Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries

Alivernini, Fabio; Manganelli, Sara

doi:10.1080/09500693.2015.1060648

Cited by 39 publications

(43 citation statements)

References 34 publications

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“…Nevertheless, prospective studies should be conducted in order to support the predictive validity of the driver sub-types identified in the present study, as well as to overcome the issue of reverse causality. Further, future studies aiming to replicate our study in different samples are also needed in order to provide additional evidences for the generalizability of our conclusions (Alivernini et al, 2016; Alivernini and Manganelli, 2015). Furthermore, within the limitations, it is worth to mention that the present study mainly aimed to describe how personality traits tended to group within a sample of moped drivers, using attitudes and behavioral outcomes merely as explicative variables, in order to validate these groups in view of past evidences.…”

Section: Discussionmentioning

confidence: 82%

Riding the Adolescence: Personality Subtypes in Young Moped Riders and Their Association With Risky Driving Attitudes and Behaviors

et al. 2019

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The aim of the present study was to identify sub-types of moped riders based on a cluster analysis of specific personality characteristics (i.e., driving anger, anxiety, angry hostility, excitement-seeking, altruism, normlessness, and driving locus of control) within a large sample of Italian adolescents. The study had also the aim to compare the emerged sub-types of moped riders on measures of attitudes toward safe driving, risky driving behaviors (e.g., rule’s violations and speeding, not using helmet, drinking and driving, etc.), and self-reported tickets and accident involvement. One thousand two hundred seventy-three Italian high school students aged from 13 to 19 years (mean age = 15.43, SD = 0.98) with a valid driving license for moped participated to the study. Results revealed three sub-types of moped riders (namely risky, worried and careful moped riders), which differ significantly for risky driving behaviors, attitudes toward traffic safety, risk perception, and self-reported accident involvement. Importantly, the results of the present study showed that the personality and behavioral characteristics of the three sub-groups of moped riders substantially resembled those identified by previous studies with vehicle drivers of different ages; thus, empirically supporting the notion that certain combinations of personality characteristics are associated with risk driving tendencies and behaviors in both young moped riders and car drivers. Safe driving interventions can tackle risky driving beliefs and behavioral tendencies in young moped riders and car drivers by tailoring their messages according to the personality sub-types of the target groups.

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Section: Discussionmentioning

confidence: 82%

Riding the Adolescence: Personality Subtypes in Young Moped Riders and Their Association With Risky Driving Attitudes and Behaviors

et al. 2019

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“…A second limitation is related to the importance of including socioeconomic variables in educational psychology researches (Midgley, 2002; Murdock, Anderman, & Hodge, 2000). Future studies should address the issues of their influences on personal goals and group goal structures, given also the evidence of their interaction at various levels with motivational variables (e.g., Alivernini, 2013; Alivernini & Manganelli, 2015; Alivernini, Manganelli, & Lucidi, 2016; Manganelli, Lucidi, & Alivernini, 2015).…”

Section: Discussionmentioning

confidence: 99%

Personal and Classroom Achievement Goals: Their Structures and Relationships

Alivernini

Manganelli

Lucidi

2016

Journal of Psychoeducational Assessment

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This study examines the factor structures of Personal and Classroom Achievement Goals and the relationships between them. Multilevel structural equation modeling was used to examine data from a sample of 3,544 Italian 10th-grade students (184 classrooms) who completed the Patterns of Adaptive Learning Scales (PALS). Findings about the factor structure of personal goals were consistent with studies in other cultural contexts. The scales showed measurement invariance both across gender and across various immigrant backgrounds. Boys showed lower levels of mastery and higher levels of performance-approach than girls. Immigrant students scored higher than the native students on all Performance scales. At the group level, a measurement model including mastery and performance-approach goal structures showed good fit indices. In classrooms more oriented toward mastery, students’ personal goals tend to be in the same direction. Classroom performance-approach goal structures were related to performance-avoidance personal orientations but not to performance-approach personal orientations

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“…Future research should thus reanalyze these interrelations with university students coming from different disciplines. Third, we did not measure socio-economic status, which is a variable that may have affected students persistence and academic achievement (Aina, 2013;Alivernini and Manganelli, 2015), but only parental education level. Future research should therefore consider including SES as a control variable.…”

Section: Limitations and Perspectivesmentioning

confidence: 99%

Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

et al. 2018

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The purpose of this study was to investigate the process that lead to academic adjustment of undergraduate students in the first year of higher education, by testing a predictive model based on self-determination theory with the inclusion of self-efficacy. The model posits that perceived autonomous forms of support from parents and teachers foster autonomous motivation and self-efficacy, which in turn predict academic adjustment. Method: A two-wave prospective design was adopted. Freshman students at an Italian university (N = 388; 73.5% females, M age = 21.38 years ± 4.84) completed measures of autonomous motivation, perceived autonomy support from parents and teachers, self-efficacy, and intention to drop out from university at the start of their academic year. Students' past performance and socioeconomic background were also measured. At the end of the first semester, information about number of course modules passed and credits attained for each student were obtained from the department office and matched with the data collected in the first wave by an identification number. Results: Findings of structural equation modeling analysis supported the proposed model for first-year university students, after controlling for the influence of past performance and socioeconomic background. Specifically, autonomous motivation and self-efficacy predicted dropout intention and academic adjustment a few months later. Autonomous motivation and self-efficacy were encouraged by autonomy supportive behaviors provided by teachers and parents. Conclusion: According to our findings, in order to promote higher degree of academic adjustment in freshman students, interventions should aim to encourage autonomous motivation and self-efficacy through autonomous supportive behavior from the university and the family contexts.

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Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries

Cited by 39 publications

References 34 publications

Riding the Adolescence: Personality Subtypes in Young Moped Riders and Their Association With Risky Driving Attitudes and Behaviors

Riding the Adolescence: Personality Subtypes in Young Moped Riders and Their Association With Risky Driving Attitudes and Behaviors

Personal and Classroom Achievement Goals: Their Structures and Relationships

Autonomy Supportive Contexts, Autonomous Motivation, and Self-Efficacy Predict Academic Adjustment of First-Year University Students

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