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9 results on '"Altoe, G."'

1. Development and Psychometric Properties of a New Self-Report Questionnaire Measuring Attachment in School-Age Children: The Attachment in Middle Childhood Questionnaire (AMCQ)

Author

Marci, T, Moscardino, U, Santona, A, Lionetti, F, Pastore, M, Altoe, G, Marci T., Moscardino U., Santona A., Lionetti F., Pastore M., Altoe G., Marci, T, Moscardino, U, Santona, A, Lionetti, F, Pastore, M, Altoe, G, Marci T., Moscardino U., Santona A., Lionetti F., Pastore M., and Altoe G.

Abstract

Although conscious aspects of attachment representations can be effectively assessed in middle childhood, the few available self-reports are based on different operationalizations of attachment and do not always show adequate psychometric properties. The current study aimed to develop and evaluate the psychometric properties of the Attachment in Middle Childhood Questionnaire (AMCQ). Using three independent samples of Italian children (Mage = 10 years, 52% = girls), in three interrelated studies we (1) selected a pool of items from existing questionnaires, adapted them to the same response format, and subjected them to exploratory factor analysis; (2) performed confirmatory factor analyses on the retained items; and (3) used structural equation modeling to assess the factor structure, external validity, and invariance across gender and age groups. The final 15-item questionnaire comprised two dimensions (anxiety and avoidance) and a supplementary scale (security). Overall, results supported the reliability and validity of the AMCQ for Italian children.

Published
2021

8. Development and Psychometric Properties of a New Self-Report Questionnaire Measuring Attachment in School-Age Children: The Attachment in Middle Childhood Questionnaire (AMCQ)

Author

Gianmarco Altoè, Ughetta Moscardino, Massimiliano Pastore, Tatiana Marci, Alessandra Santona, Francesca Lionetti, Marci, T, Moscardino, U, Santona, A, Lionetti, F, Pastore, M, and Altoe, G

Subjects
Psychometrics, 050109 social psychology, Self report questionnaire, Attachment in Middle Childhood Questionnaire, psychometric properties, Middle childhood, Structural equation modeling, middle childhood, External validity, Surveys and Questionnaires, medicine, Humans, invariance, 0501 psychology and cognitive sciences, Child, Applied Psychology, School age child, Schools, psychometric propertie, 05 social sciences, Reproducibility of Results, Articles, Exploratory factor analysis, Clinical Psychology, Italy, Scale (social sciences), Anxiety, Female, Self Report, medicine.symptom, Psychology, Factor Analysis, Statistical, 050104 developmental & child psychology, Clinical psychology
Abstract

Although conscious aspects of attachment representations can be effectively assessed in middle childhood, the few available self-reports are based on different operationalizations of attachment and do not always show adequate psychometric properties. The current study aimed to develop and evaluate the psychometric properties of the Attachment in Middle Childhood Questionnaire (AMCQ). Using three independent samples of Italian children ( Mage = 10 years, 52% = girls), in three interrelated studies we (1) selected a pool of items from existing questionnaires, adapted them to the same response format, and subjected them to exploratory factor analysis; (2) performed confirmatory factor analyses on the retained items; and (3) used structural equation modeling to assess the factor structure, external validity, and invariance across gender and age groups. The final 15-item questionnaire comprised two dimensions (anxiety and avoidance) and a supplementary scale (security). Overall, results supported the reliability and validity of the AMCQ for Italian children.

Published
2020

9. Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades.

Author

Passolunghi MC, Mammarella IC, and Altoe G

Subjects
Achievement, Child, Female, Humans, Intelligence, Male, Memory, Short-Term, Phonetics, Problem Solving, Retention, Psychology, Serial Learning, Verbal Learning, Wechsler Scales, Aptitude, Cognition, Mathematics
Abstract

The present longitudinal study was designed to investigate precursors of mathematics achievement in children. A total of 72 children were tested at both the beginning and end of first and second grades on measures of the following cognitive abilities: phonology, counting skills, short-term memory, working memory, and verbal and performance IQ. Path analysis models revealed differences in the variables predicting mathematics skills of first and second graders. Specifically, in first graders both short-term and working memory measures mediated the role of verbal IQ in predicting mathematics skills. Also, there was a direct relationship between performance IQ and mathematics at first grade. In contrast, in the longitudinal model, working memory measured both in first and second grades predicted mathematics achievement, whereas the relationship between performance IQ and mathematics disappeared. In conclusion, the results demonstrated that mathematics learning is predicted not by phonology or counting skills and that working memory is a plausible mediator in predicting mathematics achievement in primary school age children.

Published
2008
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