Adaptive Functioning and Behavioral, Emotional and Social Problems of Italian University Students: Indications for the University Counseling Services

Biasi, Valeria; Mallia, Luca; Menozzi, Francesca; Patrizi, Nazarena

doi:10.1016/j.sbspro.2015.09.018

Cited by 9 publications

(11 citation statements)

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“…Descriptive results indicate that, in general, students express reduced needs and concerns, emphasizing those related to motivation, procrastination, anxiety, decision making in academic and/or professional domains, and study and time management skills. These results are consistent with previous studies in which needs for self-awareness, motivation, procrastination, anxiety and depression, selfdefeating behaviors, definition and planning of life goals, time management skills, study skills, financial situation and family matters were found (Biasi et al, 2015;Gallagher et al, 1992;Giovazolias et al, 2010;Güneri et al, 2003;Nicholas, 1995;Ning, 2010;Pinto & Martins, 2017;Robinson et al, 2016). Hence, it appears that, although there are no universal needs, there exists a pattern in which, despite the use of different needs assessment questionnaires, the results obtained with higher education students of different nationalities tend to point in the same direction.…”

Section: Discussionsupporting

confidence: 92%

“…The transition, adaptation and experience of higher education entails a variety of challenges, particularly with regard to solving developmental tasks in personal, academic, vocational and social areas (Almeida, Soares, & Ferreira, 1999;Biasi, Mallia, Menozzi, & Patrizi, 2015;Giovazolias, Leontopoulou, & Trivila, 2010;Robinson, Jubenville, Renny, & Cairns, 2016). For example, leaving one's parents' home for the first time is often associated with feelings of greater independence/ autonomy and reduction of parental control.…”

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confidence: 99%

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Psychological Counseling in Portuguese Higher Education: What are the Students’ Needs?

Pinto

2019

Univ Psychol

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This study explores the counseling needs of students attending Portuguese higher education. Specifically, a convenience sample of 375 students was surveyed online with the Survey of Student Needs. Descriptive results indicated that "overcoming procrastination", "job search strategies" and "time management skills" were their main concerns. Inferential results indicated differences according to personal and academic information and present living conditions, particularly in regard to personal counseling needs. Also, a linear regression analysis found that gender, academic satisfaction and satisfaction with current living conditions had a predictive effect on counseling needs, and that students had a preference for individual counseling. Conclusions are drawn about the importance of developing interventions targeting specific clients. RESUMENEste estudio explora las necesidades de asesoramiento de los estudiantes que asisten a la educación superior portuguesa. Específicamente, se encuestó en línea una muestra de conveniencia de 375 estudiantes con la Encuesta de Necesidades Estudiantiles. Los resultados descriptivos indicaron que "superar la dilación", "estrategias de búsqueda de empleo" y "habilidades de gestión del tiempo" eran sus principales preocupaciones. Los resultados inferenciales indicaron diferencias según la información personal y académica y las condiciones de vida actuales, particularmente, en lo que respecta a las necesidades de asesoramiento personal. Además, un análisis de regresión lineal encontró que el género, la satisfacción académica y la satisfacción con las condiciones de vida actuales tenían un efecto predictivo sobre las necesidades de asesoramiento, y que los estudiantes tenían preferencia por el asesoramiento individual. Se sacan conclusiones sobre la importancia de desarrollar intervenciones dirigidas a clientes específicos. Palabras clave evaluación de necesidades; asesoramiento psicológico; universidad; estudiantes portugueses.

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Section: Discussionsupporting

confidence: 92%

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confidence: 99%

Psychological Counseling in Portuguese Higher Education: What are the Students’ Needs?

Pinto

2019

Univ Psychol

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“…In this delicate period of study there is actually much that can be done to help and support students to reduce their levels of distress, which largely generates high levels of depression. Specific actions in this regard have been implemented through such channels as university counselling and guidance services, which are crucial in giving students the opportunity to obtain emotional support and a greater awareness of their own skills and aptitudes (Buchanan, 2012;Monti, Tonetti & Ricci Bitti, 2014;Biasi, Mallia, Menozzi & Patrizi, 2015;Biasi, Cerutti, Mallia, Menozzi, Patrizi, & Violani, 2017). Biasi, Patrizi, Mosca and De Vincenzo (2016) recently demonstrated the effectiveness of a university counselling service for 66 students who made use of it (the experimental group), who showed lower psychological distress, including anxiety and depression, at the end of the intervention compared to a control group of 44 students on a waiting list who, for organisational reasons, could make use of the service only in the following semester.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Cognitive Strategies, Motivation to Learning, Levels of Wellbeing and Risk of Drop-out: An Empirical Longitudinal Study for Qualifying Ongoing University Guidance Services

Biasi¹,

Vincenzo²,

Patrizi³

2018

Journal of Educational and Social Research

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The paper concerns a longitudinal empirical study aiming to establish the relation between certain factors that facilitate (or sometimes hinder) academic achievement such as motivation to study, the cognitive strategies employed and the levels of wellness or distress expressed by indicators like anxiety and depression. It thus aimed to identify the role of these factors on the risk of student drop-out. The study was carried out on a sample of 68 self-selected students enrolled in various degree courses at “Roma Tre” University, who had fully completed the three consecutive surveys geared to investigating their academic experience over a one-year period. The measurement tools used assessed: a) “drop-out intentions” (Hardre & Reeve Scale, 2003); b) “wellness/distress levels”, (Adult Self-Report ASR; Achenbach & Rescorla, 2003); c) cognitive/study strategies (self-regulated knowledge; Manganelli, Alivernini, Mallia & Biasi, 2015); d) motivational aspects (Academic Motivation Scale AMS, validated in Italy by Alivernini and Lucidi (2008). The results show how that the drop-out risk is linked to high levels of depression or distress, poor competence in cognitive strategies adopted, and high levels of “Amotivation” and “External Motivation”. On the basis of the above empirical evidence we propose starting up specific ongoing actions within the university guidance services in order to simultaneously improve wellbeing through emotional support, redefine decisions in the study path in line with personal motivation, and develop adequate cognitive strategies to devise a functional study method.

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“…In 2015 Biasi, Mallia, Menozzi & Patrizi [21] conducted a study aimed at assessing different areas of individual adaptive and maladaptive functioning of university students in order to identify their main problematic areas and improving the quality of the university counselling service.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Clinical Colloquium Established by the “Drawing Recall” Technique in University Counselling Services for Student Mental Health

Biasi¹,

Bonaiuto²,

Patrizi³

et al. 2015

Health

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An experimental assessment of the effectiveness of university counselling was conducted through the “Stress Drawing Recall” Technique applied before and after a clinical colloquium with 70 uni- versity students of both genders, aged 18 - 35 years, who had requested this service. Another 70 students waiting to undergo the colloquium were interviewed as a control group. Two parallel se- ries of drawings depicting personal stress situations were collected and, after evaluation by three expert judges in “double-blind” conditions, led to establishing five forms of development of the graphic language from the first to second drawing, defined as follows: a) distension, with a reduc- tion in stress indicators and increase in comfort indicators; b) explicit representation of conflict resolution; c) appearance of new elements, with persisting conflict; d) increase in stress indicators; e) invariant or equivalent repetition of the stress drawing. Results showed that students who un- derwent the clinical colloquium (experimental group) changed their stress drawings mainly in the direction of distension and conflict resolution, while the control group had more invariant or\ud equivalent repetition of the stress situation ( X42 = 62.77; p < 0.001). The events depicted in the\ud stress drawings were divided into three categories: a) limited short-term stressful situations due to mainly external agents; b) externally induced stressful situations with intense emotional reso- nance; c) wide-ranging long-lasting stressful situations with great involvement of the self. The participants were divided into: a) very anxious subjects; b) averagely anxious subjects; c) not very anxious subjects, on the basis of their scores on two questionnaires: the MPI (1959) and the STAI (1970). There is a correspondence between the subjects’ level of conflict and extension of the de- picted stress. This confirms the usefulness of the Stress Drawing Recall Technique in psychological\ud counsellin

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Adaptive Functioning and Behavioral, Emotional and Social Problems of Italian University Students: Indications for the University Counseling Services

Cited by 9 publications

References 7 publications

Psychological Counseling in Portuguese Higher Education: What are the Students’ Needs?

Psychological Counseling in Portuguese Higher Education: What are the Students’ Needs?

Cognitive Strategies, Motivation to Learning, Levels of Wellbeing and Risk of Drop-out: An Empirical Longitudinal Study for Qualifying Ongoing University Guidance Services

The Effectiveness of Clinical Colloquium Established by the “Drawing Recall” Technique in University Counselling Services for Student Mental Health

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