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1. Comprehensive knowledge of innate fear in chickens has important implications for understanding the adaptation of native Japanese chickens in modern production and behavioural changes caused by modern breeding goals. Innate fear behaviour seen in chicks from six native Japanese chicken breeds;, Ingie (IG), Nagoya (NAG), Oh-Shamo (OSM), Tosa-Jidori (TJI), Tosa-Kukin (TKU) and Ukokkei (UK), were compared with those in two lines of White Leghorn (WL-G and WL-T) in tonic immobility (TI) and open field (OF) tests. 2. TI and OF tests were conducted for 267 chicks at 0-1 days of age in the eight breeds. Raw data for four TI traits and 13 OF traits were corrected for environmental factors. Breed differences were analysed by the Kruskal–Wallis test followed by the Steel Dwass post hoc test. Principal component (PC) analyses were conducted. 3. The results showed that OSM was the least sensitive to fear in both the TI and OF tests. The WL-G birds showed higher sensitivity to TI fear but lower sensitivity to OF fear. The PC analysis of OF traits classified the tested breeds into three groups: least (OSM and WL-G), moderate (IG, WL-T, NAG, TJI and TKU) and most sensitive (UK).

School leaders such as principals are key not only for educational and school quality but also for initiating and sustainably anchoring any innovation in schools. Although there is widespread agreement about the importance of holistic approaches to school health promotion, the role of principals has received increased, but not yet systematic, attention. In this context, it is unclear which leadership competencies are needed and to what extent they are taught. Hence, this paper aims to reflect whether and to what extend health promotion plays a role in preservice and inservice training of principals in Europe. Based on the results we call for a more systematic analysis of existing teaching opportunities and teaching needs for health-promoting leadership, the development of a European competence framework for health-promoting leadership, the development and implementation of a European system that monitors and evaluates the effectiveness of those preservice and inservice training programs, and the development of case-studies to stimulate a mutual learning process.

L’università rappresenta un ambiente ricco di rischi e opportunità. La salute degli studenti universitari è una questione complessa, messa ancor più a dura prova dalla pandemia COVID-19. Il presente studio si proponeva di ampliare i risultati della letteratura esistente indagando il ruolo dei fattori sociodemografici, individuali e contestuali sugli esiti di salute. È stato condotto uno studio trasversale: un questionario online è stato distribuito nel 2020 a studenti universitari italiani (N=614). Sono stati condotti due modelli di regressione gerar-chica utilizzando come esiti il benessere e i sintomi psicosomatici. I predittori includevano: sesso, stato socioeconomico soggettivo, ansia del futuro, senso di coerenza (SoC), Digital Health Literacy (DHLI) e soddisfazione universitaria. I risultati sono parzialmente in linea con la letteratura precedente. Le variabili sociodemo-grafiche sembrano avere un ruolo limitato nel predire i risultati di salute. Il sesso femminile è stato associato a un maggior numero di sintomi psicosomatici, mentre non è emersa alcuna differenza per il benessere. L’aggiunta di variabili individuali ha migliorato significativamente entrambi i modelli. In linea con altri studi, l’Ansia del futuro è associata negativamente ai risul-tati di salute, mentre il SoC ha mostrato un’associazione positiva. La soddisfazione universita-ria è associata positivamente a entrambe le dimensioni. L’ansia del futuro ha presentato le as-sociazioni più forti, mentre la DHLI non risulta associata ad alcun esito di salute. Questo studio conferma i risultati della letteratura sul fatto che diversi fattori concorrono nell’influenzare il benessere degli studenti universitari e che l’università può avere un ruolo importante nel promuoverlo., The university represents an environment rich in both risks and opportunities. The health of university students is a complex issue, and it was even more challenged during the COVID-19 pandemic. The present study aimed to expand existing literature findings by investigating the role of sociodemographic, individual, and contextual factors on health outcomes. A cross-sectional study was conducted: an online survey was distributed to Italian university students (N = 614) in 2020. Two hierarchical regression models were conducted using with Wellbeing and Health complaints as outcomes. Predictors included sex, subjective socioeconomic status, future anxiety, Sense of Coherence (SoC), Digital Health Literacy (DHLI) and University satisfaction. The results were partially in line with previous literature. Sociodemographic variables appeared to have a small role in predicting health outcomes. Being female was associated with more Health complaints, while no difference in Wellbeing emerged. The addition of individual variables improved both models significantly. In line with other studies, FA showed a negative association with health outcomes, while SoC showed a positive association. University satisfaction showed a protective association with both outcomes. Future Anxiety presented the strongest associations, while DHLI had no association with health outcomes.

L’identità professionale degli insegnanti è un importante costrutto che tuttavia non trova in letteratura una definizione e un background teorico condivisi. I differenti ruoli che gli insegnanti possono rivestire sono raramente considerati in maniera integrata nella definizione dell’identità professionale, in particolare in relazione al loro ruolo di promotori della salute. Vi è carenza di strumenti quantitativi adatti – e di studi – che indaghino la relazione tra identità di ruolo e condizioni lavorative e di salute degli insegnanti. Lo studio intende sopperire a tali mancanze validando un nuovo strumento basato sull’identità di ruolo, il Teacher Role Identity Questionnaire (TRIQ), e valutandone le associazioni con outcome di lavoro e salute. All’interno della ricerca sul benessere degli insegnanti svolta in Lombardia parallelamente alla survey cross-nazionale HBSC, 5725 docenti delle scuole secondarie hanno compilato un questionario online su temi di lavoro e salute. Sono state svolte un’analisi delle componenti principali e un’analisi fattoriale confermativa al fine di validare la scala. TRIQ identifica 3 ruoli negli insegnanti: Pedagogico, Promozionale e Tradizionale. I fattori sono stati utilizzati come variabili indipendenti in regressioni multiple. Le variabili di outcome utilizzate sono: Work Engagement, Autoefficacia e dimensioni di Burnout. Tutti e tre i fattori hanno dimostrato associazioni positive con Work Engagement e Autoefficacia. I ruoli Pedagogico e Promozionale hanno un potenziale ruolo protettivo in relazione alle dimensioni di Burnout. TRIQ rappresenta uno strumento efficace per indagare l’identità professionale degli insegnanti distinguendone i differenti ruoli e per valutarne le associazioni con outcome di lavoro e di benessere. L’identità professionale degli insegnanti è infatti multiforme e costituisce una dimensione rilevante per il loro lavoro. In tal modo, TRIQ permette di esplorare aspetti fino ad ora trascurati in letteratura.

Background. Discussion on the impact of pocket money on positive behaviors is still debated.Objective. To investigate the effect of diverse money allowance schemes on risky behaviors (smoking, alcohol, binge drinking, drug use, gambling) during adolescence.Method. 989 students aged 15 from Lombardy (Italy) reported information on money availability in the 2018 wave of the Health Behaviour in School-aged Children study. To analyze the relationship between money availability and risky behaviors we computed odds ratios and 95% confidence intervals through unconditional multiple logistic regression models.Results. Spending more than 10(sic) weekly was associated with higher likelihood to smoke, binge drink or gamble. Receiving pocket money (rather than receiving money upon request) was related to higher likelihood to engage in risky behaviors.Conclusions. Pocket money may have a negative impact on adolescents, particularly with a substantial amount of money. More research is needed to understand why providing money only if needed may serve as a protective factor against risky behaviors.

The present study explores the concurrent contribution to sleep problems of individual-related, family-related, and school-related factors in adolescence. Gathering from the Italian 2018 Health Behavior in School-Aged Children (HBSC) data collection, we used hierarchical logistic regression on a sample of 3397 adolescents (51% females, Mage = 13.99, SD = 1.62) to explore the contribution to sleep problems of the individual (Model 1: alcohol use, smoking, screen time, physical activity), familial (Model 2: parental communication, parental support), and school-related (Model 3: peer support, schoolmates/students support, teacher support and school pressure) variables. 28.3 percent of adolescents reported having sleep difficulties. Overall, Model 3 significantly improved over Model 2 and Model 1. Data showed that increasing smoking (OR = 1.11; 95% CI: 1.03–1.20) and screen time (OR = 1.05; 95% CI: 1.02–1.08) were associated with sleep difficulties but not alcohol use and physical activity. Also, impaired communication with both parents and increasing parental support (OR = 0.84; 95% CI: 0.78–0.90) were associated with decreased odds of sleep problems. Finally, both increases in school pressure (OR = 1.40; 95% CI: 1.26–1.56) and lack of student support (OR = 1.25; 95% CI: 1.10–1.42) were associated with a higher likelihood of sleep problems, while peer support and teacher support were not. Conclusion: Our findings highlight the importance of an integrated approach to the study of sleep difficulties in adolescence that includes specific psychosocial contributors such as the quality of parental communication and perceived parental support and considers the quality of the day-to-day relationship with schoolmates and the school level of demands.What is Known:• Adolescents' are at-risk of more significant sleep difficulties, and recent literature highlights the importance of an integrated approach to understanding this phenomenon, including biological, psychosocial, and cont

The Coronavirus Disease 19 (COVID-19) pandemic and the associated “infodemic” have shown the importance of surveillance and promotion of health literacy, especially for young adults such as university students who use digital media to a very high degree. This study aimed to assess the validity and reliability of the Italian version of the COVID-19 adapted version of the Digital Health Literacy Instrument (DHLI). This cross-sectional study is part of the COVID-19 University Students Survey involving 3985 students from two Italian universities. First, item analysis and internal consistency were assessed. Then, Principal Component Analysis (PCA) and Confirmatory Factor Analyses (CFA) were performed comparing different models. The Italian DHLI showed good psychometric characteristics. The protecting privacy subscale was excluded, given the criticalities presented in the validation process. CFA confirmed the four-factor structure, also including a highorder factor. This result allows using the scale to measure a global level of digital health literacy and consider its levels separately for each construct component: searching the web for information, evaluating reliability, determining personal relevance, and adding self-generated content.

Objective: International agencies report the importance of health promotion in planning educational strategies and school management in response to the COVID-19 pandemic. This study aimed to identify the benefits of using a Health Promoting School (HPS) approach to guide educational and school policy during the COVID-19 epidemic in Italy, the main objectives and practices to be implemented, and the challenges likely to be faced. Design: A three-phase qualitative and participatory approach: (1) identification of study objectives and relevant data, (2) data collection through an online form using open-ended questions (14 participants), and (3) online meetings to analyse the findings and reach consensus (17 participants). Setting: Educational leaders from the HPS Network in the Lombardy region in northern Italy participated in the study. Method: Qualitative content analysis was undertaken. Answers were coded into meaningful units and then grouped under higher-order headings. Codes, subcategories, categories and themes were identified. Results: Results suggested high potentiality, significance and sustainability of the HPS model during the pandemic. Objectives and actions relevant to each HPS component were identified. Adaptations to content and methodology, timing, continuity and inequalities requiring specific forms of intervention were identified. Conclusion: This study sought to develop an HPS model relevant to implementation during the COVID-19 epidemic and identified specific lines of action during this challenging period.

©2014 Elsevier B.V. All rights reserved. This investigation has been funded by the Spanish Ministry of Economy and Competitiveness (MINECO) through MAT2012-37109-C02-01, MAT2012-37109-C02-02 and the CONSOLIDER CSD-00023 and ENE2010-21198-C04-04 Project. OBM thanks the financial support from the “Ramón y Cajal Program” of the MINECO., Nickel nanoferrites were obtained by means of four different synthetic wet-routes: co-precipitation (CP), sonochemistry (SC), sonoelectrochemistry (SE) and electrochemistry (E). The influence of the synthesis method on the structural and magnetic properties of nickel ferrite nanoparticles is studied. Although similar experimental conditions such as temperature, pH and time of synthesis were used, a strong dependence of composition and microstructure on the synthesis procedure is found, as electron microscopy, X-ray diffraction and Mössbauer spectroscopy studies reveal. Whereas by means of the CP and SC methods particles of a small size around 5–10 nm, respectively, and composed by different phases are obtained, the electrochemical routes (E and SE) allow obtaining monodisperse nanoparticles, with sizes ranging from 30 to 40 nm, and very close to stoichiometry. Magnetic characterization evidences a superparamagnetic behavior for samples obtained by CP and SC methods, whereas the electrochemical route leads to ferromagnetic ferrite nanoparticles., Ministerio de Economía y Competitividad (MINECO), CONSOLIDER Project, "Ramon y Cajal Program" of the MINECO, Depto. de Física de Materiales, Fac. de Ciencias Físicas, TRUE, pub

La pandemia da COVID-19 ha avuto un notevole impatto sul sistema scolastico e sugli insegnanti. Una serie di cambiamenti senza precedenti ha visto passare la scuola dalle chiusure all’adozione di protocolli di sicurezza, distanziamento e utilizzo di dispositivi sanitari, dalla didattica a distanza alla didattica digitale integrata, dalla normalità a un presente incerto e mutevole. Assume rilevanza, quindi, indagare i cambiamenti avvenuti negli insegnanti sulle loro condizioni lavorative e di salute. In Lombardia, parallelamente alla survey cross-nazionale HBSC si svolge una ricerca sul benessere degli insegnanti con un campione rappresentativo delle scuole secondarie. Obiettivo di questo studio è confrontare i dati relativi all’edizione precedente la pandemia (2018; N=1483) con quelli relativi alla più recente edizione (2022; N=5847). Il questionario è analogo per entrambe le edizioni. Le dimensioni prese in considerazione riguardano: salute percepita, autoefficacia, burnout, work engagement, presenteismo, centralità del proprio lavoro, soddisfazione lavorativa, appartenenza organizzativa e altre dimensioni circa il supporto del dirigente scolastico e le condizioni lavorative. I confronti sono stati effettuati tramite t-test a campioni indipendenti. Più della metà degli indicatori presi in considerazione presenta valori statisticamente differenti rispetto all’edizione del 2018. La maggior parte dei cambiamenti è in direzione negativa per gli insegnanti, con alcune eccezioni come la realizzazione personale (burnout). Dimensioni come l’autoefficacia e la salute percepita non presentano differenze significative. Le differenze sono di ampiezza molto piccola o medio-piccola. Sebbene la pandemia abbia avuto un notevole impatto sulle scuole, gli insegnanti sembrano essere riusciti a gestire i cambiamenti senza avere ricadute consistenti a lungo termine sulla loro salute, probabilmente grazie ad un maggior riconoscimento del loro ruolo professionale.

In recent decades, internet gambling has seen strong growth and diffusion due to intrinsic characteristics that make it particularly attractive to players (accessibility, anonymity, variety of games). This paper aims to present the current state of knowledge of the risk and protective factors of online gambling. A literature search conducted in the PubMed, PsychInfo, and Scopus databases found 42 articles, which were included in the review. Methodological aspects and risk and protective factors were analysed cross-sectionally. The results concerning risk and protective factors were distinguished by the level of analysis: individual, relational, and contextual. Two types of comparisons were considered: online vs. offline gamblers and online nonproblematic vs. problematic gamblers. The results of the two comparisons were juxtaposed to analyse their consistency and the different associations with factors. In general, the review showed that risk factors and variables at the individual level are investigated to a greater extent, while protective factors at the relational and contextual level need more in-depth study in future research. More specifically, this review found that even if online and offline gamblers shared most risk and protective factors, there are variables that they would not have in common. These factors could be important to consider in preventive interventions aimed at online gamblers and online problematic gamblers.

Health and school achievement play a crucial role in the integration of migrant students. This study aims to conduct an umbrella review of the effectiveness of school-based strategies on the academic and health outcomes of migrant school-aged children and youth and to link these intervention typologies to the Health Promoting School (HPS) approach. The study was conducted according to the PRISMA statement. Twenty-one reviews were analyzed, and 18 strategies were identified and categorized according to the six components of the HPS whole-school approach: individual skills, the school physical environment, school social environment, school policies, health and social services, and community links. Strategies related to five of the six components were identified, demonstrating that the HPS approach is a fitting framework to address migrant students’ needs. Moreover, evidence about the effects on both health and learning was shown; however, the integration of these two areas should be further explored. Finally, significant conditions that enhance or hinder implementation are described. Multi-component interventions and stakeholder engagement improve intervention impacts, while the relevance of cultural adaptation needs to be clarified. These results contribute to understanding the complexity of the challenges faced by migrant students and of the effective school-based strategies to promote their health and learning.

BACKGROUND: Health behaviours in adolescence have a high impact on both current and future health. The literature claims a focus on social determinants and shows that these behaviours are associated. The concept of 'health lifestyles' should be considered to account for co-occurring health behaviours and determinants interactions. The aim of this study is to increase our understanding of adolescents' health lifestyles and to (i) cluster adolescents according to a comprehensive number of health behaviours and (ii) describe these groups according to sociodemographic characteristics, perceptions of life contexts (family, school, peers or neighbourhood) and perceived physical and psychosocial health conditions. METHODS: In Italy, 906 15-year-old students participated in the cross-national Health Behaviour of School-aged Children study. Clusters were identified by applying the KAMILA clustering method and compared using analysis of variance and chi-squared tests.Results: Four clusters were identified: 'substance consumers', 'media lovers', 'active students' and 'passive students'. Each cluster exhibited different characteristics related to health behaviours and social determinants. CONCLUSIONS: Interesting associations between health behaviours were identified, which showed the relevance of considering the adolescents' overall lifestyles. The description of each cluster permitted the identification of risks and protective factors, which may be important for designing effective health promotion activities.

The present study explores the concurrent contribution to sleep problems of individual-related, family-related, and school-related factors in adolescence. Gathering from the Italian 2018 Health Behavior in School-Aged Children (HBSC) data collection, we used hierarchical logistic regression on a sample of 3397 adolescents (51% females, Mage = 13.99, SD = 1.62) to explore the contribution to sleep problems of the individual (Model 1: alcohol use, smoking, screen time, physical activity), familial (Model 2: parental communication, parental support), and school-related (Model 3: peer support, schoolmates/students support, teacher support and school pressure) variables. 28.3 percent of adolescents reported having sleep difficulties. Overall, Model 3 significantly improved over Model 2 and Model 1. Data showed that increasing smoking (OR = 1.11; 95% CI: 1.03-1.20) and screen time (OR = 1.05; 95% CI: 1.02-1.08) were associated with sleep difficulties but not alcohol use and physical activity. Also, impaired communication with both parents and increasing parental support (OR = 0.84; 95% CI: 0.78-0.90) were associated with decreased odds of sleep problems. Finally, both increases in school pressure (OR = 1.40; 95% CI: 1.26-1.56) and lack of student support (OR = 1.25; 95% CI: 1.10-1.42) were associated with a higher likelihood of sleep problems, while peer support and teacher support were not.Conclusion: Our findings highlight the importance of an integrated approach to the study of sleep difficulties in adolescence that includes specific psychosocial contributors such as the quality of parental communication and perceived parental support and considers the quality of the day-to-day relationship with schoolmates and the school level of demands.