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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 “容易被误导的无知”或“人类愚蠢”的胜利。德克萨斯和意大利/达尔文的情况,“Gullible无知”或“人类愚蠢”的流行病和胜利。德克萨斯州和意大利的情况
Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2023-06-14 DOI: 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
“容易被误导的无知”或“人类愚蠢”的胜利。德克萨斯和意大利/达尔文的情况,“Gullible无知”或“人类愚蠢”的流行病和胜利。德克萨斯州和意大利的情况
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引用次数: 0
Ci sono differenti predittori della lettura nelle lingue che hanno un’ortografia trasparente? Evidenze da uno studio longitudinale. 是否有不同的语言阅读预测者有清晰的拼写?纵向研究的证据。
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-06-08 DOI: 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.
本研究的目的是利用路径模型来建立快速自动命名(RAN)、言语短期记忆(VSTM)、字母-声音连接(LSC)、音素混合(PHB)和Raven任务如何预测芬兰语和德语的阅读。来自芬兰、德国和意大利的769名学生(来自南蒂罗尔的讲德语的孩子)从一年级开始一直被跟踪到二年级结束。首先,在所有国家中,LSC被发现是一年级阅读的最强预测因子。其次,芬兰学生的单词阅读能力在整个随访期内均优于德语和意大利语学生,但一年级的单词阅读水平仅对意大利语和德语学生一年后的单词阅读水平有预测作用。第三,快速自动化命名(RAN)和言语短期记忆(VSTM)对不同正字法和国家的不同权力和不同阶段的阅读技能有预测作用,这表明教育系统对阅读技能也有预测作用。
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引用次数: 2
A Massive Open Online Course Designed to Support the Development of Virtual Mobility Transversal Skills: Preliminary Evaluation Results from European Participants. 旨在支持虚拟移动横向技能发展的大规模开放在线课程:来自欧洲参与者的初步评估结果。
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-06-08 DOI: 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.
在过去的几年里,“虚拟流动”的概念受到了教育政策制定者和机构越来越多的关注,因为它有可能使高等教育中的学生和教师更容易获得和有效的流动。虚拟流动可以定义为在教学和/或学习背景下触发或促进国际协作经验的机构信息通信技术支持活动。尽管有兴趣,但关于虚拟移动出行实施的实际有效性以及可以采用哪些技术解决方案的实证研究仍然很少。本文描述了一个研究项目,旨在设计一个开放和可访问的虚拟移动大规模开放在线课程,涉及来自六个欧洲国家和高等教育机构的学生和教师。716名参与者完成并评估了开放式虚拟移动MOOC。参与者对mooc的不同特点给出了积极的评价:(1)徽章;(2)技术特点;(3)游戏化。8个mooc中有4个获得了最高评价:(1)协作学习;(2)自主驱动学习;(3)开放性;(4)跨文化技能。将讨论未来的研究轨迹。
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引用次数: 1
Misurare l’omonegatività: validazione italiana della Multidimensional Scale of Attitudes Toward Lesbians and Gay Men Misurare l ' monegativeviten: validazione italiana della对男女同性恋态度的多维尺度
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2020-06-08 DOI: 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。
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引用次数: 1
Formazione e ricerca con il Master in «Leadership e Management in Educazione» dell’Università Roma Tre, Dipartimento di Scienze della Formazione 培训与研究,拥有罗马大学教育科学系“教育领导与管理”硕士学位
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2019-12-04 DOI: 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.
这一贡献深化了“教育、文化和心理研究期刊”(ECPS期刊)和“教育领导与管理”(LME)二级硕士学位合作伙伴关系多年来的发展和巩固。这项合作特别侧重于教育领导和学校管理领域的实证研究,其观点旨在评价国家和国际研究的结果。今天,我们有许多研究结果表明,如果我们促进民主、广泛和参与性的教育领导,我们可以为教育机构的治理做出贡献,并在建设优质学习网络和环境方面进行合作。为了实现这些目标,有必要确保教育领导者不仅是好老师,而且最重要的是能够激励学生和教师,能够收集资源和组织文化活动,并致力于改善和改造他们的学校的管理者。
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引用次数: 0
Emotional Education through the Arts: Perception of Wellbeing 通过艺术进行情感教育:对幸福的感知
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2019-12-04 DOI: 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.
本研究的主题是通过艺术进行情感教育。目的是验证艺术图像的视觉是否会根据图像所表达的内容影响参与者的情绪状态。艺术图像分为三种不同的图像类别,内容分别是令人不安的、中性的和宁静的。九张图片,每个类别三张(令人不安的,中性的,宁静的)被呈现给参与者的样本。假设是,令人不安的图像可能会导致焦虑的增加;中性的图像不会引起显著的变化,而使用平静的图像会减少焦虑。为了验证这一假设,在看到图片之前和之后分别进行了状态-特质焦虑量表(STAI)的测试。结果表明:被试在看到令人不安的图片和中性的图片后,状态焦虑得分没有显著变化;与此相反,宁静图像组的焦虑前、焦虑后得分显著下降。对研究结果不对称的一种可能解释是,仅仅看到令人不安的图像可能不足以增加焦虑程度。一般来说,艺术背景也会增强对带有负面内容的图像的积极反应。有趣的是,宁静的图片能显著地减少焦虑:简单地看到带有这种内容的图片就能产生一种幸福感。
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引用次数: 0
Psychometric Properties and Validity of a Brief Scale Measuring Basic Psychological Needs Satisfaction in Adolescents 青少年基本心理需求满足简易量表的心理测量特性及效度
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2019-12-04 DOI: 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.
研究表明,自我决定理论定义的基本心理需求的满足对青少年的幸福感、亲社会行为和学业成功有很大的影响。在本研究中,我们的目的是验证一个简短的量表,以衡量青少年的自主性,能力和关系三种基本需求的满意度。本研究从基本心理需求满足量表(BPNS)中选取12个条目进行初步的定性研究。然后对308名意大利青少年(M年龄= 14.04岁;57.1%的男性)。验证性因子分析的结果支持假设的三因素结构和仪器的测量不变性跨性别。与心理健康测量的相关性为标准效度提供了证据。该量表是衡量青少年自主、能力和关系心理需求满意度的有效、可靠的工具。
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引用次数: 11
Pluralismo religioso e scuola pubblica in Italia: spazi per l’inclusione e questioni aperte 意大利的宗教多元化和公立学校:包容的空间和开放的问题
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2019-12-04 DOI: 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».
在意大利,除了占多数的天主教外,还有越来越多形式的宗教多样性,这表明我国的社会宗教地理发生了明显变化。少数宗教在公共场合的出现,立即引发了对学校在培养公民方面能够而且必须发挥的作用的质疑,从而重新开启了关于学校宗教教育的辩论,这一辩论从未停止。后者是学校形成文化多元化能力的重要标志。事实上,我们必须意识到这样一个事实,即宗教文盲阻碍了负责任的公民文化的建设,并造成了民主文盲。本文介绍了意大利公立学校在教学中促进宗教多元化所做的努力,以及这些努力的障碍。特别是,它将被认为是公立学校对“替代活动”时间的特殊空间的管理。
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引用次数: 1
Are There Any Differences between the Texts Written by Students Who Are Blind, Those Who Are Partially Sighted, and Those with Normal Vision? 盲人学生、部分视力学生和视力正常学生所写的课文有什么区别吗?
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2019-12-04 DOI: 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.
目的是为了分析视力障碍儿童和视力正常儿童的语言能力。研究了所产生的叙事情节的几个特征,包括数量、质量、它们之间的联系以及它们所组成的结构元素。除推论法外,还应用了集中趋势法和离散度法。这使我们得出结论,构成文本的结构部分在很大程度上取决于每个主题的个人风格。然而,这两个群体在某些方面有明显的不同。最后,年龄较大、受教育程度较高的学生在叙事能力方面表现出了更大的发展,他们更多地参与了年轻学生在课文中几乎被遗忘的重要部分。关于学生在构成他们叙述的各种情节之间建立的联系,有视觉障碍的学生所写的文本主要表现出暂时的联系。视力正常的学生和失明或弱视的学生所写的文章之间存在显著差异。最大的差异是在文本的长度和完整的情节中观察到的:在视力正常的学生写的文本中,这两项指标都更大。
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引用次数: 1
Aspetti individuali, interpersonali e sociali del bullismo etnico: studio su un campione nazionale di studenti della scuola secondaria di primo grado 种族欺凌的个人、人际和社会方面:对全国一级中学学生样本的研究
IF 0.3 Q4 PSYCHOLOGY, EDUCATIONAL Pub Date : 2019-12-04 DOI: 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.
本研究通过对意大利学生和外国学生样本进行的两项研究,调查了种族欺凌现象的潜在因素及其与学校成绩、社会网络和学生感知的学校融合的联系。在第一项研究中,我们收集了一系列关于意大利学生恃强凌弱的信息(N = 1638),这些信息表明,欺凌与学校成绩和与外国同学融合的感知呈负相关,而社交网络则不相关。研究2分析了留学生的受害行为(N = 425),只发现与社会网络的延伸有显著的负向关系。这些结果表明,除了需要对这一主题进行深入研究外,还应更多地关注教育途径和反欺凌干预计划,同时考虑移民和本土学生之间的学校融合水平以及社会网络,并突出这一现象的社会性质。
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引用次数: 1
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Journal of Educational Cultural and Psychological Studies
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