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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.

The COVID-19 pandemic has generated a widespread state of uncertainty and disorientation regarding daily practices and beliefs, creating multiple sense-making processes. The purpose of the study, which is part of a larger international research endeavour, is to explore the psycho-social perception of the risk associated with the spread of Covid-19 during the lockdown in Italy (March 9th to May 4th, 2020). 2125 online questionnaire were collected in Italy and analysed with a Cluster Analysis procedure by a hierarchical classification method. We explored differences and peculiarities of the perception and appreciation of the pandemic crisis, perceived risks and resources in terms of individual attitudes, communitarian bonds, politics, beliefs and trust. Four profiles have been identified that refer to different models for assessing the situation and perception of risk; these models operate as affective-cognitive systems of sense-making and interpretation of the events occurring during the lockdown. Main psycho-social implications are discussed.

To date few studies deepen the construct of meaning-making at the base on the resilience process for adolescent with multiple sclerosis. Starting from a mixed-method of analysis our aim is to fill the gap in the literature by qualitatively exploring the narrative articulation of meaning-making processes highlighting specificities and differences within groups of narratives with high/medium/low resilience measured through the CYRM-28. We collected 29 narratives. The qualitative analysis shows five meaning-making processes at the base of the resilience process: Dependence vs Autonomy; Reconstruction of the time lines; Integration of limits; Enlarging personal assumptive worldview; Connecting emotions and thought. Compared to narratives with low/high scores, differences were evident in the way such processes were articulated. We propose a framework of central issues in the lives of adolescents with multiple sclerosis and a way to determine how these issues can be useful for developing practices and trajectories to support resilient processes., Mediterranean Journal of Clinical Psychology, Vol 7, No 2 (2019)

In this study, we propose to analyse students’ drawings using the Semiotic Cultural Psychological Theory (SCPT), a socio-cultural psychological model that integrates semiotics with dynamic systems theory. According to the SCPT framework, students-generated drawings can be analysed in terms of generalised meanings, i.e., implicit assumptions about the represented content. We applied SCPT to identify a set of generalised meanings about seasonal changes and to investigate whether they depend on students’ grade level. We used a draw-and-explain task to collect drawings and written explanations about seasonal changes produced by 495 Italian 8th grade (N = 196) and 9th grade (N = 299) students. The analysis was based on Multiple Correspondence Analysis and Cluster Analysis. Five generalised meanings about seasonal changes were identified: 1) Climate; 2) Static Earth – Sun; 3) Moving Earth – Sun; 4) Rays – Earth; 5) Moving Earth–Orbit– Sun. The emerging generalised meanings were significantly associated with students’ written explanations and grade level. Moreover, generalised meanings were informed by the cultural conventions adopted in textbook representations about seasonal changes. Findings suggest that the SCPT framework can be productively used to analyse students-generated drawings about natural phenomena and to detect specific features of textbook representations that can impair the development of appropriate scientific knowledge.

When people receive a diagnosis of chronic or non-communicable disease, they need to reorganize their lives to understand and accommodate the changes associated with the new health condition. This reorganization, which involves the activation of a process through which meaning is given to the illness, could be fostered by narrative methods also in the context of Primary Care. The Sense of Grip on Disease (SoGoD) model intends to focus on the role of sense-meaning-making processes in the psychological adjustment to non-communicable illness, emphasizing the patients’ role in managing their own health condition. In this study, the authors propose a mixed-method research method which implies the adaptation of the narrative interview on the Sense of Grip on Disease. The interview was administered to 31 adults suffering from non-communicable diseases and has been analyzed with a theory-driven approach, which aims to explore the modalities of five narrative functions: organization of temporality, integration of illness, expression of emotions, social sharing and orientation to action. Through a Multiple Correspondence Analysis and a Cluster Analysis, the authors have identified two different ‘Grip Profiles’, called “Dynamic Profile” and “Compliant Profile”, representative of different degrees of flexibility, integration and adjustment to disease.

The purpose of this study was to analyse Italian high school and university students’ attitudes towards physics using the Semiotic Cultural Psychological Theory (SCPT). In the SCPT framework, attitudes represent how individuals interpret their experience through the mediation ofgeneralized meaningwith which they are identified. A view-of-physics questionnaire was used as an instrument to collect data with 1603 high school and university students. Data were analysed through multiple correspondence analysis and cluster analysis. We identified fourgeneralized meaningsof physics: (a) interesting and important for society; (b) a quite interesting, but badly taught subject at school and not completely useful for society; (c) difficult to study and irrelevant for society; and (d) a fascinating and protective niche from society. The identified generalized meanings are significantly correlated to the choice to study physics at undergraduate level and to the choice of attending physics-related activities in high school. Implications for research are discussed.

Background Hereditary angioedema with C1-inhibitor deficiency (C1-INH-HAE) is characterized by recurrent edema of unpredictable frequency and severity. Stress, anxiety, and low mood are among the triggering factors most frequently reported. Impaired regulation and processing of emotions, also known as alexithymia, may influence outcomes. The aim of this study was to confirm the presence of alexithymia and stress in children with C1-INH-HAE, to determine whether they are also present in children affected by other chronic diseases, and to investigate their relationship with C1-INH-HAE severity. Data from children with C1-INH-HAE (n = 28) from four reference centers in Italy were compared with data from children with type 1 diabetes (T1D; n = 23) and rheumatoid arthritis (RA; n = 25). Alexithymia was assessed using the Alexithymia Questionnaire for Children scale; perceived stress was assessed using the Coddington Life Event Scale for Children (CLES-C). Results Mean age (standard deviation [SD]) in the C1-INH-HAE, T1D, and RA groups was 11.8 (3.3), 11.7 (2.9), and 11.1 (2.6) years, respectively. Mean C1-INH-HAE severity score was 5.9 (2.1), indicating moderate disease. Alexithymia scores were similar among disease groups and suggestive of difficulties in identifying and describing emotions; CLES-C scores tended to be worse in C1-INH-HAE children. C1-INH-HAE severity was found to correlate significantly and positively with alexithymia (p = 0.046), but not with perceived stress. Alexithymia correlated positively with perceived stress. Conclusions Alexithymia is common in children with chronic diseases. In C1-INH-HAE, it may result in increased perceived stress and act as a trigger of edema attacks. Comprehensive management of C1-INH-HAE children should consider psychological factors. Electronic supplementary material The online version of this article (10.1186/s13023-018-0871-x) contains supplementary material, which is available to authorized users.