Pub Date : 2017-06-19DOI: 10.7358/ECPS-2017-015-PIRC
S. Pirchio, Y. Passiatore, G. Carrus, F. Maricchiolo, T. Taeschner, F. Arcidiacono
The increased and stable presence of immigrant children in preschools and in primary schools in Italy in the last twenty years, makes more and more important the study of the attitudes and behaviours in teachers, parents and children. As it is known, attitudes and behaviours can strongly influence school experience (relationships and achievements) of children from native as well as from immigrant families. Several international studies and surveys showed that children from immigrant families are more likely to drop out from school much before getting a diploma or a professional qualification (Anisef et al., 2010; Brunello & Rocco, 2012; De Witte et al., 2013). The reason for it can be found in their socio-demographic conditions, their insufficient knowledge of the host country language and the inadequacy of educational policies for immigrants. Furthermore, the co-existence in the same school of immigrant children and autochthone children creating a constant intercultural and interethnic contact puts forward the need to handle prejudice development, in view of the social integration of the immigrant children. In this paper we present a study exploring the relationship between personality, educational style and prejudice of parents in native and in immigrant families regarding immigrant children’s social integration. Results show important relations among these parents’ characteristics, together with differences between native and immigrant families. These findings could provide a contribution in implementing adequate intervention programmes supporting the school integration of immigrant children.
在过去的二十年里，移民儿童在意大利学前班和小学的人数不断增加和稳定，这使得对教师、父母和儿童的态度和行为的研究变得越来越重要。众所周知，态度和行为可以强烈地影响来自本地和移民家庭的儿童的学校经历(关系和成就)。几项国际研究和调查表明，移民家庭的孩子更有可能在获得文凭或专业资格之前辍学(Anisef et al.， 2010;Brunello & Rocco, 2012;De Witte et al.， 2013)。其原因在于他们的社会人口状况、他们对东道国语言的了解不足以及移民教育政策的不足。此外，移民儿童和原居住儿童在同一所学校的共存造成了不断的跨文化和种族间的接触，因此需要根据移民儿童的社会融合来处理偏见的发展。摘要本研究旨在探讨移民家庭与移民家庭中父母的人格、教育方式与偏见对移民儿童社会融合的影响。结果表明，这些父母特征之间存在着重要的关系，同时也存在着本地家庭与移民家庭之间的差异。这些发现有助于实施适当的干预方案，支持移民儿童融入学校。
{"title":"Teachers and Parents Involvement for a Good School Experience of Native and Immigrant Children","authors":"S. Pirchio, Y. Passiatore, G. Carrus, F. Maricchiolo, T. Taeschner, F. Arcidiacono","doi":"10.7358/ECPS-2017-015-PIRC","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-PIRC","url":null,"abstract":"The increased and stable presence of immigrant children in preschools and in primary schools in Italy in the last twenty years, makes more and more important the study of the attitudes and behaviours in teachers, parents and children. As it is known, attitudes and behaviours can strongly influence school experience (relationships and achievements) of children from native as well as from immigrant families. Several international studies and surveys showed that children from immigrant families are more likely to drop out from school much before getting a diploma or a professional qualification (Anisef et al., 2010; Brunello & Rocco, 2012; De Witte et al., 2013). The reason for it can be found in their socio-demographic conditions, their insufficient knowledge of the host country language and the inadequacy of educational policies for immigrants. Furthermore, the co-existence in the same school of immigrant children and autochthone children creating a constant intercultural and interethnic contact puts forward the need to handle prejudice development, in view of the social integration of the immigrant children. In this paper we present a study exploring the relationship between personality, educational style and prejudice of parents in native and in immigrant families regarding immigrant children’s social integration. Results show important relations among these parents’ characteristics, together with differences between native and immigrant families. These findings could provide a contribution in implementing adequate intervention programmes supporting the school integration of immigrant children.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"55 1","pages":"73-94"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82552343","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-MARG
Massimo Margottini
The research shows the outcomes of the administering of two surveys to 500 university students: QSA (Questionario sulle Strategie di Apprendimento; Pellerey, 1996) and ZTPI (Zimbardo Time Perspective Inventory; Zimbardo & Boyd, 2008). The profiles released by the questionnaires stimulate self-reflection and self-assessment on strategic skills to direct oneself both at studying at working. The aim of the research is to verify the relationship between self-regulation skills, balanced time orientation and academic success. During the activities, some issues emerged with the return of the students’ ZTPI profiles. In particular, some problems have been highlighted from measuring against the «ideal time perspective» (Zimbardo & Boyd, 1999) and the «Present Hedonistic» scale. However, the data analysis confirmed the positive correlations between future orientation, volition, self-regulation, internal locus of control, good perception of competence, and academic success; the «Present Fatalistic» and the «Past Negative» scales are negatively correlated with academic success.
{"title":"Applicazione di strumenti per l’autovalutazione di strategie di apprendimento e prospettiva temporale in ambito universitario","authors":"Massimo Margottini","doi":"10.7358/ECPS-2017-015-MARG","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-MARG","url":null,"abstract":"The research shows the outcomes of the administering of two surveys to 500 university students: QSA (Questionario sulle Strategie di Apprendimento; Pellerey, 1996) and ZTPI (Zimbardo Time Perspective Inventory; Zimbardo & Boyd, 2008). The profiles released by the questionnaires stimulate self-reflection and self-assessment on strategic skills to direct oneself both at studying at working. The aim of the research is to verify the relationship between self-regulation skills, balanced time orientation and academic success. During the activities, some issues emerged with the return of the students’ ZTPI profiles. In particular, some problems have been highlighted from measuring against the «ideal time perspective» (Zimbardo & Boyd, 1999) and the «Present Hedonistic» scale. However, the data analysis confirmed the positive correlations between future orientation, volition, self-regulation, internal locus of control, good perception of competence, and academic success; the «Present Fatalistic» and the «Past Negative» scales are negatively correlated with academic success.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"13 1","pages":"229-251"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87841639","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-GONZ
Guido Benvenuto, Ivonne González
The purpose of this research was to adapt the Early Numeracy Test - Revised (ENT-R) to the Italian population. It is a tool for the evaluation of mathematical competence for children aged 4 to 7 years, designed and calibrated by Van Luit y Van de Rijt (2009). The test is designed to assess the competence of early mathematics and mathematical learn- ing and it is useful in identifying possible problems and in the specific areas of: concept of confrontation; classification (relative to the amount); one correspondence-ad-one; seriation; verbal count (use of cardinal numbers); structured count (count synchronously and in abbreviated form), resulting count; general knowledge of numbers and estimate on the line number. The test has been calibrated for a sample of 633 children (333 males and 300 females) from 14 schools in Rome and Trieste. The test analysis of validity and reliability (Cronbach’s alpha 0.93) allow to consider the ENT-R as an appropriate and useful tool for evaluating mathematical knowledge in Italian students at the end of kindergarten and the first years of primary school.
这项研究的目的是使早期算术测试-修订(ENT-R)适应意大利人口。它是一种评估4至7岁儿童数学能力的工具，由Van Luit y Van de Rijt(2009)设计和校准。该测试旨在评估早期数学和数学学习的能力，它有助于识别可能出现的问题，并在以下具体领域:对抗概念;分类(相对于金额);一个correspondence-ad-one;系列化;言语计数(使用基数);结构化计数(同步计数和缩写计数)，结果计数;一般的号码知识和估计的行号。该测试针对来自罗马和的里雅斯特的14所学校的633名儿童(333名男性和300名女性)进行了校准。效度和信度的测试分析(Cronbach 's alpha 0.93)允许考虑ENT-R作为评估意大利学生在幼儿园结束和小学一年级数学知识的适当和有用的工具。
{"title":"Evaluación de la matemática temprana mediante la primera validación italiana del Early Numeracy Test-Revised (ENT-R)","authors":"Guido Benvenuto, Ivonne González","doi":"10.7358/ECPS-2017-015-GONZ","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-GONZ","url":null,"abstract":"The purpose of this research was to adapt the Early Numeracy Test - Revised (ENT-R) to the Italian population. It is a tool for the evaluation of mathematical competence for children aged 4 to 7 years, designed and calibrated by Van Luit y Van de Rijt (2009). The test is designed to assess the competence of early mathematics and mathematical learn- ing and it is useful in identifying possible problems and in the specific areas of: concept of confrontation; classification (relative to the amount); one correspondence-ad-one; seriation; verbal count (use of cardinal numbers); structured count (count synchronously and in abbreviated form), resulting count; general knowledge of numbers and estimate on the line number. The test has been calibrated for a sample of 633 children (333 males and 300 females) from 14 schools in Rome and Trieste. The test analysis of validity and reliability (Cronbach’s alpha 0.93) allow to consider the ENT-R as an appropriate and useful tool for evaluating mathematical knowledge in Italian students at the end of kindergarten and the first years of primary school.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"18 1","pages":"127-142"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81681308","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-LONG
L. Longo
This paper presents the main results of the research work that promoted the design and implementation of training and guidance played in the territory of Palermo during the school years 2013/2014 and 2014/2015 in three secondary schools, with operating procedures, capable of promoting inclusive paths, based on the involvement of students, teachers and parents. The assumption from which we started is that the problems of dispersion and social marginalization can be addressed not only through direct guidance interventions with young people at risk, but also involving adults of reference because we are convinced that this will have, even at a distance of time a significant impact on students. The methodology used was that of the project-based research (D.B.R.). Totally 172 students in secondary school, 29 teachers, 171 parents participated in the research. Given the breadth and complexity of the project, due both to the number of recipients of training and guidance and the variety of activities planned, it was decided to use quantitative and qualitative instruments. The training activities and guidance were considered generally positive by students who have certainly improved their personal interest in the study.
{"title":"Orientamento e inclusione: uno studio di caso nelle scuole secondarie palermitane di primo grado","authors":"L. Longo","doi":"10.7358/ECPS-2017-015-LONG","DOIUrl":"https://doi.org/10.7358/ECPS-2017-015-LONG","url":null,"abstract":"This paper presents the main results of the research work that promoted the design and implementation of training and guidance played in the territory of Palermo during the school years 2013/2014 and 2014/2015 in three secondary schools, with operating procedures, capable of promoting inclusive paths, based on the involvement of students, teachers and parents. The assumption from which we started is that the problems of dispersion and social marginalization can be addressed not only through direct guidance interventions with young people at risk, but also involving adults of reference because we are convinced that this will have, even at a distance of time a significant impact on students. The methodology used was that of the project-based research (D.B.R.). Totally 172 students in secondary school, 29 teachers, 171 parents participated in the research. Given the breadth and complexity of the project, due both to the number of recipients of training and guidance and the variety of activities planned, it was decided to use quantitative and qualitative instruments. The training activities and guidance were considered generally positive by students who have certainly improved their personal interest in the study.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"2 1","pages":"143-167"},"PeriodicalIF":0.3,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75833640","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 : 2016-12-19DOI: 10.7358/ECPS-2016-014-LARO
C. L. Rocca
The 6th scientific seminar, held June 24, 2016, was organized by the Journal of Educational, Cultural and Psychological Studies. The topic was the use of Big Data and Evidence Based in education, with the aim of promoting a reflection on issue of usability, in empirical research in education, of large databases available on the Internet. The seminar was divided into two sessions concerning the lectures on the proposed theme, and an interdisciplinary round table. The opening was attended by Mario Panizza, Rector of Roma Tre University, Pasquale Basilicata, General Manager and Lucia Chiappetta Cajola, Head of the Department of Education; they welcome the initiative considered a valuable opportunity to reflect on the cultural richness generated by the enormous availability of informations, keeping firm the dutiful scientific knowledge to analyze and use the data in a critical and responsible way, and to reconcile the complexity of the information with the particularity of lived experiences. The topics covered in the study day seem to bring out an extremely complex perspective of reflection that in some ways can be traced to what Sellars, at the end of the last century, has called the «myth of the given», that represented the need to understand if the data can actually be used only for the purposes of observation, or if they can be used to make inferences with cognitive meaning.
{"title":"6° Seminario Internazionale di Studi sulla Ricerca Empirica in Educazione: «Le nuove frontiere della ricerca: il ruolo dei Big Data e dell’Evidence Based per gli studi interdisciplinari in campo educativo»","authors":"C. L. Rocca","doi":"10.7358/ECPS-2016-014-LARO","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-LARO","url":null,"abstract":"The 6th scientific seminar, held June 24, 2016, was organized by the Journal of Educational, Cultural and Psychological Studies. The topic was the use of Big Data and Evidence Based in education, with the aim of promoting a reflection on issue of usability, in empirical research in education, of large databases available on the Internet. The seminar was divided into two sessions concerning the lectures on the proposed theme, and an interdisciplinary round table. The opening was attended by Mario Panizza, Rector of Roma Tre University, Pasquale Basilicata, General Manager and Lucia Chiappetta Cajola, Head of the Department of Education; they welcome the initiative considered a valuable opportunity to reflect on the cultural richness generated by the enormous availability of informations, keeping firm the dutiful scientific knowledge to analyze and use the data in a critical and responsible way, and to reconcile the complexity of the information with the particularity of lived experiences. The topics covered in the study day seem to bring out an extremely complex perspective of reflection that in some ways can be traced to what Sellars, at the end of the last century, has called the «myth of the given», that represented the need to understand if the data can actually be used only for the purposes of observation, or if they can be used to make inferences with cognitive meaning.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"12 1","pages":"185-189"},"PeriodicalIF":0.3,"publicationDate":"2016-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89455806","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 : 2016-12-19DOI: 10.7358/ECPS-2016-014-BONA
P. Bonaiuto
L’autore rievoca gli incontri avuti con Wolfgang Metzger, dell’Universita di Munster, il quale veniva periodicamente a Bologna per ascoltare e discutere le ricerche dei giovani italiani. Gli incontri hanno occupato complessivamente poco piu di un decennio (1961-1971). Gli episodi rievocati coinvolgono, oltre l’autore, anche i colleghi Renzo Canestrari, Giuseppe Galli, Carlo Umilta, Giancarlo Trombini, Marino Bosinelli, Rudolf Arnheim, Cesare Musatti, Manfredo Massironi, l’artista Alberto Biasi e il pedagogista Giovanni Maria Bertin. Quest’ultimo ha spesso mostrato apprezzamento per il fatto che, oltre agli aspetti della percezione, Metzger ha studiato altri processi cognitivi come la memoria, particolarmente importante per i processi di apprendimento. Vengono inoltre messi in luce alcuni aspetti del carattere di Metzger e le esperienze significative della relazione formativa tra il maestro e i vari allievi e studiosi. Si ricorda ancora la fiducia che questo maestro ha lasciato a proposito dell’importanza della fenomenologia sperimentale ed il ruolo avuto per la psicologia italiana.
{"title":"Wolfgang Metzger and Thereabouts: Memories of a Formative Relationship","authors":"P. Bonaiuto","doi":"10.7358/ECPS-2016-014-BONA","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-BONA","url":null,"abstract":"L’autore rievoca gli incontri avuti con Wolfgang Metzger, dell’Universita di Munster, il quale veniva periodicamente a Bologna per ascoltare e discutere le ricerche dei giovani italiani. Gli incontri hanno occupato complessivamente poco piu di un decennio (1961-1971). Gli episodi rievocati coinvolgono, oltre l’autore, anche i colleghi Renzo Canestrari, Giuseppe Galli, Carlo Umilta, Giancarlo Trombini, Marino Bosinelli, Rudolf Arnheim, Cesare Musatti, Manfredo Massironi, l’artista Alberto Biasi e il pedagogista Giovanni Maria Bertin. Quest’ultimo ha spesso mostrato apprezzamento per il fatto che, oltre agli aspetti della percezione, Metzger ha studiato altri processi cognitivi come la memoria, particolarmente importante per i processi di apprendimento. Vengono inoltre messi in luce alcuni aspetti del carattere di Metzger e le esperienze significative della relazione formativa tra il maestro e i vari allievi e studiosi. Si ricorda ancora la fiducia che questo maestro ha lasciato a proposito dell’importanza della fenomenologia sperimentale ed il ruolo avuto per la psicologia italiana.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"6 1","pages":"191-917"},"PeriodicalIF":0.3,"publicationDate":"2016-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87093546","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 : 2016-12-16DOI: 10.7358/ECPS-2016-014-THER
C. Therasa, C. Vijayabanu
The current study explored the relationship between big five personality factors and various stressors of the students who are undergraduate, postgraduate and research scholars from nine colleges in North Chennai. The study is based on quantitative data with descriptive research design. The 20-item personality inventory developed by Donnellen et al. (2006) was used to analyse their personality and the stressors was measured using MSSQ (Medical Student Stressor Questionnaire) scale developed by Yusoff (2011). A total of 250 students were selected as respondents using cluster random sampling technique. It revealed a significant positive relationship with neuroticism and three types of stressors (academic, inter and intra personal and social). It also throws light on the personality trait, namely openness to experience played a major role in predicting the academic performance (CGPA). Through regression, it can be concluded that personality has a significant positive relationship with both academic and social stressors. The findings will provide appropriate measures for educators by realizing the importance of personality the student possesses and applying suitable strategies for them to improve their academic performance. The dispersal of the study’s findings will significantly help students and the educators in the region.
{"title":"A Dispositional Approach to Examine the Impact towards Students Stressors in Indian Context","authors":"C. Therasa, C. Vijayabanu","doi":"10.7358/ECPS-2016-014-THER","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-THER","url":null,"abstract":"The current study explored the relationship between big five personality factors and various stressors of the students who are undergraduate, postgraduate and research scholars from nine colleges in North Chennai. The study is based on quantitative data with descriptive research design. The 20-item personality inventory developed by Donnellen et al. (2006) was used to analyse their personality and the stressors was measured using MSSQ (Medical Student Stressor Questionnaire) scale developed by Yusoff (2011). A total of 250 students were selected as respondents using cluster random sampling technique. It revealed a significant positive relationship with neuroticism and three types of stressors (academic, inter and intra personal and social). It also throws light on the personality trait, namely openness to experience played a major role in predicting the academic performance (CGPA). Through regression, it can be concluded that personality has a significant positive relationship with both academic and social stressors. The findings will provide appropriate measures for educators by realizing the importance of personality the student possesses and applying suitable strategies for them to improve their academic performance. The dispersal of the study’s findings will significantly help students and the educators in the region.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"29 1","pages":"35-56"},"PeriodicalIF":0.3,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85312683","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 : 2016-12-16DOI: 10.7358/ECPS-2016-014-MENO
F. Menozzi, Nico Gizzi, M. Tucci, Nazarena Patrizi, M. Mosca
The present work aims to discuss the psychodynamic treatment provided in a Counselling Centre for University Students. We present the methodology and procedure of Counselling University Services psychodynamically oriented: the treatment consists of four weekly sessions and a fifth session three months later (follow-up). We will focus on a very frequent clinical topic reported by university students: emotional dysregulation. We will provide two clinical vignettes and report the main effects obtained by psychodynamic counselling on developing adaptive psychological functioning related to an increase in socialization and behavioural autonomy, as well as a greater definition of identity. Finally, in the light of the reflections illustrated, we underline the importance of promoting university counselling services to help students find more functional strategies in their emotion regulation process: from the capacity to read one’s emotional states and to give them meaning, to the development of the more adaptive behavioural responses to cope with the developmental tasks and the inevitably linked academic performance.
{"title":"Emotional Dysregulation: The Clinical Intervention of Psychodynamic University Counselling","authors":"F. Menozzi, Nico Gizzi, M. Tucci, Nazarena Patrizi, M. Mosca","doi":"10.7358/ECPS-2016-014-MENO","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-MENO","url":null,"abstract":"The present work aims to discuss the psychodynamic treatment provided in a Counselling Centre for University Students. We present the methodology and procedure of Counselling University Services psychodynamically oriented: the treatment consists of four weekly sessions and a fifth session three months later (follow-up). We will focus on a very frequent clinical topic reported by university students: emotional dysregulation. We will provide two clinical vignettes and report the main effects obtained by psychodynamic counselling on developing adaptive psychological functioning related to an increase in socialization and behavioural autonomy, as well as a greater definition of identity. Finally, in the light of the reflections illustrated, we underline the importance of promoting university counselling services to help students find more functional strategies in their emotion regulation process: from the capacity to read one’s emotional states and to give them meaning, to the development of the more adaptive behavioural responses to cope with the developmental tasks and the inevitably linked academic performance.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"14 1","pages":"169-182"},"PeriodicalIF":0.3,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87005931","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 : 2016-12-16DOI: 10.7358/ECPS-2016-014-ASQU
G. Asquini, Francesca Marano
The paper presents a deepening of survey problem solving and geographic skills. How to evaluate the competence in the three years of lower secondary school. A second survey was also conducted, after the main investigation with the same tools, in upper secondary school (10th grade), then the data of the two populations are comparable. The deepening aims to investigate the relationship between the use of empirical tools to measure distances on maps and performance in problem solving. The problem solving model used by OECD-PISA is presented, also in relation to its potential educational applications. The analysis of the data confirms a positive correlation between the use of tools and performance for students of lower secondary school and no gender differences. The results for upper secondary school is more complex: the use of some tools does not affect the performance; there are gender differences in performance by the number of tools used.
{"title":"Usare strumenti empirici per risolvere problemi: indagine nella scuola secondaria","authors":"G. Asquini, Francesca Marano","doi":"10.7358/ECPS-2016-014-ASQU","DOIUrl":"https://doi.org/10.7358/ECPS-2016-014-ASQU","url":null,"abstract":"The paper presents a deepening of survey problem solving and geographic skills. How to evaluate the competence in the three years of lower secondary school. A second survey was also conducted, after the main investigation with the same tools, in upper secondary school (10th grade), then the data of the two populations are comparable. The deepening aims to investigate the relationship between the use of empirical tools to measure distances on maps and performance in problem solving. The problem solving model used by OECD-PISA is presented, also in relation to its potential educational applications. The analysis of the data confirms a positive correlation between the use of tools and performance for students of lower secondary school and no gender differences. The results for upper secondary school is more complex: the use of some tools does not affect the performance; there are gender differences in performance by the number of tools used.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"8 1","pages":"109-126"},"PeriodicalIF":0.3,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78500708","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 : 2016-12-16DOI: 10.7358/ecps-2016-014-chia
L. Cajola, M. Traversetti
The study describes framework, method and first results of an exploratory research conducted to examine how the italian school of full inclusion realizes education for all student, with specific attention to special educational needs. In detail, the research aims to describe the procedures used in primary and lower secondary school to facilitate the acquisition of a personal and flexible study method for students with learning difficulties and their classmates. In letterature, in fact, the study method is considered as the first balance measure for students with learning difficulties; consequently study method improvement is a very important school task. In addition, the school could ensure that the parents are able to support the development of children study method. According to this perspective, the study considers the environmental factors (WHO, 2007) of each school to highlight the interaction between the student individual condition and the context. The research examines four analisys dimensions related to the study method: cognitive and learning strategies, study planning and organization (use of materials, individuation of balance measures, timing, etc.), emotional management in study situations (learning motivation, students’ acceptance of balance tools, teachers attitude, etc.) and inclusive pratices in school.
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