I colloqui di orientamento per facilitare il successo accademico: una indagine sperimentale

Biasi, Valeria; Patrizi, Nazarena; Vincenzo, Conny De; Mosca, Mauro

doi:10.7358/ecps-2017-015-bias

Cited by 11 publications

(9 citation statements)

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“…As we can see, in all the dimensions of the OQ-45, there are statistically significative reductions of symptoms between the first interview session and the fourth session, and between the first session and follow-up session. Hence, we can confirm that, as shown in previous studies Biasi, Patrizi, Mosca, & De Vincenzo, 2016;Biasi, Patrizi, De Vincenzo, & Mosca, 2017;Biasi, De Vincenzo, Fagioli, Mosca, & Patrizi, 2019), the OQ-45 scale is very sensitive in detecting the evolution of a psychological counselling treatment.…”

Section: Efficacy Of University Counselling Treatment Detected By the Oq-45 Scalesupporting

confidence: 87%

The Combined Application of MMPI-2 and OQ-45 to Detect and Measure the Effectiveness of Psychological University Counselling

Biasi

Vincenzo

Patrizi

et al. 2020

JESR

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The main aim of the present study concerns the analysis of the evolution of psychological distress during university counselling treatment, taking into account the initial mental health conditions of the students involved by means of standardized clinical measures. During a preliminary interview, we collected socio-demographic information, academic problems and health conditions of 110 university students who had requested psychological counselling. We applied the MMPI-2 questionnaire prior to the treatment, and we detected the evolution of distress by administering the OQ-45 scale at pre-treatment, post-treatment and 3-months follow-up. Results indicate that all OQ-45 dimensions register a statistically significative reduction during the counselling treatment. Moreover, the high correlations between the OQ-45 scale and MMPI-2 questionnaire underline the consistency of the evolution of OQ-45 scores starting from the valid initial mental health assessment carried out by the MMPI. In addition, we explored the predictive role of MMPI-2 dimensions on the OQ-45 scale: only the Psychopathic Deviation (PD) dimension appeared predictive of the positive evolution of the treatment. This is relevant considering a non-clinical sample of university students in which social maladjustment, self-alienation, and social alienation can represent a real high risk for academic success. In conclusion, data analysis shows the appropriateness of the combined use of MMPI-2 and OQ-45 questionnaires in psychological counselling in the academic setting to evaluate, firstly, the validity of the individual clinical profile and, consequently, the response to the treatment offered.

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Section: Efficacy Of University Counselling Treatment Detected By the Oq-45 Scalesupporting

confidence: 87%

The Combined Application of MMPI-2 and OQ-45 to Detect and Measure the Effectiveness of Psychological University Counselling

Biasi

Vincenzo

Patrizi

et al. 2020

JESR

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“…Particularly effective within the university services provided to students was the University Counseling Service for Ongoing Guidance, conducted through specific guidance interviews (Biasi, Patrizi, De Vincenzo & Mosca, 2017) in order to favour an actual recovery of study paths. In this case, 80 students took part in these guidance interviews (the experimental group) and achieved a statistically significant resumption of their study paths at the end of the intervention compared to a control group of 52 students who were on a waiting list to use the same service during 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 the Italian validation, Lo Coco et al ( 2008) highlighted the use of OQ-45.2 in university counselling services to compare the students' scores before and after the counselling treatment and to evaluate the degree of change that occurs (see also Biasi, Patrizi, Mosca & De Vincenzo, 2016;Biasi, Patrizi, De Vincenzo & Mosca, 2017). e) The Questionnaire on Learning Strategies (QLS; Italian QSA) was developed by Pellerey (1996,2017) and is widely used as a self-assessment tool for guidance with the aim of supporting and helping young people and adults in transition to secondary school, university or to the world of work.…”

Section: Measures and Instrumentsmentioning

confidence: 99%

Evaluation of Predictive Factors in the Drop-Out Phenomenon: Interaction of Latent Personal Factors and Social-Environmental Context

Bias¹,

Vincenzo²,

Fagioli³

et al. 2019

JESR

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This correlational study aims to identify the predictive latent factors of academic failure in a sample of university students not yet at risk of dropping out. 80 healthy students of the first academic year, voluntary recruited through the Ongoing Guidance service at "Roma Tre" University (female = 92%; mean age = 19 year, 8 months), took part in the study. They completed a battery of questionnaires using the online platform Limesurvey. We computed correlation coefficients (Pearson r) of the relationship between total drop-out score and the measure of cognitive and affective dimensions (STAI, STAXI, OQ-45.2, QLS-Italian QSA, ZTPI, AMS, SRKS-U, Questionnaire on the perceived quality of the interaction with the academic setting). Variables which survived Bonferroni correction for multiple comparisons were entered as predictors in a model of multiple regression analysis (stepwise method). The main results indicate that the Drop-Out score is significantly and positively correlated with State, Trait Anxiety and Anger-In scores, and also with the Interpersonal Relations and Social Role). Again, the Drop-Out score correlates positively with Anxiety and "Self-regulation" subscales of QLS (QSA). Finally, the students' perception of integration within the University context (quality of social networking, utilization of students' facilities and quality of the interaction with the teachers) appears correlated to specific attitudes or traits. In conclusion, there is evidence to consider the relevance of the social context as a predictive factor in developing the risk of dropping-out, considering the interaction of personality traits or attitudes as latent factors.

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I colloqui di orientamento per facilitare il successo accademico: una indagine sperimentale

Cited by 11 publications

References 0 publications

The Combined Application of MMPI-2 and OQ-45 to Detect and Measure the Effectiveness of Psychological University Counselling

The Combined Application of MMPI-2 and OQ-45 to Detect and Measure the Effectiveness of Psychological University Counselling

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

Evaluation of Predictive Factors in the Drop-Out Phenomenon: Interaction of Latent Personal Factors and Social-Environmental Context

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