic psychological needs, as defined by Self-Determination Theory, has a great impact on adolescents’ well-being, prosocial behavior and academic success. In the present study, we aim to validate a brief scale for adolescents measuring the satisfaction of the three basic needs for autonomy, competence, and relatedness. A preliminary qualitative study was conducted to select and adapt for adolescents a subset of 12 items from the original version of the Basic Psychological Needs Satisfaction Scale (BPNS). This version of the scale was then analyzed in terms of dimensionality, measurement invariance and criterion validity on a sample of 308 Italian adolescents (M age = 14.04 years; 57.1% males). The results of confirmatory factor analyses supported the posited three-factors structure and the measurement invariance of the instrument across gender. Correlations with a measure of psychological well-being provided evidence for criterion validity. The scale proved to be a valid and reliable instrument to measure the levels of satisfaction of the psychological need for autonomy, competence and relatedness in adolescents.
{"title":"Psychometric Properties and Validity of a Brief Scale Measuring Basic Psychological Needs Satisfaction in Adolescents","authors":"L. Girelli, Elisa Cavicchiolo, F. Lucidi, M. Cozzolino, Fabio Alivernini, S. Manganelli","doi":"10.7358/ecps-2019-020-gire","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-gire","url":null,"abstract":"Studies have shown that the satisfaction of basic psychological needs, as defined by Self-Determination Theory, has a great impact on adolescents’ well-being, prosocial behavior and academic success. In the present study, we aim to validate a brief scale for adolescents measuring the satisfaction of the three basic needs for autonomy, competence, and relatedness. A preliminary qualitative study was conducted to select and adapt for adolescents a subset of 12 items from the original version of the Basic Psychological Needs Satisfaction Scale (BPNS). This version of the scale was then analyzed in terms of dimensionality, measurement invariance and criterion validity on a sample of 308 Italian adolescents (M age = 14.04 years; 57.1% males). The results of confirmatory factor analyses supported the posited three-factors structure and the measurement invariance of the instrument across gender. Correlations with a measure of psychological well-being provided evidence for criterion validity. The scale proved to be a valid and reliable instrument to measure the levels of satisfaction of the psychological need for autonomy, competence and relatedness in adolescents.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"108 1","pages":"215-229"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75864143","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}
Pub Date : 2019-12-04DOI: 10.7358/ecps-2019-020-rove
C. Roverselli
In Italy, alongside the Catholicism of the majority, there are more and more forms of religious diversity that indicate an evident change in socio-religious geography of our country. The presence of minority religions on the public scene immediately calls into question the role that schools can and must play in the formation of citizens and therefore reopen the debate, never closed, of religious education within the school. The latter is an important sign of the school’s ability to form cultural pluralism. In fact we must be aware of the fact that religious illiteracy hinders the construction of a culture of responsible citizenship and produces a democratic illiteracy. This article presents what the Italian public school is trying to do to promote religious pluralism in teaching but also the obstacles to these efforts. In particular, it will be considered the management that public school makes of that particular space that is the hour of «alternative activities».
{"title":"Pluralismo religioso e scuola pubblica in Italia: spazi per l’inclusione e questioni aperte","authors":"C. Roverselli","doi":"10.7358/ecps-2019-020-rove","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-rove","url":null,"abstract":"In Italy, alongside the Catholicism of the majority, there are more and more forms of religious diversity that indicate an evident change in socio-religious geography of our country. The presence of minority religions on the public scene immediately calls into question the role that schools can and must play in the formation of citizens and therefore reopen the debate, never closed, of religious education within the school. The latter is an important sign of the school’s ability to form cultural pluralism. In fact we must be aware of the fact that religious illiteracy hinders the construction of a culture of responsible citizenship and produces a democratic illiteracy. This article presents what the Italian public school is trying to do to promote religious pluralism in teaching but also the obstacles to these efforts. In particular, it will be considered the management that public school makes of that particular space that is the hour of «alternative activities».","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"1 1","pages":"231-242"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78044465","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}
Pub Date : 2019-12-04DOI: 10.7358/ecps-2019-020-fuga
Antonio Rodríguez Fuentes, José Luis Ortega
The aim was prepared in order to analyze the linguistic ability of children with visual impairment and children with normal vision. Several features of the narrative episodes produced were investigated, including quantity, quality, the connections between them and the structural elements which they consist of. Central tendency measures and dispersion measures were applied, in addition to inferential measures. This leads us to the conclusion that the structural parts making up the texts depend on a great extent to the individual style of each subject. However, the two groups are markedly different in certain parts. Finally, pupils who were older and educated to a higher level have shown greater development of narrative ability, engaging more with the essential part quite largely forgotten in the younger pupils’ texts. With regard to the connections established by the pupils between the various episodes making up their narratives, the texts produced by pupils with visual impairments show predominantly temporary connections. Significant differences were found between the texts written by students who had normal vision and those who were blind or partially sighted. The greatest differences were observed in the length of the text and the complete episodes: both measures were greater in the texts written by students with normal vision.
{"title":"Are There Any Differences between the Texts Written by Students Who Are Blind, Those Who Are Partially Sighted, and Those with Normal Vision?","authors":"Antonio Rodríguez Fuentes, José Luis Ortega","doi":"10.7358/ecps-2019-020-fuga","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-fuga","url":null,"abstract":"The aim was prepared in order to analyze the linguistic ability of children with visual impairment and children with normal vision. Several features of the narrative episodes produced were investigated, including quantity, quality, the connections between them and the structural elements which they consist of. Central tendency measures and dispersion measures were applied, in addition to inferential measures. This leads us to the conclusion that the structural parts making up the texts depend on a great extent to the individual style of each subject. However, the two groups are markedly different in certain parts. Finally, pupils who were older and educated to a higher level have shown greater development of narrative ability, engaging more with the essential part quite largely forgotten in the younger pupils’ texts. With regard to the connections established by the pupils between the various episodes making up their narratives, the texts produced by pupils with visual impairments show predominantly temporary connections. Significant differences were found between the texts written by students who had normal vision and those who were blind or partially sighted. The greatest differences were observed in the length of the text and the complete episodes: both measures were greater in the texts written by students with normal vision.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"1 1","pages":"41-58"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72599854","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}
Pub Date : 2019-12-04DOI: 10.7358/ecps-2019-020-mari
M. Marini, Stefano Livi, G. D. Filippo, F. Melchiori, Caterina D’Ardia, G. Benvenuto
This research investigates – through two studies conducted on a sample of Italian and foreign students – the factors potentially involved in the phenomenon of ethnic bullying and its connections with school achievement, social networks and students’ perceived school integration. In the first study a series of information was collected on Italian students’ bullying (N = 1638) which showed a negative relationship with school performance and the perception of integration with their foreign schoolmates, while the social network was not relevant. Study 2 analyzed the victimization of foreign students (N = 425) and significant and negative relationships only with the extension of the social network were found. These results, in addition to requiring an in-depth examination of this subject, suggest that greater attention should be paid to the educational pathways and to the anti-bullying intervention programs, considering both the levels of school integration between immigrant and native students and the social networks, and highlighting the social nature of the phenomenon.
{"title":"Aspetti individuali, interpersonali e sociali del bullismo etnico: studio su un campione nazionale di studenti della scuola secondaria di primo grado","authors":"M. Marini, Stefano Livi, G. D. Filippo, F. Melchiori, Caterina D’Ardia, G. Benvenuto","doi":"10.7358/ecps-2019-020-mari","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-mari","url":null,"abstract":"This research investigates – through two studies conducted on a sample of Italian and foreign students – the factors potentially involved in the phenomenon of ethnic bullying and its connections with school achievement, social networks and students’ perceived school integration. In the first study a series of information was collected on Italian students’ bullying (N = 1638) which showed a negative relationship with school performance and the perception of integration with their foreign schoolmates, while the social network was not relevant. Study 2 analyzed the victimization of foreign students (N = 425) and significant and negative relationships only with the extension of the social network were found. These results, in addition to requiring an in-depth examination of this subject, suggest that greater attention should be paid to the educational pathways and to the anti-bullying intervention programs, considering both the levels of school integration between immigrant and native students and the social networks, and highlighting the social nature of the phenomenon.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"42 1","pages":"103-120"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82874025","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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