No abstract

This study is an extension of earlier research that\ud investigated the nature of homonegativity among Italian people\ud (Lingiardi et al. 2005).We used the Modern Homophobia\ud Scale (MHS), adapted to be more appropriate for the Italian\ud social and cultural context. Associations were examined between\ud homophobic attitudes, demographics, and personality\ud characteristics and contact with lesbians and gay men. Gender\ud issues were considered twice, from the viewpoint of both the\ud agent and the target of the prejudice. The findings indicated\ud that people at higher risk of possessing homonegative attitudes\ud are older; less educated; more involved in religion and\ud politically conservative; characterized by a more conforming,\ud moralistic, and rule-bound personality, according to Cattell’s\ud personality factors; and have poor contact experience with\ud lesbians and gay men. Males tended to have higher levels of\ud homonegativity toward gay men but not toward lesbians.\ud Proposals to reduce antigay bias in the Italian context will be\ud briefly discussed

The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools-a context in which few previous studies have been carried out-and primary schools. A cross-sectional survey-based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers' happiness at school and job satisfaction incrementally predicted variance in personal, work-related, and student-related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers. C 2017 Wiley Periodicals, Inc. Psychology in the Schools

A substantial body of research has established that emotion understanding develops throughout early childhood and has identified three hierarchical developmental phases: external, mental, and reflexive. The authors analyzed nonverbal intelligence and its effect on children's improvement of emotion understanding and hypothesized that cognitive level is a consistent predictor of emotion comprehension. In all, 366 children (182 girls, 184 boys) between the ages of 3 and 10 years were tested using the Test of Emotion Comprehension and the Coloured Progressive Matrices. The data obtained by using the path analysis model revealed that nonverbal intelligence was statistically associated with the ability to recognize emotions in the 3 developmental phases. The use of this model showed the significant effect that cognitive aspect plays on the reflexive phase. The authors aim to contribute to the debate about the influence of cognitive factors on emotion understanding.

This study investigated the role of verbal ability and fluid intelligence on children's emotion understanding, testing the hypothesis that fluid intelligence predicts the development of emotion comprehension over and above age and verbal ability. One hundred and two children (48 girls) aged 3.6-6 years completed the Test of Emotion Comprehension (TEC) that comprised external and mental components, the Coloured Progressive Matrices and the Test for Reception of Grammar. Regression analysis showed that fluid intelligence was not equally related to the external and mental components of the TEC (Pons & Harris, 2000). Specifically, the results indicated that the external component was related to age and verbal ability only, whereas recognition of mental emotional patterns required abstract reasoning skills more than age and verbal ability. It is concluded that the development of fluid intelligence has a significant role in the development of mental component of emotion comprehension.