Pub Date : 2019-12-04DOI: 10.7358/ecps-2019-020-fern
Ana Fernández-García, Fátima Poza-Vilches, J. Llamas
This paper addresses the strengths, needs and future challenges posed by the current training and education of youths at risk of social exclusion, focusing on those youths who are at risk of dropping out of school and have problems accessing the labour market. Its objectives are: to characterize, from a professional perspective, the education and training needs of young people who find themselves in situations of exclusion; identify strengths in current education and training activities available to young people, and; establish a resource bank for possible future challenges raised by professionals in this field to improve >the current situation. For this, we conducted an exploratory pilot research study that involved 34 experienced professional experts that was focused on describing the current situation in Spain in the field of education and training of youths at risk of droppingout of school or exclusion. This study concludes that the creation and consolidation of coordinated networks between the public administration, the private sector and social entities is a challenge that must be addressed within this field. Likewise, developing sustainable and inclusive training activities for young people involves creating more flexible, individualized and personalized training itineraries that address not only basic training but also transversal competences.
{"title":"Educational Needs of Spanish Youths at Risk of Social Exclusion: Future Challenges before School Failure","authors":"Ana Fernández-García, Fátima Poza-Vilches, J. Llamas","doi":"10.7358/ecps-2019-020-fern","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-fern","url":null,"abstract":"This paper addresses the strengths, needs and future challenges posed by the current training and education of youths at risk of social exclusion, focusing on those youths who are at risk of dropping out of school and have problems accessing the labour market. Its objectives are: to characterize, from a professional perspective, the education and training needs of young people who find themselves in situations of exclusion; identify strengths in current education and training activities available to young people, and; establish a resource bank for possible future challenges raised by professionals in this field to improve >the current situation. For this, we conducted an exploratory pilot research study that involved 34 experienced professional experts that was focused on describing the current situation in Spain in the field of education and training of youths at risk of droppingout of school or exclusion. This study concludes that the creation and consolidation of coordinated networks between the public administration, the private sector and social entities is a challenge that must be addressed within this field. Likewise, developing sustainable and inclusive training activities for young people involves creating more flexible, individualized and personalized training itineraries that address not only basic training but also transversal competences.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"325 1","pages":"59-82"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76125358","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-bias
V. Biasi, G. Moretti, A. Morini, N. Patrizi
The general objective of this experimentation concerns the study of the effect of the didactic intervention oriented towards the artistic experience, on the levels of attention and positive emotional involvement (aesthetic emotion) of the students belonging to the classes where the teachers thus formed work; this in comparison with parallel classes in which such innovative teaching is not yet applied and which therefore act as control classes. A platform has been developed for the teacher training, which has allowed the use of artistic materials (artistic videos and virtual museum visits of visual works) as integration and support of curricular contents. Moreover, illustrated books, art books, illustrated and interactive e-books, dedicated apps have been introduced in the school context. The volunteer teachers are involved in the 2019/2020 school year, in 4 primary school classes and 4 secondary school classes. Naturally, the respective control classes were also set up where regular didactic activity was carried out without specific training of the respective teachers, who will always be able to access in the following school year. This aesthetic enrichment of the teaching message has significantly favored the attentional processes and the positive emotional involvement of the learners, functional to learning.
{"title":"Attenzione ed esperienza estetica nella comunicazione didattica Indagini empirico-sperimentali condotte sul campo: principali risultati","authors":"V. Biasi, G. Moretti, A. Morini, N. Patrizi","doi":"10.7358/ecps-2019-020-bias","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-bias","url":null,"abstract":"The general objective of this experimentation concerns the study of the effect of the didactic intervention oriented towards the artistic experience, on the levels of attention and positive emotional involvement (aesthetic emotion) of the students belonging to the classes where the teachers thus formed work; this in comparison with parallel classes in which such innovative teaching is not yet applied and which therefore act as control classes. A platform has been developed for the teacher training, which has allowed the use of artistic materials (artistic videos and virtual museum visits of visual works) as integration and support of curricular contents. Moreover, illustrated books, art books, illustrated and interactive e-books, dedicated apps have been introduced in the school context. The volunteer teachers are involved in the 2019/2020 school year, in 4 primary school classes and 4 secondary school classes. Naturally, the respective control classes were also set up where regular didactic activity was carried out without specific training of the respective teachers, who will always be able to access in the following school year. This aesthetic enrichment of the teaching message has significantly favored the attentional processes and the positive emotional involvement of the learners, functional to learning.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"136 1","pages":"157-174"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76450558","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-beca
Michela Bettinelli, Roberta Cardarello
Conflict between the school and the family has become a topic of high importance but rarely investigated. This study deals with this conflict in the Italian context, examining the legal processes in the region of Lombardia, thus the litigation between the family and the school which ended at the Administrative Court (TAR) between 2010 and 2018. This study is an exploratory preliminary research which intends to investigate the quantity of cases of litigation between the families and school and categorize the cases according to motivation for the legal action and type of the school. Although we assumed that most cases are connected to children with special needs, analysis showed that families with children without any kind of diagnosis are referring to the court more often than the families of children with special needs. There were more students from secondary schools than students from primary school and, interestingly, students of lyceums seem to be the most represented group in the litigation. The results are discussed, and new lines of research are depicted in order to recognize when and why the conflicts start and how it can be prevented.
{"title":"Family vs School: Where the Conflict Ends A Study of Families on the Court against School in Lombardia","authors":"Michela Bettinelli, Roberta Cardarello","doi":"10.7358/ecps-2019-020-beca","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-beca","url":null,"abstract":"Conflict between the school and the family has become a topic of high importance but rarely investigated. This study deals with this conflict in the Italian context, examining the legal processes in the region of Lombardia, thus the litigation between the family and the school which ended at the Administrative Court (TAR) between 2010 and 2018. This study is an exploratory preliminary research which intends to investigate the quantity of cases of litigation between the families and school and categorize the cases according to motivation for the legal action and type of the school. Although we assumed that most cases are connected to children with special needs, analysis showed that families with children without any kind of diagnosis are referring to the court more often than the families of children with special needs. There were more students from secondary schools than students from primary school and, interestingly, students of lyceums seem to be the most represented group in the litigation. The results are discussed, and new lines of research are depicted in order to recognize when and why the conflicts start and how it can be prevented.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"26 1","pages":"139-156"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87283048","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-passi
Y. Passiatore, S. Pirchio, Clorinda Oliva, Angelo Panno, G. Carrus
Learning is a process that involves both cognitive and affective components and that requires appropriate educational strategies. The present study investigates the links between self-efficacy and anxiety in second language learning, and the effectiveness of the singing songs teaching strategy upon students’ speaking performance. In particular, we tested whether singing songs in class during English lessons affects the relationship between self-efficacy, anxiety and performance in a group of Italian high school students learning English as a second language (N = 132; age ranging 16-19 years). The data were collected through a production task in which the vocabulary extension, the number of words, and the fluency of speech were coded and calculated as a general indicator of students’ linguistic competence. In addition, students were asked about their use of singing as an educational activity during English lessons. Results of bootstrapping analyses confirmed our prediction that foreign language self-efficacy is correlated to performance, through the mediation of anxiety. Our results also showed that the use of a singing songs strategy moderates the association of low self-efficacy to anxiety and performance, thus suggesting its plausibility as a positive pedagogical tool in second language learning activities. The theoretical and practical implications are discussed.
{"title":"Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance","authors":"Y. Passiatore, S. Pirchio, Clorinda Oliva, Angelo Panno, G. Carrus","doi":"10.7358/ecps-2019-020-passi","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-passi","url":null,"abstract":"Learning is a process that involves both cognitive and affective components and that requires appropriate educational strategies. The present study investigates the links between self-efficacy and anxiety in second language learning, and the effectiveness of the singing songs teaching strategy upon students’ speaking performance. In particular, we tested whether singing songs in class during English lessons affects the relationship between self-efficacy, anxiety and performance in a group of Italian high school students learning English as a second language (N = 132; age ranging 16-19 years). The data were collected through a production task in which the vocabulary extension, the number of words, and the fluency of speech were coded and calculated as a general indicator of students’ linguistic competence. In addition, students were asked about their use of singing as an educational activity during English lessons. Results of bootstrapping analyses confirmed our prediction that foreign language self-efficacy is correlated to performance, through the mediation of anxiety. Our results also showed that the use of a singing songs strategy moderates the association of low self-efficacy to anxiety and performance, thus suggesting its plausibility as a positive pedagogical tool in second language learning activities. The theoretical and practical implications are discussed.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"121-138"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90355735","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-cira
A. Ciraci
The article deals with the results of an empirical research on the practices and opinions of primary and middle school teachers of the Lazio Region. To collect the information, two questionnaires were administered to two samples of 233 and 103 teachers. After a first descriptive analysis, the Multiple Correspondence Analysis was used in order to identify associations between the observed variables and behavior/attitude clusters. From the data a framework emerges in which there are some new elements, such as the low use of traditional tests and the use of evaluation as a resource for learning, but which still presents some critical aspects, such as the prevalent use of testing for the assessment of skills and difficulties in the construction of adequate verification tools. The groups that have distinguished themselves for less frequent use of tools and activities, have in common the lower seniority of service and the origin from some specific territorial areas of the region.
{"title":"Le competenze valutative: un’indagine empirica su prassi e opinioni degli insegnanti del primo ciclo di istruzione della Regione Lazio","authors":"A. Ciraci","doi":"10.7358/ecps-2019-020-cira","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-cira","url":null,"abstract":"The article deals with the results of an empirical research on the practices and opinions of primary and middle school teachers of the Lazio Region. To collect the information, two questionnaires were administered to two samples of 233 and 103 teachers. After a first descriptive analysis, the Multiple Correspondence Analysis was used in order to identify associations between the observed variables and behavior/attitude clusters. From the data a framework emerges in which there are some new elements, such as the low use of traditional tests and the use of evaluation as a resource for learning, but which still presents some critical aspects, such as the prevalent use of testing for the assessment of skills and difficulties in the construction of adequate verification tools. The groups that have distinguished themselves for less frequent use of tools and activities, have in common the lower seniority of service and the origin from some specific territorial areas of the region.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"21 1","pages":"175-200"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74594327","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-kawa
Ritu Kalgotra, Jaspal Singh Warwal
Intervention in teaching listening and speaking skills using communicative language teaching approach and teaching strategies adopted from Applied Behaviour Analysis was designed and tested in the current research. Non-randomized pre-test post-test control group design was used in quasi-experimental research where fifty-two children with mild and moderate intellectual disabilities fulfilling inclusive and exclusive criteria were placed into experimental and control groups from five special schools of Jammu district in J&K. BASIC-MR, a validated tool was used on both the groups as a pretest and post-test. Children in experimental groups were taught listening and speaking skills using communicative language teaching approach. ANCOVA analysis indicated F (1, 28) = 118.401, p =.000 in the children with mild intellectual disabilities, and F (1, 32) = 77.789, p =.000 in children with moderate intellectual disabilities. It was inferred that intervention was effective in developing listening and speaking skills of the children with mild and moderate intellectual disabilities.
本研究设计并测试了应用行为分析的交际语言教学法和教学策略对听说技能教学的干预。准实验研究采用非随机前测后对照组设计，将来自查谟地区5所特殊学校的52名符合包容性和排他性标准的轻中度智障儿童分为实验组和对照组。BASIC-MR是一种经过验证的工具，用于两组的前测和后测。实验组采用交际教学法对儿童进行听说能力教学。ANCOVA分析显示F (1,28) = 118.401, p =。F (1,32) = 77.789, p =。在中度智力残疾的儿童中。由此推断，干预对发展轻、中度智力障碍儿童的听、说能力是有效的。
{"title":"Effect of Intervention in Teaching Listening and Speaking Skills on Children with Intellectual Disabilities","authors":"Ritu Kalgotra, Jaspal Singh Warwal","doi":"10.7358/ecps-2019-020-kawa","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-kawa","url":null,"abstract":"Intervention in teaching listening and speaking skills using communicative language teaching approach and teaching strategies adopted from Applied Behaviour Analysis was designed and tested in the current research. Non-randomized pre-test post-test control group design was used in quasi-experimental research where fifty-two children with mild and moderate intellectual disabilities fulfilling inclusive and exclusive criteria were placed into experimental and control groups from five special schools of Jammu district in J&K. BASIC-MR, a validated tool was used on both the groups as a pretest and post-test. Children in experimental groups were taught listening and speaking skills using communicative language teaching approach. ANCOVA analysis indicated F (1, 28) = 118.401, p =.000 in the children with mild intellectual disabilities, and F (1, 32) = 77.789, p =.000 in children with moderate intellectual disabilities. It was inferred that intervention was effective in developing listening and speaking skills of the children with mild and moderate intellectual disabilities.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"26 1","pages":"21-39"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84526676","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-ricc
Veronica Riccardi, P. Giannantoni, G. Rose
School choices are a complex and important step that characterizes the path of any student. This moment of transition is particularly crucial for foreign students, for whom it represents also a measure of their integration. The aim of this work is to verify if the Italian intercultural model is ensuring equal opportunities for immigrant students and if foreign students are able to progress through the educational system on par with other Italian peers. Our purpose, more specifically, is to verify if foreign students have the same aspiration for the future than the Italian ones, investigating the role and the weight of some important background factors such as gender, socio-economic status and learning abilities. We used census data coming from INVALSI (Italian National Institute for the Evaluation of Educational System) of grade 10 in the academic year 2016/2017. The key variable of this study relies on the question about educational expectation («What is the highest degree you expect to obtain?»), analyzed according with student’s origin (native/migrant), keeping into account also the age of arrival in Italy for students born abroad.
{"title":"Educational Expectations of Migrant Students in Italy: Second-class Destiny or Integration’s Opportunity?","authors":"Veronica Riccardi, P. Giannantoni, G. Rose","doi":"10.7358/ecps-2019-020-ricc","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-ricc","url":null,"abstract":"School choices are a complex and important step that characterizes the path of any student. This moment of transition is particularly crucial for foreign students, for whom it represents also a measure of their integration. The aim of this work is to verify if the Italian intercultural model is ensuring equal opportunities for immigrant students and if foreign students are able to progress through the educational system on par with other Italian peers. Our purpose, more specifically, is to verify if foreign students have the same aspiration for the future than the Italian ones, investigating the role and the weight of some important background factors such as gender, socio-economic status and learning abilities. We used census data coming from INVALSI (Italian National Institute for the Evaluation of Educational System) of grade 10 in the academic year 2016/2017. The key variable of this study relies on the question about educational expectation («What is the highest degree you expect to obtain?»), analyzed according with student’s origin (native/migrant), keeping into account also the age of arrival in Italy for students born abroad.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"1 1","pages":"83-102"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79828329","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-pozz
R. Pozzi
The article examines a university course held in 1978 by the music critic Fedele d’Amico (Rome, 1912 - Rome, 1990) at the Faculty of Letters of the University of Rome La Sapienza. The course offers a reading of the twentieth century, through the analysis of the main movements and composers of the first half of the century, highlighting the historiographical method and the teacher’s critical positions. The historiographical method of Fedele d’Amico attempts to identify the dominant character of the twentieth century through a comparison with nineteenth-century music. This character resides, according to d’Amico, in the general tendency of 20th century composers to be «anti-nineteenth century», to mark the discontinuity with respect to the previous century. In the more radical experiences of modernity represented above all by expressionism, dodecaphony and the serial avant-garde of the Darmstadt mouvement, d’Amico underlines the destruction of the linguistic character of music which, according to him, is the foundation of understanding in musical listening. The author, emphasizing the reductionism of some of d’Amico’s statements, avoids a generic charge of conservatism by relating them to the crisis of modernism and to the spread, in the criticism of the arts during the seventies, of a new postmodern image of the twentieth century.
这篇文章考察了1978年由音乐评论家Fedele d 'Amico(罗马，1912 - 1990)在罗马大学文学院开设的一门大学课程。本课程通过对20世纪上半叶的主要运动和作曲家的分析，提供了对20世纪的阅读，突出了史学方法和教师的批判立场。Fedele d 'Amico的史学方法试图通过与19世纪音乐的比较来确定20世纪的主要特征。根据达米科的说法，这种特征存在于20世纪作曲家“反19世纪”的总体趋势中，以标志与前一个世纪的不连续性。在表现主义、十二音符和达姆施塔特运动的一系列先锋派所代表的更为激进的现代性经验中，达米科强调了音乐的语言特征的破坏，根据他的说法，这是理解音乐聆听的基础。作者强调了d 'Amico的一些陈述的还原论，通过将它们与现代主义的危机和传播联系起来，避免了保守主义的一般指控，在70年代的艺术批评中，20世纪的新后现代形象。
{"title":"Novecento e postmodernità nella critica musicale di Fedele d’Amico. Riflessioni sul metodo storiografico di un corso universitario","authors":"R. Pozzi","doi":"10.7358/ecps-2019-020-pozz","DOIUrl":"https://doi.org/10.7358/ecps-2019-020-pozz","url":null,"abstract":"The article examines a university course held in 1978 by the music critic Fedele d’Amico (Rome, 1912 - Rome, 1990) at the Faculty of Letters of the University of Rome La Sapienza. The course offers a reading of the twentieth century, through the analysis of the main movements and composers of the first half of the century, highlighting the historiographical method and the teacher’s critical positions. The historiographical method of Fedele d’Amico attempts to identify the dominant character of the twentieth century through a comparison with nineteenth-century music. This character resides, according to d’Amico, in the general tendency of 20th century composers to be «anti-nineteenth century», to mark the discontinuity with respect to the previous century. In the more radical experiences of modernity represented above all by expressionism, dodecaphony and the serial avant-garde of the Darmstadt mouvement, d’Amico underlines the destruction of the linguistic character of music which, according to him, is the foundation of understanding in musical listening. The author, emphasizing the reductionism of some of d’Amico’s statements, avoids a generic charge of conservatism by relating them to the crisis of modernism and to the spread, in the criticism of the arts during the seventies, of a new postmodern image of the twentieth century.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"39 1","pages":"245-259"},"PeriodicalIF":0.3,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78416303","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 : 2017-11-29DOI: 10.7358/ECPS-2017-016-CAPU
Andrea Caputo
This paper aims at developing and validating a brief scale specifically assessing Attitude Toward Learning of Scientific Subjects (ATLoSS) and at testing its measurement invariance across genders. The scale was validated on a sample of 18,436 Italian students (51% males) attending middle schools at 7th grade by using both exploratory factor analysis and confirmatory factor analysis. The four item scale had good internal consistency with a Cronbach’s alpha of .864 and a one-factor solution characterized by measurement invariance across genders. Associations with other measures – in particular with math academic self-concept and interest/enjoyment in math – supported convergent and divergent validity of the scale; besides, good criterion validity based on student achievement and prospective choice of higher education was confirmed. The scale represents a brief and easy instrument which can be used in large scale student assessment and can provide teachers and educators with preliminary information on their students’ attitudes which are relevant for academic achievement.
{"title":"A Brief Scale on Attitude Toward Learning of Scientific Subjects (ATLoSS) for Middle School Students","authors":"Andrea Caputo","doi":"10.7358/ECPS-2017-016-CAPU","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-CAPU","url":null,"abstract":"This paper aims at developing and validating a brief scale specifically assessing Attitude Toward Learning of Scientific Subjects (ATLoSS) and at testing its measurement invariance across genders. The scale was validated on a sample of 18,436 Italian students (51% males) attending middle schools at 7th grade by using both exploratory factor analysis and confirmatory factor analysis. The four item scale had good internal consistency with a Cronbach’s alpha of .864 and a one-factor solution characterized by measurement invariance across genders. Associations with other measures – in particular with math academic self-concept and interest/enjoyment in math – supported convergent and divergent validity of the scale; besides, good criterion validity based on student achievement and prospective choice of higher education was confirmed. The scale represents a brief and easy instrument which can be used in large scale student assessment and can provide teachers and educators with preliminary information on their students’ attitudes which are relevant for academic achievement.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"144 1","pages":"57-76"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77565370","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 : 2017-11-29DOI: 10.7358/ECPS-2017-016-ALIV
F. Alivernini, S. Manganelli, F. Lucidi, Ines Di Leo, Elisa Cavicchiolo
Many studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reasons independent of their commitment to the study. The aim of this paper is to evaluate the presence of factors on which teachers can intervene, allowing disadvantaged students to achieve excellence. The contribution aims to identify associated factors not only to compensate for the disadvantage associated with student background conditions, but to a real reversal of predictions in terms of skills acquired. The results show the impact that geographic membership, the socio-economic-cultural background of schools and families and gender, in their interaction, exert in defining situations of major disadvantage for students. At the same time, there is evidence for the protective role played by some teaching strategies, student self-beliefs, and other factors related to specific background situations.
{"title":"Studenti svantaggiati e fattori di promozione della resilienza","authors":"F. Alivernini, S. Manganelli, F. Lucidi, Ines Di Leo, Elisa Cavicchiolo","doi":"10.7358/ECPS-2017-016-ALIV","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-ALIV","url":null,"abstract":"Many studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reasons independent of their commitment to the study. The aim of this paper is to evaluate the presence of factors on which teachers can intervene, allowing disadvantaged students to achieve excellence. The contribution aims to identify associated factors not only to compensate for the disadvantage associated with student background conditions, but to a real reversal of predictions in terms of skills acquired. The results show the impact that geographic membership, the socio-economic-cultural background of schools and families and gender, in their interaction, exert in defining situations of major disadvantage for students. At the same time, there is evidence for the protective role played by some teaching strategies, student self-beliefs, and other factors related to specific background situations.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"17 1","pages":"35-56"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83570780","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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