Mirella Zanobini

Domain-specific Self-concept and Achievement Motivation in the Transition from Primary to Low Middle School

A longitudinal study was carried out to investigate changes in specific aspects of self-concept, motivation and school achievement, and to explore the influence of specific aspects of self-concept on other facets of the self-system after the transition from the fifth grade of primary school to the first year of lower middle school. Ninety-two pupils participated to the study. Each child was required to complete questionnaires to assess domain-specific self-concepts and motivational orientation. Results show areas of both stability and change in the transition from primary to lower middle school. A dynamic model explains relationships among domainspecific self-concepts, motivation and school grades: after the transition the role of competence self-concept increases in importance on influencing the other components of self-system.

Promoting Language and Executive Function in Educational Settings: The Drežančić Method

ABSTRACT Research Findings: This study aims to evaluate the efficacy of linguistic training based on the use of the Drežančić method in educational settings. It is hypothesized that characteristics of this method, based on the typical stages of linguistic and cognitive development, could influence both language competence and executive function (EF). A pretest–posttest treatment design with a control group was used to evaluate the efficacy of the method (preintervention baseline and posttraining after 6 months). A total of 41 children (ranging in age from 26 to 31 months) with a vocabulary size score lower than the 50th percentile were recruited to participate in the study and were assigned to 2 groups: an experimental group that received training or a control group that participated in normal day care center activities. The results revealed that the training had an effect: The experimental group produced a greater variety of words and more complete sentences; moreover, the linguistic training appeared to positively affect EF processes. Practice or Policy: The results highlight the efficacy of a training, applicable to educational contexts, for typically developing populations. Furthermore, the confirmation of a rich interaction between language and EF even at an early age has important implications for clinical work.

Phonological development in children with different lexical skills

This study aims to evaluate phonological competences and their correlations with lexical abilities in 2-year-old Italian-speaking children. Eighty-eight children (46 females) aged 25–32 months participated in the study. From the total sample, three subgroups of children with different lexical skills were extracted to identify phonological characteristics of low, typical and precocious talkers. The results provide a description of the children’s production in terms of consonant and correct consonant inventories; simplified and unintelligible words; and simplification processes. The percentage of unintelligible productions and the number of correct consonants show greater correlations with lexical competence. Children with low vocabulary differ significantly from the other two groups in the percentage of unintelligible words and in consonant inventories. Children with advanced vocabulary show significantly less simplification processes than the other two groups. In addition to describing phonological characteristics in a large sample of young Italian children, this study allows us to identify potential phonological markers of late linguistic development

Parental satisfaction with disabled children’s school inclusion in Italy

Abstract The principal aim of the present study is to examine the level of parental satisfaction with inclusive education for their children with disability attending Italian schools of any grade level. The survey involved 285 parents of pupils randomly selected from the population of students with disability certificates. On average, parents expressed a high level of satisfaction. Four principal components of parental satisfaction were extracted from the item scores of the questionnaire: inclusive educational practices; environment and special equipment; classmates’ and families’ acceptance; integration between education and rehabilitation activities. Various correlations were found between these aspects and both child-related and context-related variables. In particular, children’s emotional regulation abilities evaluated by teachers are involved in various dimensions of the parents’ satisfaction. On the other hand, satisfaction with the integration between the educational and rehabilitation activities showed a significant negative correlation with the fathers’ and mothers’ educational level. Lastly, parental satisfaction towards classmates’ and families’ acceptance appears to be the most critical aspect and tends to decrease in relation to school level, while it is positively linked with the number of hours the support teacher spends in class. Taken together, these results stimulate useful considerations to promote better practices in inclusive education.