Pub Date : 2017-11-29DOI: 10.7358/ECPS-2017-016-PELL
Marta Pellegrini
Reliability of meta-analysis standards in education: an overview of studies. Research syntheses, such as meta-analyses and systematic reviews, are methods for combining results of different primary studies on a certain theme. These methods have been widespread in the early eighties in educational research with the purpose of giving more reliable information to the teaching practice. As primary studies, not all the reviews carried out are reliable to inform practice on programs and strategies that are effective for learning. Although some systematic reviews and meta-analyses have weaknesses, it is possible to identify which procedures and standards are more valid and reliable for carrying out metaanalyses. This article reviews and examines studies that have evaluated methodological factors that affect effect sizes in meta-analyses of educational practices. The studies of this review have showed that the following methodological factors affect effect sizes: publication bias, sample size, study design, outcome measures and intervention duration. The conclusion specifies which inclusion criteria, based on the review results, are more reliable to carry out meta-analyses that have the objective to inform educational practices.
{"title":"L’affidabilità dei criteri di inclusione nelle meta-analisi in educazione: una rassegna di studi","authors":"Marta Pellegrini","doi":"10.7358/ECPS-2017-016-PELL","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-PELL","url":null,"abstract":"Reliability of meta-analysis standards in education: an overview of studies. Research syntheses, such as meta-analyses and systematic reviews, are methods for combining results of different primary studies on a certain theme. These methods have been widespread in the early eighties in educational research with the purpose of giving more reliable information to the teaching practice. As primary studies, not all the reviews carried out are reliable to inform practice on programs and strategies that are effective for learning. Although some systematic reviews and meta-analyses have weaknesses, it is possible to identify which procedures and standards are more valid and reliable for carrying out metaanalyses. This article reviews and examines studies that have evaluated methodological factors that affect effect sizes in meta-analyses of educational practices. The studies of this review have showed that the following methodological factors affect effect sizes: publication bias, sample size, study design, outcome measures and intervention duration. The conclusion specifies which inclusion criteria, based on the review results, are more reliable to carry out meta-analyses that have the objective to inform educational practices.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"13 1","pages":"317-333"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73224773","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-RIZZ
Giulia Rizzotto, A. R. Colasanti
The aim of this work was to investigate the child’s family environment perception whom he belongs. The «Colour Family Drawing Test» (Biasi, Bonaiuto, & Levin, 2014 and 2015) and the structured questionnaire CV-FES (Pino, Simons, & Slawinowski, 1983) were administered, in a class way, to a sample of about 260 children (from 8 to 11) belonged to three primary schools of Rome, to understand the validity and the reliability of potential inconveniences’ indexes. According to the general hypothesis, children who perceive a harmonic and calm family environment by CV-FES scales, use «reassuring and playful» colours and graphic-pictorial language of «comfort»; otherwise children who perceive a stressful and conflicting family environment, use «alarming and serious» tonalities and graphic-pictorial language of «stress» (Biasi et al., 2015). Comparing the results, it emerged that 5 subscales on 10 of CV-FES are linked with graphic-pictorial language of «Colour Family Drawing Test». It was done a factorial analysis to identify underlying psychological concepts. It emerged a bi-factorial structure: the first factor, nominated «dynamic organization», refers to an active familiar organization in which each member can express and act himself; the second one, nominates «high control» refers to a high control which doesn’t allow the members’ expression.
{"title":"Lo studio del clima familiare attraverso il «Disegno della Famiglia a Colori» e il CV-FES: una indagine correlazionale","authors":"Giulia Rizzotto, A. R. Colasanti","doi":"10.7358/ECPS-2017-016-RIZZ","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-RIZZ","url":null,"abstract":"The aim of this work was to investigate the child’s family environment perception whom he belongs. The «Colour Family Drawing Test» (Biasi, Bonaiuto, & Levin, 2014 and 2015) and the structured questionnaire CV-FES (Pino, Simons, & Slawinowski, 1983) were administered, in a class way, to a sample of about 260 children (from 8 to 11) belonged to three primary schools of Rome, to understand the validity and the reliability of potential inconveniences’ indexes. According to the general hypothesis, children who perceive a harmonic and calm family environment by CV-FES scales, use «reassuring and playful» colours and graphic-pictorial language of «comfort»; otherwise children who perceive a stressful and conflicting family environment, use «alarming and serious» tonalities and graphic-pictorial language of «stress» (Biasi et al., 2015). Comparing the results, it emerged that 5 subscales on 10 of CV-FES are linked with graphic-pictorial language of «Colour Family Drawing Test». It was done a factorial analysis to identify underlying psychological concepts. It emerged a bi-factorial structure: the first factor, nominated «dynamic organization», refers to an active familiar organization in which each member can express and act himself; the second one, nominates «high control» refers to a high control which doesn’t allow the members’ expression.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"163 1","pages":"145-175"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80311729","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 : 2017-06-19DOI: 10.7358/ecps-2017-015-nott
A. M. Notti, A. Petolicchio
Learning planning, often considered by teacher as a bureaucratic practice, becomes a declination of goals, objectives, methods listed in «Indicazioni nazionali». The prescriptive guidance main programme and the choices made by the anthology authors of textbooks seem to leave little space to realize a planning that, with respect to subject content, can respond to the needs of students as individuals. In «Indicazioni nazionali» for high schools of 2010, it should be noted that at the end of the course of study the student must understand the intrinsic value of reading as a response to a self interest and that the study of literature must be through direct contact with lyrics. How can we combine students interests and disciplinary knowledge? How can we avoid the risk that the choices are fruit tastes teacher’s anthology set or authors of textbooks, rather than selections made to convey better the message to those particular students? Starting from these considerations the action-research in progress in two fifth classes of the high school «Alfonso Gatto» in Agropoli, moves. Using the approach of Student Voice, individual students were actively involved in the Italian learning planning. Choosing and motivating some keywords that have become the fil rouge that drove the track selection and authors anthology to be explored. This paper focuses on it.
{"title":"Dalla progettazione lineare alla co-progettazione condivisa: l’esperienza in un liceo della provincia di Salerno","authors":"A. M. Notti, A. Petolicchio","doi":"10.7358/ecps-2017-015-nott","DOIUrl":"https://doi.org/10.7358/ecps-2017-015-nott","url":null,"abstract":"Learning planning, often considered by teacher as a bureaucratic practice, becomes a declination of goals, objectives, methods listed in «Indicazioni nazionali». The prescriptive guidance main programme and the choices made by the anthology authors of textbooks seem to leave little space to realize a planning that, with respect to subject content, can respond to the needs of students as individuals. In «Indicazioni nazionali» for high schools of 2010, it should be noted that at the end of the course of study the student must understand the intrinsic value of reading as a response to a self interest and that the study of literature must be through direct contact with lyrics. How can we combine students interests and disciplinary knowledge? How can we avoid the risk that the choices are fruit tastes teacher’s anthology set or authors of textbooks, rather than selections made to convey better the message to those particular students? Starting from these considerations the action-research in progress in two fifth classes of the high school «Alfonso Gatto» in Agropoli, moves. Using the approach of Student Voice, individual students were actively involved in the Italian learning planning. Choosing and motivating some keywords that have become the fil rouge that drove the track selection and authors anthology to be explored. This paper focuses on it.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"15 1","pages":"171-184"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84109447","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 : 2017-06-19DOI: 10.7358/ECPS-2017-015-FERR
P. Moriggi
Our paper is divided into three parts: the first, analyzing the results of a recent report of the Academy of Sciences of France concerning the interactions between children and touch-screens, clarifies the epistemological-evolutionary background within which we develop our research about the way children manage this kind of technology. The second part begins with an analysis of the digital revolution impact on the macro-economic scenarios in order to better understand the following review of the most recent international and Italian researches concerning the use of touch-technology by children (0-10) in informal contexts such as family and peers. This review aims to demonstrate how the age of children access to technology in general – and especially to smartphone and tablet based on touch-screen interfaces – has significantly lowered. The third is concerned with understanding how and why the new educational models culturally enhanced by digital technology can’t ignore the new informal touch-culture of children.
{"title":"«Children go touch»: note sulle pratiche di appropriazione delle tecnologie («touch») dei più piccoli (0-10 anni) e sulla necessità di una didattica digitalmente aumentata","authors":"P. Moriggi","doi":"10.7358/ECPS-2017-015-FERR","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-FERR","url":null,"abstract":"Our paper is divided into three parts: the first, analyzing the results of a recent report of the Academy of Sciences of France concerning the interactions between children and touch-screens, clarifies the epistemological-evolutionary background within which we develop our research about the way children manage this kind of technology. The second part begins with an analysis of the digital revolution impact on the macro-economic scenarios in order to better understand the following review of the most recent international and Italian researches concerning the use of touch-technology by children (0-10) in informal contexts such as family and peers. This review aims to demonstrate how the age of children access to technology in general – and especially to smartphone and tablet based on touch-screen interfaces – has significantly lowered. The third is concerned with understanding how and why the new educational models culturally enhanced by digital technology can’t ignore the new informal touch-culture of children.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"30 1","pages":"185-198"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78772178","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 : 2017-06-19DOI: 10.7358/ecps-2017-015-bias
V. Biasi, N. Patrizi, C. D. Vincenzo, M. Mosca
This article discusses the effectiveness of colloquium for university guidance in facilitating academic success and address the phenomenon of the delay in the studies, which also represents a drop-out risk factor. Before and after the session period of the colloquium for guidance, are administered some questionnaires including the OQ-45 and Lambert Hill (1994; Lo Coco et al., 2008). Participants are divided into an experimental group (80 students completing the guidance session in the first semester), and a control group (52 students placed on the waiting list, who have booked advice for guidance session in the next semester). The characteristics of the participants are described (age, frequented faculty, main areas of discomfort), and data collected show the significant reduction of the symptoms of stress and of the common relational difficulties after the colloquia for university guidance. Data underscore even the efficacy and good stability effects during the follow-up session. Moreover, compared to the control group, students who have done the session path for orientation have showed a significant recovery of the studies. The offer by a university institution of guidance colloquium is one of the many initiatives to facilitate academic success, as well as the setting up of credit recovery courses, the presence of educational support achieved through mentoring and/or online individualized teaching strategies the implementation of paths of re-training orientation.
本文讨论了学术研讨会对大学指导在促进学业成功方面的有效性，并解决了学业延迟现象，这也是退学的一个风险因素。在研讨会会期之前和之后提供指导，发放一些问卷，包括OQ-45和Lambert Hill (1994;Lo Coco et al.， 2008)。参与者被分为实验组(80名学生在第一学期完成指导课程)和对照组(52名学生在等待名单上，他们已经预订了下学期的指导课程建议)。对参与者的特征进行了描述(年龄、常去的教员、主要不舒服的地方)，收集的数据表明，在大学指导座谈会之后，压力症状和常见的关系困难显著减少。数据甚至强调了随访期间的疗效和良好的稳定性效果。此外，与对照组相比，参加过定向课程的学生表现出显著的学习恢复。大学机构提供的指导讨论会是促进学业成功的众多举措之一，此外还包括设立学分恢复课程，通过辅导和/或在线个性化教学策略实现教育支持，以及实施再培训导向路径。
{"title":"I colloqui di orientamento per facilitare il successo accademico: una indagine sperimentale","authors":"V. Biasi, N. Patrizi, C. D. Vincenzo, M. Mosca","doi":"10.7358/ecps-2017-015-bias","DOIUrl":"https://doi.org/10.7358/ecps-2017-015-bias","url":null,"abstract":"This article discusses the effectiveness of colloquium for university guidance in facilitating academic success and address the phenomenon of the delay in the studies, which also represents a drop-out risk factor. Before and after the session period of the colloquium for guidance, are administered some questionnaires including the OQ-45 and Lambert Hill (1994; Lo Coco et al., 2008). Participants are divided into an experimental group (80 students completing the guidance session in the first semester), and a control group (52 students placed on the waiting list, who have booked advice for guidance session in the next semester). The characteristics of the participants are described (age, frequented faculty, main areas of discomfort), and data collected show the significant reduction of the symptoms of stress and of the common relational difficulties after the colloquia for university guidance. Data underscore even the efficacy and good stability effects during the follow-up session. Moreover, compared to the control group, students who have done the session path for orientation have showed a significant recovery of the studies. The offer by a university institution of guidance colloquium is one of the many initiatives to facilitate academic success, as well as the setting up of credit recovery courses, the presence of educational support achieved through mentoring and/or online individualized teaching strategies the implementation of paths of re-training orientation.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"215-228"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84300667","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 : 2017-06-19DOI: 10.7358/ECPS-2017-015-ALIV
F. Alivernini, S. Manganelli, F. Lucidi
The article discusses several models for contrasting educational poverty, demonstrating the need for actions aimed at increasing the resilience of disadvantaged children and adolescents. Different types of factors promoting resilience, on which a direct intervention of teachers and educators is possible, are identified. Subsequently, tools for evaluating these resilience factors at the individual as well as at the group-level are presented, describing their theoretical approach, their scope and their psychometric properties. For each presented indicator, the available information about gender differences and immigrant background differences is reported.
{"title":"Dalla povertà educativa alla valutazione del successo scolastico: concetti, indicatori e strumenti validati a livello nazionale","authors":"F. Alivernini, S. Manganelli, F. Lucidi","doi":"10.7358/ECPS-2017-015-ALIV","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-ALIV","url":null,"abstract":"The article discusses several models for contrasting educational poverty, demonstrating the need for actions aimed at increasing the resilience of disadvantaged children and adolescents. Different types of factors promoting resilience, on which a direct intervention of teachers and educators is possible, are identified. Subsequently, tools for evaluating these resilience factors at the individual as well as at the group-level are presented, describing their theoretical approach, their scope and their psychometric properties. For each presented indicator, the available information about gender differences and immigrant background differences is reported.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"79 1","pages":"21-52"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75199509","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 : 2017-06-19DOI: 10.7358/ecps-2017-015-more
G. Moretti
The concluding conference of the national research project PRIN 2013-2016 entitled «Formative Success, Inclusion and Social Cohesion: Innovative Strategies, ICT and Evaluation Models. Research Results and New Perspectives» was be held in Rome, on the 17th and 18th of March 2017 at the Department of Education, University Roma Tre. The congress has represented the milestone of a three-year interdisciplinary research project, attended by seven italian universities: the University Rome Tre (leader of the project) and the University of Turin, Verona, Bologna, Rome Sapienza, Foggia and Palermo. During the conference, the overall and specific outcomes obtained by each work units were presented. The PRIN project has allowed significant evidences of some of the preconditionsthat can allow teachers and schools to employ coherently and effectively innovative teaching strategies, ICT, and to apply evaluation models, in particula the formative evaluation system. The themes of self-assessment and orientation were also addressed in the perspective of promoting educational success, school and social inclusion. A specific attention was given to the problem related to orientation strategies and university-work transition.
{"title":"Convegno PRIN 2013-2016 «Successo formativo, inclusione e coesione sociale: strategie innovative, ICT e modelli valutativi. Risultati della ricerca e nuove prospettive». Resoconto sintetico","authors":"G. Moretti","doi":"10.7358/ecps-2017-015-more","DOIUrl":"https://doi.org/10.7358/ecps-2017-015-more","url":null,"abstract":"The concluding conference of the national research project PRIN 2013-2016 entitled «Formative Success, Inclusion and Social Cohesion: Innovative Strategies, ICT and Evaluation Models. Research Results and New Perspectives» was be held in Rome, on the 17th and 18th of March 2017 at the Department of Education, University Roma Tre. The congress has represented the milestone of a three-year interdisciplinary research project, attended by seven italian universities: the University Rome Tre (leader of the project) and the University of Turin, Verona, Bologna, Rome Sapienza, Foggia and Palermo. During the conference, the overall and specific outcomes obtained by each work units were presented. The PRIN project has allowed significant evidences of some of the preconditionsthat can allow teachers and schools to employ coherently and effectively innovative teaching strategies, ICT, and to apply evaluation models, in particula the formative evaluation system. The themes of self-assessment and orientation were also addressed in the perspective of promoting educational success, school and social inclusion. A specific attention was given to the problem related to orientation strategies and university-work transition.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"40 1","pages":"255-266"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91296859","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 : 2017-06-19DOI: 10.7358/ECPS-2017-015-DUME
Émiliane Rubat du Mérac
The revised Educational Context Perception Questionnaire (ECPQ II) is used to assess six dimensions of the students’ classroom perception: cohesion, didactics, mutual appreciation, psychological insecurity with teachers and classmates and discrimination. Bronfenbrenner’s (1979) ecological theory served as a guide for the definition of the research process and the identification of dimensions to explore. The aim of the present study was to analyze the psychometric properties of the ECPQ II. The 26-item version of the ECPQ II was administered to a sample of 1079 students enrolled in upper-secondary schools (9th and 10th grades) in Rome. An Exploratory Factor Analysis (EFA) was applied and the factor model structure was tested for model fit using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) on two samples: the full and half random sample. The six-factor model showed a good fit to the data for both samples and had good reliability and factor score determinacy. The current research confirmed the factor structure of the measure and showed that the ECPQ II has supportive psychometric properties of validity and reliability.
{"title":"The Revised Educational Context Perception Questionnaire (ECPQ II): Psychometric Proprieties","authors":"Émiliane Rubat du Mérac","doi":"10.7358/ECPS-2017-015-DUME","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-DUME","url":null,"abstract":"The revised Educational Context Perception Questionnaire (ECPQ II) is used to assess six dimensions of the students’ classroom perception: cohesion, didactics, mutual appreciation, psychological insecurity with teachers and classmates and discrimination. Bronfenbrenner’s (1979) ecological theory served as a guide for the definition of the research process and the identification of dimensions to explore. The aim of the present study was to analyze the psychometric properties of the ECPQ II. The 26-item version of the ECPQ II was administered to a sample of 1079 students enrolled in upper-secondary schools (9th and 10th grades) in Rome. An Exploratory Factor Analysis (EFA) was applied and the factor model structure was tested for model fit using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) on two samples: the full and half random sample. The six-factor model showed a good fit to the data for both samples and had good reliability and factor score determinacy. The current research confirmed the factor structure of the measure and showed that the ECPQ II has supportive psychometric properties of validity and reliability.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"37 1","pages":"53-72"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82516790","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 : 2017-06-19DOI: 10.7358/ECPS-2017-015-CAGG
V. Caggiano, Andrea Bellezza, Iker Omar Belsaguy, J. González-Bernal
A dynamic framework that is «clearly identifiable» in relation to values research (Super, 1995) is essential in order to identify the meaning of interests, motivations, attitudes and ethics (Bellotto, 2004), focused on young generations facing work world. This research aims to: identify work values and values’ orientation in relation to work; specify generational and cultural differences. The research topic consists of: a sample of Spanish, composed by 230 persons, that has a more materialistic and risk-taking orientation that, even if it decreases with age, show how young Spanish are more competitive; in the Italian sample there are 203 subjects, that shows differences in terms of old and young generations regarding value orientation; the group of people from 18 to 29 years old has a significant materialistic self-orientation, definitely high if compared to the other groups. The results show the importance of work values and contribute to studies about how various groups adopt different values depending on cultural and social needs.
{"title":"Work Values: A Comparative Research between Italian and Spanish Youth","authors":"V. Caggiano, Andrea Bellezza, Iker Omar Belsaguy, J. González-Bernal","doi":"10.7358/ECPS-2017-015-CAGG","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-CAGG","url":null,"abstract":"A dynamic framework that is «clearly identifiable» in relation to values research (Super, 1995) is essential in order to identify the meaning of interests, motivations, attitudes and ethics (Bellotto, 2004), focused on young generations facing work world. This research aims to: identify work values and values’ orientation in relation to work; specify generational and cultural differences. The research topic consists of: a sample of Spanish, composed by 230 persons, that has a more materialistic and risk-taking orientation that, even if it decreases with age, show how young Spanish are more competitive; in the Italian sample there are 203 subjects, that shows differences in terms of old and young generations regarding value orientation; the group of people from 18 to 29 years old has a significant materialistic self-orientation, definitely high if compared to the other groups. The results show the importance of work values and contribute to studies about how various groups adopt different values depending on cultural and social needs.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"GE-21 1","pages":"95-106"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84610399","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 : 2017-06-19DOI: 10.7358/ECPS-2017-015-RULL
M. Rullo, S. Livi, G. Pantaleo, R. Viola
Previous research (Marques & Levine, 2016) suggests that the black sheep effect refers to the tendency of people to evaluate ingroup deviants members more negatively than outgroup deviants members. School students (N = 60) evaluated negative and positive performances attributed respectively to ingroup and outgroup members (unfavorable comparison) and negative performances attributed to both ingroup and outgroup members (neutral comparison). Results show that negative performances from ingroup members are less devaluated in the unfavorable comparisons condition than in the neutral comparisons condition and this effect is moderated by identification with their own school. Moreover, results show that in the unfavorable comparison condition students perceived a greater threat to their social identity than in the neutral comparison condition. The implications of these results are discussed in relation to the black sheep categorization and ingroup bias in a school context.
{"title":"When the Black Sheep Is Not So «Black»: Social Comparison as a Standard for Ingroup Evaluation in Classrooms","authors":"M. Rullo, S. Livi, G. Pantaleo, R. Viola","doi":"10.7358/ECPS-2017-015-RULL","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-RULL","url":null,"abstract":"Previous research (Marques & Levine, 2016) suggests that the black sheep effect refers to the tendency of people to evaluate ingroup deviants members more negatively than outgroup deviants members. School students (N = 60) evaluated negative and positive performances attributed respectively to ingroup and outgroup members (unfavorable comparison) and negative performances attributed to both ingroup and outgroup members (neutral comparison). Results show that negative performances from ingroup members are less devaluated in the unfavorable comparisons condition than in the neutral comparisons condition and this effect is moderated by identification with their own school. Moreover, results show that in the unfavorable comparison condition students perceived a greater threat to their social identity than in the neutral comparison condition. The implications of these results are discussed in relation to the black sheep categorization and ingroup bias in a school context.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"67 1","pages":"107-126"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75742267","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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