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Emiddia Longobardi Pietro Spataro Marta D’Alessandro Rita Cerutti 《Early education and development》2017,28(4):377-395
Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82 four/five-year-olds). Temperament was measured via a parent-report questionnaire, cognitive ToM via a classical false-belief task, and affective ToM via a comprehensive test tapping 3 levels of emotion comprehension (external, mental, and reflexive). In addition, language competence was assessed with a direct test evaluating both receptive and expressive language. The results showed that after we controlled for language ability, inhibition to novelty predicted higher levels of cognitive ToM in 4/5-year-old children. In addition, higher levels of social orientation predicted better comprehension of the external aspects of emotion in both younger and older children. Practice or Policy: Our results highlight the importance of the early identification of less sociable children, who might benefit from training interventions aimed at increasing their affective ToM abilities. At the same time, they are also consistent with previous evidence indicating that an inhibited approach to social interaction can promote false-belief understanding. 相似文献
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Emiddia Longobardi Pietro Spataro Marialuisa Renna Clelia Rossi-Arnaud 《European Journal of Psychology of Education - EJPE》2014,29(2):257-275
The present study examined the use of narrative categories and mental state words in the fictional, personal, and hypothetical stories written by 150 children in the third, fourth, and fifth grades of primary school. There were three main results. First, children were better able to write fictional and hypothetical than personal stories, when considering the total number of narrative categories and the percentages of stories including at least one complete episode. Second, there was clear evidence of differentiation between the three tasks, both in terms of narrative categories and mental state language. Third, the use of mental state words correlated with the frequency of subordinate propositions and the number of narrative categories included in the stories. These findings support the hypothesis of a bidirectional interaction between lexical and syntactic development and suggest that narrative writing involves metalinguistic abilities directly related to the spontaneous use of psychological lexicon. Educational implications are discussed. 相似文献
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Shanyan Lin Sofia Mastrokoukou Claudio Longobardi Paolo Bozzato Francesca Giovanna Maria Gastaldi Martina Berchiatti 《Higher Education Quarterly》2023,77(1):121-137
Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self-efficacy, academic achievements, and regulation in first-year university students during their transition into HE. The convenience sample consisted of 374 first-year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self-efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self-reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. Students with higher self-efficacy and self-regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first-year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self-efficacy, and regulation strategies on students' adjustment to HE. 相似文献
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Longobardi Claudio Ferrigno Serena Gullotta Giulia Jungert Tomas Thornberg Robert Marengo Davide 《European Journal of Psychology of Education - EJPE》2022,37(2):489-506
Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.
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Claudio Longobardi Laura Badenes‐Ribera Francesca Giovanna Maria Gastaldi Laura Elvira Prino 《Psychology in the schools》2019,56(1):32-41
Selective mutism (SM) is a rare anxiety disorder that compromises children's daily life during critical periods of early development. Because school is a prime context for the manifestation of the disorder, the aim of this study was to investigate the quality of the student–teacher relationship and its effects on behavior and work, and on social and relational skills. The sample consisted of 75 children—15 were affected by SM, with 60 in the control group—and 15 teachers. The results showed greater difficulty on the teacher's part to establish a relationship based on affective closeness with a child affected by SM, compared to that with unaffected children. Nevertheless, an encouraging picture emerges of the inclusion and integration of the child with SM among peers and therefore in the class group. 相似文献
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Longobardi Emiddia Spataro Pietro Pizzicannella Emiliano 《European Journal of Psychology of Education - EJPE》2018,33(2):277-293
European Journal of Psychology of Education - Previous studies with English-speaking children showed that handwriting and spelling abilities played a critical role in the development of writing... 相似文献
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Longobardi Claudio Ferrigno Serena Gullotta Giulia Jungert Tomas Thornberg Robert Marengo Davide 《European Journal of Psychology of Education - EJPE》2022,37(2):507-508
European Journal of Psychology of Education - A Correction to this paper has been published: https://doi.org/10.1007/s10212-021-00555-z 相似文献
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