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Objectives. The main purposes of this study were to: examine possible existing relationships between couple values and coparenting quality reported by both partners of cohabitants heterosexual couples; investigate whether couple values explain coparenting quality reported by both partners of cohabitants heterosexual couples. Material and methods. 94 Italian heterosexual couples with at least one child under the age of 13 years were enrolled. Both mothers (Mage = 41.25, SD = 6.82) and fathers (Mage = 44.21, SD = 6.97) were asked to fill in two self-report questionnaires: The Portrait Values ​​Questionnaire [PVQ] for couple values and The Coparenting Relationship Scale for the coparenting quality. Results. The main findings of regression model analysis conducted showed that Self-Transcendence resulted the most important predictor (β = .412, t = 4.253, p = .000) for coparenting quality perceived by fathers. In contrast, Conservation resulted the most important predictor (β = .239, t = 2.086, p = .040) for coparenting quality perceived by mothers. Conclusions. From the results obtained, the authors found an important preference for parents of respecting one’s cultural traditions, respecting the rules, being tolerant, ensuring the well-being of others by mitigating impulsive behaviors that could harm others physically and emotionally. The presence of these values ​​could allow both partners to implement supportive and collaborative behaviors, agree on education-related issues for their children, and feel close and allied in upbringing their child.

Abstract Objectives. The main purposes of this study were to explore: a) the relationships between massive use of Social Networks sites (SNs) in adolescence, school burnout levels and friendship quality; b) gender differences in massive and problematic use of SNs. Material and methods. A number of 140 Italian high school students (M=72.9%) aged 16-18 years participated in the study. Students were asked to complete self-report questionnaires: an ad-hoc scale for investigating SNs use, The Generalized Pathological Internet Use Scale-2 (GPIUS-2; Caplan, 2010), The Parent and Peer attachment inventory for Friendship Quality (Armsden and Greenberg, 1987), The School Burnout Inventory (SBI; Samlela-Aro et al., 2009). Results. Results showed positive relationships between massive SNs use and friendship quality (r = .30, p < .01); compulsive SNs (GPIUS-2) use and school burnout total score (r = .25, p < .01); massive SNs use and female gender (r = .17, p < .05), and finally a positive relationship between SNs use for mood regulation and school burnout total score (r = .20, p < .05). Moreover, significant difference emerged between females and males in SNs massive use, with higher levels reported by females (M=23.55, DS=3.614) in comparison to males (M=21.89, DS=4.261); t(138)= -2.13, p < .05. Conclusions. Overall, this study highlighted different dimensions that could influence SNs massive and problematic use in adolescence, specifically school burnout and friendship quality. Structuring interventions in order to promote socio-relational skills among peers and to prevent school-related burnout could prevent problematic use of SNs in adolescence.

Objectives. Main purposes of our study were to examine in a sample of teachers involved in educational and scholastic services for children between 0 and 6 years old: a) the relationship between work environment fit and some dispositional and socio-contextual variables teachers age; b) the predictive role of subjective happiness, work engagement, collective efficacy and some socio-contextual variables (self/co-regulated proactive strategies) on teachers' working-environment fit. Material and methods. Our sample was composed of 189 full-time in-service teachers (89% female) from Rome, Italy. Age ranged from 27 to 63 years old (M=36.03 years, SD=10.15). All teachers subjected to: Subjective Happiness Scale (Lyubomirsky and Lepper, 1999), Utrecht Work Engagement Scale (UWES-17; Schaufeli and Bakker, 2004, Italian version of UWES-17, validated by Balducci, Fraccaroli and Schaufeli, 2010), Proactive Strategy Scale (Pyhältö, Pietarinen and Salmela-Aro, 2011, Salmela-Aro, 2009) and Teacher-working environment fit scale (Pyhältö, Pietarinen and Salmela-Aro, 2011). Results. The main findings of regression model analysis conducted show that teachers’ proactive co-regulation strategies (β = .379, t = 5.713, p < .001), perceived collective self-efficacy (β = .252, t = 5.015, p < .001), work engagement levels (β = .166, t = 2.857, p = .005), and subjective happiness (β = .115, t = -2.105, p = .036) all positive predicted working environment fit. Conclusions. The identification of factors sustaining teachers in their work environment represents a considerable resource, preventing the risk of distress and avoiding its extreme consequences, such as burnout and turnover.

Objectives. Main purposes of our study were to explore: a) the relationship between paternal and maternal perceptions of their interactions with the child during bedtime routines; b) the possible relationship among context dimensions (social support, marital satisfaction, parenting stress and bedtime routines). We examined both parents’ subjective experience toward children's bedtime routines and their personal relationship with going to sleep. Material and methods. 41 parents (34 % fathers) of toddlers 18 to 36 months old took part in this study. All parents completed Parent-Child Sleep Interaction Scale (PSIS; Alfano et al., 2013), Parent-Stress Index-Short Form (PSI-SF; Abidin, 1995), Social Provisions Scale (SPS; Cutrona and Russell, 1987), Dyadic Adjustment Scale (DAS-4; Sabourin et al., 2005) and ad-hoc semi-structured interview. Results. Correlations outcome evidenced positive relationships between maternal PSIS global score and paternal PSI “Difficult Child” (r = .31 p = 0.05), maternal subscale PSIS, “Sleep Reinforcement” score and maternal PSI “Parental distress” (r = .38 p= 0.05) score, paternal PSIS “Sleep Conflict” and maternal PSI “Difficult Child” score (r = .47 p = 0.05), maternal PSIS “Sleep Conflict” score and PSI “Difficult Child” reported by both parents (mothers r = .40 p = 0.01; fathers r = .47, p = 0.05, respectively). Examining parent’s answers to the brief semi-structured interview, putting children to sleep is considered a positive and intimate moment (mothers = 80%; fathers = 46%) and children’s sleep doesn’t represent a problem (mothers = 76%; fathers = 61%). 56% of mothers and 38% of fathers wrote about their bedtime routines as a positive and relaxed moment spent with parents. Conclusions. A good concordance between mothers' and fathers' perceptions about children's bedtime routines was detected. Proximal context can influence bedtime routine, specifically parental stress can lead to critic bedtime routines. Primary care practitioners can play an instrumental role in helping families institute positive sleep practices and improving sleep in toddlers.