Elena Cattelino - Academia.edu (original) (raw)
Papers by Elena Cattelino
Sexuality Research and Social Policy, Dec 7, 2023
Frontiers in Education
Previous research highlighted the significant role of locus of control in predicting academic ach... more Previous research highlighted the significant role of locus of control in predicting academic achievement and dropout, emphasizing the need for reliable measures to identify factors that foster academic success. This study aimed to develop an academic locus of control (ALoC) measure. Participants were 432 Italian university students (69 males, 363 females) pursuing bachelor’s (N = 339) and master’s (N = 123) degrees in Italy. The ALoC scale resulted in two factors, internal (6 items) and external ALoC (12 items), which demonstrated satisfactory dimensionality and invariance across students’ gender and attending degree. Internal and external ALoC were, respectively, negatively, and positively associated with academic dropout. This study confirmed the importance of locus of control for academic achievement, suggesting that university programs should address students’ personal sense of failure while promoting a sense of mastery and responsibility for academic outcomes.
PubMed, Aug 1, 2023
Background: Academic satisfaction (AS) is a key marker of educational success at university. It i... more Background: Academic satisfaction (AS) is a key marker of educational success at university. It is therefore extremely important to investigate any factors that may enhance AS. Drawing on social cognitive theory, Lent's model of life satisfaction, and self-determination theory, the present study examined the roles of academic self-efficacy (ASE) and type of motivation for attending university in AS, while controlling for sex and course year. More specifically, the study investigated whether friendships at university moderated the relationship between AS and ASE, and between AS and the various kinds of motivation for going to university. Method: A survey was completed by 431 Italian university students. Five moderation regression analyses were run. Results: Having friends at university affected the relationship between amotivation and AS and between extrinsic motivation and AS: the more students were motivated or had low extrinsic motivation, the more satisfied they were, if they had a high number of friends at university. Conversely, if students lacked motivation or had high extrinsic motivation, they tended to be less satisfied, regardless of how many friends they had at university. Conclusions: A large number of friends at university maximizes and amplifies the effect of being self-determined on AS. We discuss the educational implications of these findings.
XXVI CONGRESSO AIP SEZIONE DI PSICOLOGIA DELLO SVILUPPO E DELL’EDUCAZIONE, 2013
Frontiers in Education
IntroductionAcademic satisfaction (AS) is considered by researchers and educators as a key variab... more IntroductionAcademic satisfaction (AS) is considered by researchers and educators as a key variable to explain both academic success and the main problems of university students. AS is a complex construct affected by a range of factors, both internal and external to the individual. The aim of this study was to analyze the influence of certain individual (motivation and self-regulated learning), social (relationships with other students and with the instructor) and organizational (course organization and class attendance mode) variables on AS during the Covid-19 emergency, when face-to-face learning was replaced with online learning environments.MethodsWe hypothesized a model in which AS would be directly influenced by the social and organizational variables, and indirectly influenced by the social, organizational, and individual variables via the mediation of perceived learning. The study sample comprised 104 students (83.7% female) with a mean age of 26.6 years (SD = 9.8), enrolled...
Psicología Educativa, 2021
Due to the high percentage of university dropouts in Europe, it is important to better understand... more Due to the high percentage of university dropouts in Europe, it is important to better understand which factors lead students to leave university prior to completion (Vossensteyn et al., 2015). With the Europe 2020 strategy, the European Committee seeks to promote academic success and increase the number of young people with a tertiary education (Vossensteyn et al., 2015). Italy has one of the lowest percentages of graduates in Europe, with only 27.8% of persons aged 30-34 years with a tertiary education (only Romania ranks worse, 24.6%). Italy is also among the European Union countries with more dropouts after Spain, Malta, and Romania (Eurostat, 2020; Istat, 2019). In recent years, the Italian university system has launched programs aimed at reducing university dropout rates (Belloc et al., 2010); however, scientific research is needed to support such programs, specifically by identifying students at high risk of dropping out, in order to inform the development of effective preventive and intervention measures to promote student retention. If in other countries attention to factors underlying academic success and failure has been accompanied by numerous studies in this area (e.g., Ballo et al., 2019; Fernández et al., 2017; Han et al., 2020), in the Italian context, research on university dropouts is scant (Clerici et al., 2015); despite this, in recent years, some studies have investigated factors that promote university retention. These studies have largely investigated the phenomenon of academic dropout and university success from sociological and economic perspectives
Sustainability
Early school leaving is a problem that, especially in adolescence, can lead to maladaptive develo... more Early school leaving is a problem that, especially in adolescence, can lead to maladaptive development. It is, therefore, essential provide quality, equitable, and inclusive education. Following the Positive Youth Development perspective, the aim of this study was to identify the possible strengths and resources of adolescents. Specifically, we analyzed three protective factors of school dropout intentions and academic aspirations: positivity, self-efficacy for self-regulated learning (SESRL), and school engagement. The participants in the present study were N = 260 ninth-grade students (M = 14.36, SD = 0.78, 204 boys) that were recruited in two Technical high schools in the center of Italy. There were two multiple hierarchical regression analyses that were carried out, considering academic aspirations and intentions to drop out of school as dependent variables. Hierarchical regression models highlighted that positivity, SESRL, and school engagement have significant and positive rol...
Homophobic bullying is bullying related to sexual orientation and gender identity. This study inv... more Homophobic bullying is bullying related to sexual orientation and gender identity. This study investigated the moderating role of the dark triad traits (i.e., psychopathy, narcissism, and Machiavellianism) in the relationship between being a victim of homophobic bullying and being in turn a perpetrator of homophobic bullying. Participants were 285 adolescents from 16 to 20 years old. Victimization and perpetration of homophobic bullying and the Dark Triad Traits were measured. The moderation effects of dark triad traits were tested using a hierarchical regression analysis. All interaction terms (i.e., victim*psychopathy, victim*narcissism, and victim*Machiavellianism) were significant. Being a victim of homophobic bullying was related to being a perpetrator of homophobic bullying only in the presence of high psychopathy and narcissism. Conversely, high Machiavellianism buffered the relationship between being a victim of homophobic bullying and being a perpetrator of homophobic bully...
Supplemental material, Appendix for Depressive Symptoms and Loneliness in Early Adolescence: The ... more Supplemental material, Appendix for Depressive Symptoms and Loneliness in Early Adolescence: The Role of Empathy and Emotional Self-Efficacy by Emanuela Calandri, Federica Graziano, Elena Cattelino and Silvia Testa in The Journal of Early Adolescence
RICERCHE DI PSICOLOGIA, 2017
Il consumo di alcolici comporta nella prima adolescenza molteplici rischi per la salute anche in ... more Il consumo di alcolici comporta nella prima adolescenza molteplici rischi per la salute anche in caso di assunzione moderata e occasionale e rischi ancora maggiori nel caso di assunzione eccessiva in un’unica occasione (binge drinking). I fattori che favoriscono o contrastano il bere in adolescenza sono molteplici, strettamente legati alle problematiche di sviluppo adolescenziali e di natura individuale e sociale. Il presente studio analizza il consumo di alcol (stimato in base al consumo di birra, bevanda alcolica piu diffusa nella popolazione giovanile dalla quale e stato estratto il campione studiato) nella prima adolescenza in rapporto a un complesso sistema di variabili, personali e sociali, al fine di individuare i principali correlati del consumo di birra e del binge drinking. Uno specifico questionario self-report e stato compilato anonimamente da 506 14-15enni di ambo i generi, residenti in Piemonte e Valle d’Aosta, da cui sono stati selezionati per lo studio 328 adolescenti (maschi 46%) consumatori di alcolici. Piu del 90% di questi ultimi ha bevuto birra negli ultimi due mesi, in misura maggiore maschi e quindicenni, mentre il 31% e incorso in almeno un episodio di binge drinking nello stesso periodo, senza differenze statisticamente significative legate al genere o all’eta. Il coinvolgimento in entrambi i comportamenti e principalmente legato a fattori sociali, quali il bere nei contesti amicali e il bere in presenza dei genitori. Fra i fattori personali, l’autoefficacia regolatoria e significativamente legata a un minore coinvolgimento. A fini di prevenzione, i risultati evidenziano l’importanza di agire in questa specifica fascia d’eta non solo a livello individuale e del gruppo dei pari, ma anche a livello familiare.
Journal of Applied Developmental Psychology, 2019
The study examines the mediational role of self-efficacy in school achievement and self-efficacy ... more The study examines the mediational role of self-efficacy in school achievement and self-efficacy in regulatory learning practice in the relationship between the severity of parental and school rules, and academic achievement during adolescence. School and family help adolescents develop self-efficacy in regulatory learning. Although self-regulation strategies play a central role in the individual's adaptive development, research on how these skills are acquired is scanty. Within the social cognitive theory, this study tested the mediation effects of self-efficacy in school achievement and self-efficacy in regulatory learning (T1) in the relationship between the severity of parental and school rules (T1) and school achievement (T2). Questionnaires were completed by 804 adolescents aged 14 to 19 years. A path analysis with multiple mediators supported the mediational effects. The model was robust across age, gender, and school type. Findings could help implement programs and interventions aimed at increasing educational success throughout the development of self-efficacy.
Relazioni con i coetanei in adolescenza: il contributo degli amici e del partner nella promozione... more Relazioni con i coetanei in adolescenza: il contributo degli amici e del partner nella promozione del benessere”. Età Evolutiva, 65, 102-111.
Sexuality Research and Social Policy, Dec 7, 2023
Frontiers in Education
Previous research highlighted the significant role of locus of control in predicting academic ach... more Previous research highlighted the significant role of locus of control in predicting academic achievement and dropout, emphasizing the need for reliable measures to identify factors that foster academic success. This study aimed to develop an academic locus of control (ALoC) measure. Participants were 432 Italian university students (69 males, 363 females) pursuing bachelor’s (N = 339) and master’s (N = 123) degrees in Italy. The ALoC scale resulted in two factors, internal (6 items) and external ALoC (12 items), which demonstrated satisfactory dimensionality and invariance across students’ gender and attending degree. Internal and external ALoC were, respectively, negatively, and positively associated with academic dropout. This study confirmed the importance of locus of control for academic achievement, suggesting that university programs should address students’ personal sense of failure while promoting a sense of mastery and responsibility for academic outcomes.
PubMed, Aug 1, 2023
Background: Academic satisfaction (AS) is a key marker of educational success at university. It i... more Background: Academic satisfaction (AS) is a key marker of educational success at university. It is therefore extremely important to investigate any factors that may enhance AS. Drawing on social cognitive theory, Lent's model of life satisfaction, and self-determination theory, the present study examined the roles of academic self-efficacy (ASE) and type of motivation for attending university in AS, while controlling for sex and course year. More specifically, the study investigated whether friendships at university moderated the relationship between AS and ASE, and between AS and the various kinds of motivation for going to university. Method: A survey was completed by 431 Italian university students. Five moderation regression analyses were run. Results: Having friends at university affected the relationship between amotivation and AS and between extrinsic motivation and AS: the more students were motivated or had low extrinsic motivation, the more satisfied they were, if they had a high number of friends at university. Conversely, if students lacked motivation or had high extrinsic motivation, they tended to be less satisfied, regardless of how many friends they had at university. Conclusions: A large number of friends at university maximizes and amplifies the effect of being self-determined on AS. We discuss the educational implications of these findings.
XXVI CONGRESSO AIP SEZIONE DI PSICOLOGIA DELLO SVILUPPO E DELL’EDUCAZIONE, 2013
Frontiers in Education
IntroductionAcademic satisfaction (AS) is considered by researchers and educators as a key variab... more IntroductionAcademic satisfaction (AS) is considered by researchers and educators as a key variable to explain both academic success and the main problems of university students. AS is a complex construct affected by a range of factors, both internal and external to the individual. The aim of this study was to analyze the influence of certain individual (motivation and self-regulated learning), social (relationships with other students and with the instructor) and organizational (course organization and class attendance mode) variables on AS during the Covid-19 emergency, when face-to-face learning was replaced with online learning environments.MethodsWe hypothesized a model in which AS would be directly influenced by the social and organizational variables, and indirectly influenced by the social, organizational, and individual variables via the mediation of perceived learning. The study sample comprised 104 students (83.7% female) with a mean age of 26.6 years (SD = 9.8), enrolled...
Psicología Educativa, 2021
Due to the high percentage of university dropouts in Europe, it is important to better understand... more Due to the high percentage of university dropouts in Europe, it is important to better understand which factors lead students to leave university prior to completion (Vossensteyn et al., 2015). With the Europe 2020 strategy, the European Committee seeks to promote academic success and increase the number of young people with a tertiary education (Vossensteyn et al., 2015). Italy has one of the lowest percentages of graduates in Europe, with only 27.8% of persons aged 30-34 years with a tertiary education (only Romania ranks worse, 24.6%). Italy is also among the European Union countries with more dropouts after Spain, Malta, and Romania (Eurostat, 2020; Istat, 2019). In recent years, the Italian university system has launched programs aimed at reducing university dropout rates (Belloc et al., 2010); however, scientific research is needed to support such programs, specifically by identifying students at high risk of dropping out, in order to inform the development of effective preventive and intervention measures to promote student retention. If in other countries attention to factors underlying academic success and failure has been accompanied by numerous studies in this area (e.g., Ballo et al., 2019; Fernández et al., 2017; Han et al., 2020), in the Italian context, research on university dropouts is scant (Clerici et al., 2015); despite this, in recent years, some studies have investigated factors that promote university retention. These studies have largely investigated the phenomenon of academic dropout and university success from sociological and economic perspectives
Sustainability
Early school leaving is a problem that, especially in adolescence, can lead to maladaptive develo... more Early school leaving is a problem that, especially in adolescence, can lead to maladaptive development. It is, therefore, essential provide quality, equitable, and inclusive education. Following the Positive Youth Development perspective, the aim of this study was to identify the possible strengths and resources of adolescents. Specifically, we analyzed three protective factors of school dropout intentions and academic aspirations: positivity, self-efficacy for self-regulated learning (SESRL), and school engagement. The participants in the present study were N = 260 ninth-grade students (M = 14.36, SD = 0.78, 204 boys) that were recruited in two Technical high schools in the center of Italy. There were two multiple hierarchical regression analyses that were carried out, considering academic aspirations and intentions to drop out of school as dependent variables. Hierarchical regression models highlighted that positivity, SESRL, and school engagement have significant and positive rol...
Homophobic bullying is bullying related to sexual orientation and gender identity. This study inv... more Homophobic bullying is bullying related to sexual orientation and gender identity. This study investigated the moderating role of the dark triad traits (i.e., psychopathy, narcissism, and Machiavellianism) in the relationship between being a victim of homophobic bullying and being in turn a perpetrator of homophobic bullying. Participants were 285 adolescents from 16 to 20 years old. Victimization and perpetration of homophobic bullying and the Dark Triad Traits were measured. The moderation effects of dark triad traits were tested using a hierarchical regression analysis. All interaction terms (i.e., victim*psychopathy, victim*narcissism, and victim*Machiavellianism) were significant. Being a victim of homophobic bullying was related to being a perpetrator of homophobic bullying only in the presence of high psychopathy and narcissism. Conversely, high Machiavellianism buffered the relationship between being a victim of homophobic bullying and being a perpetrator of homophobic bully...
Supplemental material, Appendix for Depressive Symptoms and Loneliness in Early Adolescence: The ... more Supplemental material, Appendix for Depressive Symptoms and Loneliness in Early Adolescence: The Role of Empathy and Emotional Self-Efficacy by Emanuela Calandri, Federica Graziano, Elena Cattelino and Silvia Testa in The Journal of Early Adolescence
RICERCHE DI PSICOLOGIA, 2017
Il consumo di alcolici comporta nella prima adolescenza molteplici rischi per la salute anche in ... more Il consumo di alcolici comporta nella prima adolescenza molteplici rischi per la salute anche in caso di assunzione moderata e occasionale e rischi ancora maggiori nel caso di assunzione eccessiva in un’unica occasione (binge drinking). I fattori che favoriscono o contrastano il bere in adolescenza sono molteplici, strettamente legati alle problematiche di sviluppo adolescenziali e di natura individuale e sociale. Il presente studio analizza il consumo di alcol (stimato in base al consumo di birra, bevanda alcolica piu diffusa nella popolazione giovanile dalla quale e stato estratto il campione studiato) nella prima adolescenza in rapporto a un complesso sistema di variabili, personali e sociali, al fine di individuare i principali correlati del consumo di birra e del binge drinking. Uno specifico questionario self-report e stato compilato anonimamente da 506 14-15enni di ambo i generi, residenti in Piemonte e Valle d’Aosta, da cui sono stati selezionati per lo studio 328 adolescenti (maschi 46%) consumatori di alcolici. Piu del 90% di questi ultimi ha bevuto birra negli ultimi due mesi, in misura maggiore maschi e quindicenni, mentre il 31% e incorso in almeno un episodio di binge drinking nello stesso periodo, senza differenze statisticamente significative legate al genere o all’eta. Il coinvolgimento in entrambi i comportamenti e principalmente legato a fattori sociali, quali il bere nei contesti amicali e il bere in presenza dei genitori. Fra i fattori personali, l’autoefficacia regolatoria e significativamente legata a un minore coinvolgimento. A fini di prevenzione, i risultati evidenziano l’importanza di agire in questa specifica fascia d’eta non solo a livello individuale e del gruppo dei pari, ma anche a livello familiare.
Journal of Applied Developmental Psychology, 2019
The study examines the mediational role of self-efficacy in school achievement and self-efficacy ... more The study examines the mediational role of self-efficacy in school achievement and self-efficacy in regulatory learning practice in the relationship between the severity of parental and school rules, and academic achievement during adolescence. School and family help adolescents develop self-efficacy in regulatory learning. Although self-regulation strategies play a central role in the individual's adaptive development, research on how these skills are acquired is scanty. Within the social cognitive theory, this study tested the mediation effects of self-efficacy in school achievement and self-efficacy in regulatory learning (T1) in the relationship between the severity of parental and school rules (T1) and school achievement (T2). Questionnaires were completed by 804 adolescents aged 14 to 19 years. A path analysis with multiple mediators supported the mediational effects. The model was robust across age, gender, and school type. Findings could help implement programs and interventions aimed at increasing educational success throughout the development of self-efficacy.
Relazioni con i coetanei in adolescenza: il contributo degli amici e del partner nella promozione... more Relazioni con i coetanei in adolescenza: il contributo degli amici e del partner nella promozione del benessere”. Età Evolutiva, 65, 102-111.