Social Support at School for Students with Sensory Disabilities.

Social support is the gratification of basic social needs (affection, belonging, esteem or approval, security, identity) through interaction with others. Social support at school allows students to perceive themselves as competent during learning and to enjoy school in general. Little is known about social support at school for students with sensory disabilities.

Psychological Well-Being and Self-Efficacy for Self-Regulated Learning.

This study explores psychological well-being in adolescence through a multidimensional perspective using the Adolescent Students' Basic Psychological Needs at School Scale, derived from the Self-Determination Theory. The ASBPNSS focuses on three basic psychological needs (Competence, Autonomy, and Relatedness) in adolescence and has not yet been used within the school context in Italy. This study's main objectives are: (1) to validate a preliminary Italian version of the ASBPNSS; (2) to analyze the association between well-being at school and self-efficacy for self-regulated learning; and (3) to verify whether there are differences by gender.

School Satisfaction and Self-Efficacy in Adolescents and Intention to Drop Out of School.

School dropout is a risky behaviour that is a threat to well-being in adolescence. This study aimed to analyse school satisfaction and self-efficacy in school activities in a sample of adolescents attending secondary school in an Italian region at high risk of school dropout. The objective was to investigate whether differences exist among students on the basis of school dropout intention, gender, and career choices.

Self-efficacy in life skills and satisfaction among adolescents in school transitions.

Background: Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend.

Risk and Protective Factors Associated with Student Distress and School Dropout: A Comparison between the Perspectives of Preadolescents, Parents, and Teachers.

This study investigates the principal risk and protective factors associated with student distress and school dropout in a group of preadolescents, through a qualitative and quantitative comparison between the perspectives of students, parents, and teachers. We administered a questionnaire to evaluate student distress and school dropout in a middle school (student's age range 13-15 years). We afterwards analyzed the responses of students at risk of school dropout.

Mentalizing Emotions and Social Cognition in Bullies and Victims.

Mentalizing is the ability to represent mental states to navigate the social world. A reduced mentalizing ability is a risk factor for a variety of psychological issues. Several studies indicated deficits in social cognition in bullies and victims, specifically in mentalizing anger.

Teacher Satisfaction in Relationships With Students and Parents and Burnout.

In the educational field, the role of the support component of the teacher-student relationship is well known, while the role of the teacher-student relationship on teacher burnout is a more current field of investigation. Several studies on the sources of burnout have recently focused on job satisfaction and teacher-student satisfaction. However, the role of teacher-parent satisfaction is still little explored in this field.

Burnout and Engagement Dimensions in the Reception System of Illegal Immigration in the Mediterranean Sea. A Qualitative Study on a Sample of Italian Practitioners.

The present study describes the semantic nature of burnout and engagement in the operators involved in the management of illegal immigration. Semi-structured interviews were conducted on a sample of Italian practitioners ( = 62) of the two levels of the reception system considered: (1) rescue and first aid and (2) reception and integration. Within the framework of the job demands-resources model (JD-R), the interviews deepened the analysis of the positive and negative dimensions of burnout and engagement: exhaustion versus energy, relational deterioration versus relational involvement, professional inefficacy versus professional efficacy and disillusion versus trust.

Moral Disengagement, Empathy, and Cybervictim's Representation as Predictive Factors of Cyberbullying among Italian Adolescents.

This study aimed to evaluate which aspects of moral disengagement (MD), empathy, and representations of the victim's experience (VER) could be predictors of cyberbullying (CB). One hundred and eight-nine students (11-17 years old) completed 3 self-report questionnaires: An MD scale, an empathy scale, and a CB questionnaire. In relation to the personal experience of CB, four groups were identified: Victim, bully, bully/victim, and no experience with CB.

Motivation to Donate, Job Crafting, and Organizational Citizenship Behavior in Blood Collection Volunteers in Non-Profit Organizations.

This study assesses the levels of and relationships between the Motivation to donate, Job crafting propensity, and the Organizational citizenship behavior of blood collection volunteers in a non-profit association. An Italian sample of AVIS (the Italian Association of Voluntary Blood donors) blood donors (N = 1215) actively involved in organizing blood collection, were asked to complete the Italian version of the Volunteer Function Index, the Job crafting scale, and the Organizational citizenship behavior scale. The tools were verified by Confirmatory factor analysis and their relationships were explored using Structural equation modeling for hidden variables.

[The graduate, the head nurse and the nursing supervisor. A descriptive study of the competence of recent graduates].

The study describes the representations of nursing graduate, by professionals involved in their socialization work. The study is a qualitative one. A convenience sample of 19 individuals was set up, graduate nurses (10), head nurses (6) and nurses’ manager (3)were interviewed.

[Psycho-social sources of stress and burnout in schools: research on a sample of Italian teachers].

Background: Numerous studies show the existence of stress and burnout among teachers. The psycho-social sources of stress and burnout in teachers cover many aspects, often of conflictual nature, affecting the relationship with the school organization, colleagues, parents, students, and many other variables.

Objective: This study aimed at exploring the incidence of burnout among teachers in primary and secondary schools and to describing the characteristics of burnout taking into account the educational level, the location of the school and the teacher's length of service.