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The COVID-19 pandemic prompted an abrupt adoption of online learning worldwide challenging students' scholastic engagement and their ability to self-regulate their learning. Under these unexpected conditions, adaptability (one's capacity to adjust thoughts, behaviors, and emotions in new and uncertain situations) might have sustained students to maintain high engagement and find new learning solutions. Students with high adaptability might also interpret COVID-19-related novelty as an opportunity and show higher posttraumatic growth levels. A longitudinal path analysis showed that in a sample of 435 Italian students (11-18 years old), adaptability at Time 1 positively related to engagement, self-regulated learning, and posttraumatic growth at the end of the school year, indirectly favoring academic achievement, through the mediation of engagement and self-regulated learning. These findings highlight the unique role that adaptability could play in supporting students in unexpected and stressful situations. Fostering students' adaptability could therefore have beneficial effects on their personal growth and academic success.

This study investigates the usability of a Calabrian (Italy) tourist Visitor Information Centre (VIC) website to evaluate whether its organization satisfies tourist needs. The website measurements were based on the time spent by the subject in finding specific information and on subjective usability evaluation. The results of this research show that the Calabrian tourist VIC website does not satisfy the usability criteria and manifests some usability problems. We have summarized these problems in two categories: user interaction with information and the management of information contents. The results of these measurements enable us to develop some guidelines to improve user interaction. [ABSTRACT FROM AUTHOR]