Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students.

Background: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.

Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.

Sample: A total of 250 (M   = 12.

Time spent on distance learning moderates changes in teachers' work-related well-being one year after the first school closures.

It is now well documented that school closures enforced at the beginning of the COVID-19 pandemic impaired teachers' well-being. Yet, only a few studies tracked changes in teachers' well-being during the subsequent phases of the pandemic, phases that were characterized by the discontinuous implementation of in-person teaching and distance learning. To fill this gap, we conducted a follow-up study at the end of the school year 2020-2021 (May-June 2021, T2), administering an online questionnaire to Italian teachers ( = 240) who had previously taken part in a data collection conducted at the end of the first school closures (May-June 2020, T1).

Teachers navigating distance learning during COVID-19 without feeling emotionally exhausted: The protective role of self-efficacy.

In the context of the Coronavirus disease (COVID-19) outbreak, teachers faced unprecedented challenges and threats while implementing distance learning. Consequently, teachers may have experienced emotional exhaustion. The aim of our study was threefold: To explore teachers' threat appraisals, to investigate the relation between teachers' threat appraisals and their emotional exhaustion, and to examine processes protecting teachers from emotional exhaustion.

Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder.

Background: Despite an internationally recognized significant increase of students with a diagnosed Specific Learning Disorder (SLD) entering higher education, psychological features of university students with SLD still remain to be explored.

Aims: The study aims to investigate the perceived academic self-efficacy and to identify predictors of psychological well-being in a sample of university students with SLD, compared to a control group of students without SLD.

Methods And Procedure: 60 Italian undergraduate students with SLD and 283 students without SLD were included in this study.

Health-related quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers.

Background: Literature suggests that Specific Learning Disorders (SpLD) can cause impairment of Health-Related Quality of Life (HRQoL) and psychological well-being of children, and that this condition potentially affects parents' quality of life and well-being too.

Aims: This study aims first to explore HRQoL and psychological well-being among children with SpLD and second among mothers of children with SpLD.

Methods And Procedures: Thirty children aged 8-14 years diagnosed as having SpLD and their mothers completed a battery of scales to assess children's HRQoL and psychological well-being.