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Purpose: This study investigates the acoustic environment of children with cochlear implants (CIs) and the relationship between exposure to speech, in noise and in quiet, and the children's lexical production up to 1 year after CI activation, while controlling for the effect of early individual differences in receptive vocabulary growth. Method: Eighteen children with CIs were observed at 3, 6, and 12 months after CI activation. Children's spontaneous word production during interaction with their mothers (types and tokens) and their expressive and receptive vocabulary size were considered. The characteristics of the acoustic environments in terms of acoustic scenes (speech in noise or in quiet, quiet, noise, music, and other) and of loudness ranges were assessed using data logging of the children's devices. Results: Data analysis showed that both the number of tokens and the number of types produced 1 year after CI activation were affected by the children'sexposure to speech in quiet with a loudness range between 40 and 69 dB. Expressive vocabulary size and types were affected by the receptive vocabulary knowledge that the children achieved over the first 3 months after CI activation. Conclusions: Our data support the role of speech environment and individual differences in early comprehension on lexical production. The importance of exposure to speech with particular characteristics for the lexical development of children with CIs and the implications for clinical practice are discussed. [ABSTRACT FROM AUTHOR]

Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well‐being. We involved minority (n = 63) and majority (n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger, embarrassment, boredom, and hopelessness), emotion understanding, and emotion regulation. Factorial analyses supported the goodness of the structure of a questionnaire measuring the five achievement emotions in Italian and mathematics and its invariance across minority and majority students. Analyses of variance indicated that minority students felt more intense anger, embarrassment, and boredom for Italian and anxiety and embarrassment for mathematics. Path analyses revealed that emotion understanding and emotion regulation were significantly related to achievement emotions. Findings are discussed for their theoretical and applied relevance in promoting well‐being at school among minority and majority students. [ABSTRACT FROM AUTHOR]

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school. [ABSTRACT FROM AUTHOR]

Abstract: Notwithstanding the dramatically increasing frequency of acts of terrorism in Europe and the extent of their media coverage, there is lack of knowledge on people's affective reactions and associated emotion regulation strategies. We explored the affective impact on two cohorts of Italian students (n = 193) possibly exposed vicariously through the mass media to the 2015 Paris or the 2016 Brussels terrorist attacks, respectively. We accessed data from three online questionnaires: one on emotion regulation administered before each attack; one on daily affect administered just before and after each attack; and one on causes of weekly affect and life satisfaction administered at the end of the week in which each attack occurred. The attacks were perceived as relevant for influencing negative affect for 22% of the students. For them, suppression—less frequently used than reappraisal—was associated with an improvement of affect after each attack but negatively related to life satisfaction concerning the week in which the attacks occurred. Our data showed that the recent terrorist attacks occurring in Europe had an affective impact on people at some distance who were vicariously exposed and point to the protective role of emotion regulation as a key resource for individuals' well‐being. [ABSTRACT FROM AUTHOR]

The present work investigates students' representation of achievement emotions, focusing in context-specific situations in terms of settings and subject-domains, as a function of grade level. We involved 527 fourth-, seventh-, and eleventh-graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait-multimethod analyses indicated higher salience of subject-domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain-specificity. [ABSTRACT FROM AUTHOR]

Meta-analytic and traditional reviews on safety climate reveal theoretical and methodological safety climate issues still open. The main aim of this study is to propose a questionnaire which combines recent and different approaches to safety climate, trying to give a contribute about these issues. The present research led to the development of a new questionnaire to measure safety climate, suitable for blue-collar workers, and to the evaluation of its psychometric properties, and usefulness to measure safety climate in the industrial sector. Multilevel confirmatory factor analysis (MCFA) was used to properly evaluate the factor structure underlying the safety climate questionnaire composed of three scales: organizational safety climate scale, supervisor's safety climate scale and co-workers' safety climate scale. The clear distinction, made with the use of three different scales, among safety agents (organization, supervisor, co-workers), allows the assessment of workers' perceptions focused on each level, and allows to deeply explore, for instance, lateral relationships of supervisor's safety climate and co-workers' safety climate, analysing the interactions between the roles of these two safety agents. A two-level design was used, considering the individual level and the work-group level. Data collection involved 1,617 blue-collars from eight Italian manufacturing companies. The MCFA results demonstrated the importance to use proper analysis to study the factor structure of a multilevel construct as safety climate, and confirmed the theoretical structure of safety climate purposed from Griffin and colleagues, using not only psychological climate (i.e., the individual level), but also the group level safety climate. [ABSTRACT FROM AUTHOR]