The Soft Skills Self-evaluation Questionnaire (3SQ, 41 items) was validated using the responses of 1216 Italian students attending the fourth and the fifth grade of upper secondary school (Lucisano & ...du Mérac, 2019a), demonstrating good psychometric properties (du Mérac & De Santis, 2020; du Mérac, Livi, & Lucisano, 2020). The adaptation of the 3SQ (40 items) for 8th-grade students was validated in Rome using the responses of 507 students, confirming the factorial structure, sufficient independence, and a good internal consistency (Cronbach alpha between .75 and .92 and 52.23% of the total variance explained). Here, we present the criterion-related validity of the five scales of the adapted 3SQ: Self-confidence, Autonomy, Problem-solving, Cooperation, Empathy. During a PhD research project (Scippo, 2021), these dimensions were also measured in Rome with other instruments, using a sample of 403 8th grade students. The analysis of the data confirms good reliability of the five scales (between .79 and .92), shows good indices of the confirmatory factor analysis of all the scales (RMSEA = .05, SRMR = .08), and reveals significant correlations (between .38 and .68) between the scales of the adapted 3SQ and the other scales measuring the same dimensions. In conclusion, this concurrent validity check reinforces the validity of the adapted 3SQ construct and, consequently, its usefulness for both research and guidance.
The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: ...Selfefficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of Kurbegovic within its 30 items (Cronbach’s Alpha = .86) was conducted on a sample of 190 teachers who teach in primary schools in Rome. After removing 2 items that are cross loading, the exploratory factor analysis (Maximum likelihood method with Oblimin rotation) confirms a five-factor structure and shows a good construct validity and reliability. Current research reveals that the survey of teachers’ perspectives on refugee and immigrant populations is appropriately adapted to assess Italian primary school teachers’ views. This tool demonstrates its usefulness not only for research but also for pedagogical practice and can help to create an inclusive classroom environment that provide students with equal access to the curriculum and learning experiences.
Online education has become mandatory in all countries since the Covid-19 pandemic. In order to provide practical inspiration for schools to improve online learning and teaching efficacy, and ...satisfaction, we explored the distance learning experience of 427 upper secondary school students in Italy. Rather than focusing on the relevance of digital tools and abilities, as most e-learning studies do, we focused on the function and influence of the teacher-student relationship and how online learning affects that connection. The study’s findings revealed that even if the technology was the central focus of upgrading the educational system, the satisfaction for the Distal Learning education is heavily based on teachers’ ability to maintain a high-quality relationship. Indeed, the quality of the relationship is a far better predictor of student satisfaction, with online education satisfaction having substantially higher coefficients than technology satisfaction, even controlling for both teachers’ and students’ technological knowledge. We also found a significant moderating effect in the interaction between quality of the relationship and technology satisfaction, implying that when students are satisfied with the technology used in online education, a high-quality relationship with teachers can boost satisfaction.
The revised Educational Context Perception Questionnaire (ECPQ II) is used to assess six dimensions of the students’ classroom perception: cohesion, didactics, mutual appreciation, psychological ...insecurity with teachers and classmates and discrimination. Bronfenbrenner’s (1979) ecological theory served as a guide for the definition of the research process and the identification of dimensions to explore. The aim of the present study was to analyze the psychometric properties of the ECPQ II. The 26-item version of the ECPQ II was administered to a sample of 1079 students enrolled in upper-secondary schools (9th and 10th grades) in Rome. An Exploratory Factor Analysis (EFA) was applied and the factor model structure was tested for model fit using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) on two samples: the full and half random sample. The six-factor model showed a good fit to the data for both samples and had good reliability and factor score determinacy. The current research confirmed the factor structure of the measure and showed that the ECPQ II has supportive psychometric properties of validity and reliability.
O objetivo deste estudo é compreender eventuais relações entre perceções dos alunos, do Porto e de Roma, sobre contexto escolar e competências de lideranças dos alunos. O método é quantitativo ...integra indicadores relativos ao contexto escolar e às dimensões de Liderança Socialmente Responsável. A amostra é de 2521 alunos, 1434 do Porto e 1087 alunos de Roma. As relações entre as dimensões da liderança socialmente responsável e as dimensões da perceção do contexto educacional são muito significativas. Os instrumentos revelam uma forte consistência interna. Existem diferenças estatisticamente significativas entre as amostras do Porto e de Roma.
The purpose of this study is to understand the impact of the school environment compared to the Scouting environment on the leadership attitudes of adolescents. The ways in which the social context ...affects the development of leadership attitudes is of special importance in view of the guidelines issued by the OECD, UNESCO and European Union, which envision schools as places of social development. In order to examine the ways in which these different contexts affect leadership development, we used two instruments: the «Educational Context Perception Questionnaire» (ECPQ), for the analysis of the adolescents’ perception of their educational context, and the «Socially Responsible Leadership Scale» (SRLS), which measures the Individual, Group, and Social Values of the adolescents, to which we added a dimension of Leadership Capacities. The study was conducted on a judgment sample, consisting of 600 students and 231 Scouts enrolled in upper secondary school in Rome (9th and 10th grades). Path-analyses were conducted to test, for the students and the Scouts, the effects of the ECPQ dimensions on leadership attitudes and capacities and to determine the relationships between the leadership dimensions. Findings revealed different effects among students and Scouts, of the educational context perception on their leadership attitudes and capacities, an effect of the Individual Values on the Group Values and an effect of the Group Values on the Social Values and Leadership Capacities.
The revised Educational Context Perception Questionnaire (ECPQ II) (du Mérac, 2016 and 2017) is used to assess five dimensions of the students’ classroom perception: Mutual appreciation, ...Discrimination, Didactics, Cohesion and Participation. Bronfenbrenner’s (1979) ecological theory served as a guide for the definition of the research process and the identification of dimensions to explore. The aim of the present study was to analyze the psychometric properties of the ECPQ II intended for first-grade secondary schooling. The 26-item version of the ECPQ II was administered to a sample of 2029 students, enrolled in lower secondary schools (grades 6-8) in Rome. An Exploratory Factor Analysis (EFA) was applied and the factor model structure was tested for model fit using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The five-factor model showed a good fit to the data and had good reliability. The current research confirmed the factor structure of the measure and showed that the ECPQ II, adapted to assess the first-grade secondary schooling, has supportive psychometric properties of validity and reliability.
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