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This study examined the relationships between first-year university students' academic motivation, retrospective evaluation of school experiences, subjective well-being, engagement and intention to drop out. Self-determination theory, the SInAPSi model of academic engagement, the hedonic approach, and the retrospective judgment process were used to frame the study. A final sample of 565 first-year Italian students enrolled in Science-Technology-Engineering-Mathematics (STEM) courses (Biology, Biotechnologies, Chemistry, Computer Science, Physics, Mathematics) was included. Three mediation models based on structural equations were tested to analyse the relationships between the proposed variables: motivation as an antecedent of dropout intention with only commitment as a mediator (model 1); model 1 + subjective well-being as a second mediator (model 2); model 2 + retrospective judgement as an antecedent (model 3). The results showed that in all models the more autonomous motivational styles predicted students' engagement, which in turn directly and indirectly influenced their intention to drop out. In model 2, subjective well-being acted as a mediator of the relationships between motivation, engagement and dropout intentions. In model 3, we found that subjective well-being also fully mediated the relationships between retrospective judgement and engagement. Overall, our findings provide new insights into the mechanisms underlying student engagement and dropout at university and may inform university policy.

Purpose: Consistent with current literature, which highlights the role of narration as a key tool for exploring the processes by which people construct the meaning of their critical experiences the authors propose a theoretical and methodological model to analyse the narratives of illness and identify any innovative aspects. The generative model of mind presented refers to a semiotic, narrative and socio-constructivist perspective according to which narration constitutes one of the possible processes by which the affective and pre-verbal sense of experience is transformed into a meaning that can be symbolized and shared. Design/methodology/approach: The onset of an illness represents a critical event which interrupts a person's life narrative, shattering his/her biographical continuity and undermining any assumptions of him/herself and the world. In particular, the model proposes a method of analysis, currently absent in literature, of the narrative interview Narrative Function Coding System (NFC) in order to grasp the ways by which four main narrative functions, namely psychic functions, are classified: the search for meaning, the expression of emotions, the temporal organization and the orientation to action. Findings: NFC appears to be able to capture the complexity of the narrative process of construction of illness' sense-meaning making process, identifying both representative modalities of good functioning, which express a gradual process of connection with the variability of the experience, and modalities that express moments of disorganization and rigidity, which can persist throughout the time of treatment. The NFC represents not only a method for analysing illness narratives but also a method for tracking and monitoring the process of clinical intervention and change. Originality/value: The sense-meaning making process perspective within the narrative socio-constructivist and semiotic framework of analysis proposed by NFC is currently absent in the literature. NFC can be a device for analysing the narrative process of sense-meaning making both for its use for clinical and preventive purposes. In addition we believe that this method, which focuses on the "form" and "way" of narratively constructing the subjective experience, rather than on the specific thematic content, can be used with all types of illness narratives, in particular the longitudinal one to explore the changes in sense-meaning making process.

The COVID-19 pandemic is increasing negative consequences on mental health around the globe. To date, research on what psychological factors could influence individuals' distress is still scarce. The current study aims to test a multiple mediation model to examine the role of Intolerance of Uncertainty (IU) and emotional regulation (i.e., expressive suppression and cognitive reappraisal) as joint factors, which can increase understanding of psychological distress due to the COVID-19 outbreak. An online survey measuring fear of COVID-19, IU, emotional regulation, and psychological distress was administered to 3863 Italian adults (females 73.3%; M.sub.age = 36.44; SD = 14.74) during lockdown. Results showed that IU partially mediated the effect of fear of COVID-19 on depression, anxiety and stress. Moreover, individuals with difficulties in managing the uncertainties due to their fear of COVID-19 may be at risk for heightened use of expressive suppression and depression. However, individuals with both higher IU and expressive suppression showed lower level of stress. High cognitive reappraisal has a mediational effect on the relationship between fear of COVID-19, IU, and lower psychological distress. Findings suggest that IU and emotional regulation should be targeted for informing the development of tailored treatments to reduce the negative consequences of the outbreak., Author(s): Salvatore Gullo [sup.1] , Omar Carlo Gioacchino Gelo [sup.2] [sup.3] , Giulia Bassi [sup.4] [sup.5] , Gianluca Lo Coco [sup.1] , Gloria Lagetto [sup.3] , Giovanna Esposito [sup.6] , [...]

Despite the growing interest on the notion of academic engagement (AE) and its relevance for students' success, a few valid and reliable instruments on AE have been developed. Moreover, most of the available measures consider AE as a student's trait rather than a relational and situated dynamic process. This study presents the development and validation of a new instrument, the SInAPSi Academic Engagement Scale (SAES), which was developed within a project coordinated by the SInAPSi center of the Authors' University and it aims to measure AE. The main sample was constituted by 680 students and a convenience sample of 312 biology and biotechnologies students was also involved to perform the confirmatory factor analysis of the initial factor structure of the SAES. Construct validity was assessed using the University Student Engagement Inventory (USEI), while criterion-related validity was established with the Academic Motivation Scale (AMS), the students' confidence in one's own preparation for academic studies and their academic performance. Results show that the SAES presents a robust factor structure, a good convergent and discriminant validity, and satisfactory psychometric properties. Furthermore, the SAES shows a positive correlation with the USEI and the AMS, the students' confidence in their preparation for academic studies and their academic performance. The results indicate that the SAES can produce valid and reliable data on AE and it may have strong implications for assessing AE and implementing intervention programs for university students., Author(s): Maria Francesca Freda [sup.1] , De Luca Picione Raffaele [sup.2] , Giovanna Esposito [sup.1] , Giancarlo Ragozini [sup.3] , Italo Testa [sup.4] Author Affiliations: (1) grid.4691.a, 0000 0001 0790 [...]

Student Engagement (SE) refers to the extent to which a student participates in academic and non-academic activities, invests in and commits to learning, belonging and identification with the educational institution. Despite the relevance of SE for students' success, a few valid and reliable instruments have been developed. This study presents the Italian validation of the University Student Engagement Inventory (USEI), which adopts both a 3 first-order conceptualization of the SE and a second-order construct (engagement). The paper reports the psychometric analyses (test-retest reliability, construct, convergent, discriminant validities, internal consistency) on a validation sample of 628 Italian university students from 2 areas of study (psychology and biology). Criterion validity was assessed in relation to students' drop-out intention, academic achievements, Grade Point Average (GPA) and motivation. Invariance analysis was performed for gender and area of studies. Results showed that the USEI presented a good test-retest reliability and factorial construct validity (both for the three-factor and one-factor models), it positively predicted students' academic motivation, GPA and academic achievements, and negatively intention to drop out. The results indicate that the USEI can produce valid data on SE in the Italian context and may have implications for assessing SE and implementing intervention programs.

Objective: This paper presents an analysis of the shared decision-making between parents, children and physicians in paediatric primary care, taking into consideration that it is difficult but useful to promote the engagement of both the parents and the children in medical practice. Concordance between medical professionals and patients is a therapeutic strategy that is useful for achieving engagement between them, as they are the co-producers for the patients' health and are both responsible for their choices during the course of treatment. Methods: The study involved observing and audio recording 185 medical visits that included children with a mean age of 8.16 years (±2.41). Medical dialogues are described, with particular attention paid to the clinical conditions discussed, and the outcomes of the visits are reported. Shared decision-making is analyzed through the Observing PaTient Involvement in shared decisiON making (OPTION) tool, an observational grid composed of 12 items aimed at evaluating doctors' abilities to involve their patients in the decisions made concerning their therapeutic plans. The observations were carried out to obtain the paediatricians' dialogue with the parents and children. Results: In all the dialogues, low levels of shared decision-making were detected. This type of communication allows for a fast and efficient execution of the visit, without the active involvement of the patients and with evident risks for their tendency to go to various health facilities. Conclusions: Dialogue in the field of paediatric primary care seems to be influenced and characterized by unconditional forms of adherence to medical knowledge. Further exploration of this would be useful, along with the implementation of specific interventions aimed at promoting shared decision-making, to enhance the decision-making skills of mothers and children and to promote their engagement during the process of the medical care. [ABSTRACT FROM AUTHOR]

This work analysed which profiles of counsellors' supportive and interpretative actions emerged in two group counselling interventions designed to promote mentalisation in underachieving university students. The Psychodynamic Intervention Rating Scale was used to analyse this and the level of depth of defence interpretations. Two outcome measures were administered to analyse student mentalisation and their academic achievements. Process findings showed that supportive actions were used for the most part in both counselling interventions; however, only one group improved in terms of mentalisation and academic performance. In the good-outcome group, there were more defence interpretations, especially during the early sessions, and with a deeper level of elaboration. The innovative relevance of these findings and their implications for practice among counsellors are discussed.

Despite the effectiveness of cancer screening (CS) in providing timely diagnoses and early treatments, the participation of citizens remains very low in particular in Southern Italy. This study aims to investigate the meanings that intervene in the relationship between the individual and their active participation in CSs within public healthcare. A total of 101 ad hoc semi‐structured interviews were collected with CS users in public service of Campania Region, Italy. The interviews were analyzed through a qualitative–quantitative methodology by T‐Lab software. A cluster analysis and multiple matching analysis were conducted. Findings show five clusters: prevention as a sensory and emotional burden; prevention as a strategy to manage the hereditary risk of death; individual's internal demand for health; the times and places of prevention; and the concreteness of doing prevention; and two factors: from the risk of disease diagnosis to preventive measures and from external healthcare settings to internal self‐care settings. Findings shed light on how to construct better well‐being promotion strategies and foster a subjective health and prevention demand accounting for the continuous experiences of those participating in CSs to encourage greater citizen engagement. [ABSTRACT FROM AUTHOR]

Potential traumatic events, such as breast cancer, can influence autobiographical memory (AM), interrupting the continuity of narrative identity. AM is based on a hierarchical search across different levels of specificity that are indexed from top to bottom when a memory is retrieved. In the breast cancer field, non-specific AMs are an observed clinical phenomenon. In particular, breast cancer survivors report issues related to self-defining memories (SDMs), specific and significant AMs that evoke strong emotions and sensory details at the time of memory. SDMs are linked to life goals and facilitate adaptation to critical experiences, preserving the continuity of identity. This study explored the narrative identity integration process of breast cancer survivors, analyzing themes, specificity, and integrative meaning in SDMs. Ten women participated in an online group support program centered on the integration of AMs linked to the cancer journey. Participants were asked to assess their body image perceptions, filling out an online survey three times, in which they had to report three SDMs each time. A reflexive thematic analysis of the SDMs identified three main themes: the onset of breast cancer; the labeling of negative emotions, and changes in the body. The results indicated inhibited retrieval of specific episodes, fostering a progressive failure in memory characterization and the concurrent meaningmaking process. Participants struggled with connecting the memories to insights regarding their self and life, as well as relating the memories to external conditions and other individuals. Further studies might examine the impact of these difficulties on the psychological adjustment of BC long-term survivors. They could also explore cognitive reconstruction by reframing the memories and re-evaluating their traumatic meanings. [ABSTRACT FROM AUTHOR]

Emotional dysregulation involving anger can have severe consequences on the individual's psychosocial and emotional functioning. This study aimed to investigate the role that the companion animal bond and the personality dimension of trait anger play in explaining affective dysregulation. A cross-sectional online survey was administered to 365 participants. Using the PROCESS macro for SPSS, a moderated model was tested to analyze the hypothesis that affective dysregulation depends on trait anger and that the companion animal bond moderates the relationship between trait anger and affective dysregulation. The results showed that the effect of trait anger on affective dysregulation increases especially when the degree of bonding to an animal companion is low, suggesting that a strong bond to a companion animal may protect individuals with trait anger from the likelihood of experiencing affective regulation problems. The psychological, health-related, and educational implications of the current anthrozoological study include the potential of the human–animal bond in acting as a facilitator of adaptive affective regulation processes, which can reduce the levels of uncontrolled anger-related emotions and the subsequent risk of out-of-control behaviors. [ABSTRACT FROM AUTHOR]

Academic engagement describes students’ involvement in academic learning and achievement. This paper reports the psychometric properties of the University Student Engagement Inventory (USEI) with a sample of 3992 university students from nine different countries and regions from Europe, North and South America, Africa, and Asia. The USEI operationalizes a trifactorial conceptualization of academic engagement (behavioral, emotional, and cognitive). Construct validity was assessed by means of confirmatory factor analysis and reliability was assessed using Cronbach’s alpha and McDonald’s omega coefficients. Weak measurement invariance was observed for country/region, while strong measurement invariance was observed for gender and area of graduation. The USEI scores showed predictive validity for dropout intention, self-rated academic performance, and course approval rate while divergent validity with student burnout scores was also evident. Overall, the results indicate that the USEI can produce reliable and valid data on academic engagement of university students across the world.

Emotional forecasting, meaning how a person anticipates feeling as a consequence of their choices, drives healthcare decision-making. Research, however, suggests that people often do not fully anticipate or otherwise grasp the future emotional impacts of their decisions. Emotional reappraisal strategies, such as putting emotions into words and sharing emotions with others, may mitigate potential undesirable effects of emotions on decision-making. The use of such strategies is important for consequential decisions, such as obtaining timely mammography screening for breast cancer, whereby earlier diagnosis may impact the success of treatment. In this study, we explored the use of emotional reappraisal strategies for decision-making regarding breast cancer screening attendance among women aged 50–69 years. Data were collected through semi-structured interviews following mammography with a reflexive thematic methodological approach employed for analysis. Results shed light on how participants' emotional response narratives were reconstructed before the mammography, felt during the mammography, and forecasted while awaiting the results. Future research should consider how individuals experience and manage their emotions as they access breast screening services. [ABSTRACT FROM AUTHOR]

Previous researches have attempted to adapt the Innovative Moments Coding System (IMCS) to the group setting by identifying new IM categories able to detect meaningful interactions between group members. This study aims to develop a further adaptation of the IMCS by tracking the categories emerging from previous group coding schemes and analyzing if other types of IM categories emerged in the transcripts of three counseling groups addressed at underachieving university students. Results showed that seven IM categories (Self-directed, Other-directed, Explicit Mirroring, Prompting Change, Reinforcing Change, Collective, and Voice of Group) emerged in the current study, five of which resulting from the findings of previous researches and two obtained in this study through a data-driven method based on the coders' agreement. The previous and emerging IM categories were illustrated, and agreement and reliability of the IM categories were calculated. Overall, this study refined and integrated the previous group coding schemes and proposed the development of a new coding system, the Innovative Moments Coding System for Groups (IMCS-G), which showed to be a reliable method that allows the detection of markers of change within the group setting. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach: This study administered an "ad hoc" survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings: The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications: The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications: Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value: This study is the first attempt to analyze Italian college students' subjective perceptions of psychological competencies expected or developed during practicum.

Cancer narration is an elective tool to construct sensemaking processes aimed at supporting adaptation to the experience. The literature lacks a longitudinal narrative sensemaking exploration of breast cancer experience (BC) at an age below 50 years old. We administered an ad hoc narrative interview during pre-hospitalization-T1/postoperative counseling-T2/adjuvant therapy-T3/follow-up-T4. This study is a qualitative analysis of how narrative functions, as semiotic connection processes at the base of adaptation to the experience, are articulated during the four phases. Results highlight that the function of the organization of temporality changes from a relieved mode-T1 to reconstructive/chronological/blocked-T4; the search for meaning changes from an internalized mode-T1 to an internalized/externalized/generalized/nonsense-T4; emotional regulation changes from pervasive mode-T1 to connected/pervasive/disconnected -T4; and orientation to action changes from uncertain mode-T1 to combative-T2-T3-T4. From a clinical health psychology perspective, the different natural sensemaking trajectories emerged suggest constructing a personalized narrative intervention to follow the natural path of adaptation during BC experience, not only at the end, to accompany phases of integration and fluidity and to support phases of psychic stiffening and disconnection. [ABSTRACT FROM AUTHOR]