Invia questo articolo per email 
Invia un commento Identità, famiglia, relazioni fra gruppi e svantaggio socio-educativo come fattori di insuccesso scolastico. Uno studio trasversale in un gruppo di studenti siciliani di scuola media inferiore
Abstract
Identity, family, relationships between groups and socio-educational disadvantage. As factors of school failure. A cross-sectional study in a group of middle school students of the Sicilian hinterland
The paper that we propose is a research on the adolescent phase and, in particular, on relationships that adolescents develop in school context. The present research was structured according to a multidimensional prospective, influenced by personal variables such as identity development; social variables such as the relationship that student creates with family and school, and even, the parent-teacher relationship; and, economic-cultural variables such as the characteristics of socio-educational environment. In synthesis results indicate that students with low identity profile have difficulty in school adaptation and acceptance of one’s body; students with conflictual family relationships manifest reduced emotional maturity and family adaptation. Furthermore, the negative perception that parents have of their family roles and a low level of student’s emotional regulation are predictive of school discomfort. Through this research we wanted to explore the value and influence of the socio-educational and emotional context as an essential step in the knowledge about school maladjustment.
Keyword
Full Text
PDF - ARTICOLORiferimenti bibliografici
Ackard, D. M., Neumark-Sztainer D., Story M., & Perry, C. (2006). Parent-child connectedness and behavioral and emotional health among adolescents. American Journal of Preventive Medicine, 30 (1), 59-66.
Alderman H., Behrman J. R., Lavy V., & Menon R. (2001). Child Health and School Enrolment: A Longitudinal Analysis. Journal of Human Resources, 36(1), 185–205.
Allen, S., & Daly, K. (2007). The Effects of Father Involvement: An Updated Research Summary of the Evidence. [Online] Available: http://www.fira.ca/csm/documents/29/Effec (May, 2007).
Amenta, G. (2004). Gestire il disagio a scuola [Manage the discomfort at school]. Brescia: La Scuola. Italian.
Astone, N. M., & McLanahan, S. S. (1991). Family structure, parental practices and high school completion. American Sociological Review, 56, 309-320. doi: 10.1111/j.1741-3737.2000.00533.x
Astone, N. M. & McLanahan, S. S. (1994). Family structure, residential mobility, and school dropout: A research note. Demography, 31, 575-584.
Berndt, T. J. (1989). Obtaining support from friends during childhood and adolescence. In D. Belle (Ed.), Children’s social networks and social support (pp. 308-330). New York: Wiley
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York, NY: Basic Books.
Collins, W. A., & Laursen, B. (2004). Changing relationships, changing youth: Interpersonal contexts of adolescent development. Journal of early adolescence, 24(1), 55-62. doi: 10.1177/0272431603260882.
Collins, W. A., Haydon, K. C. & Hesemeyer, P. (2007). Relating relationships: Development expansion, and interrelations in relationship networks. International Journal of Behavioral Development, 31(6), 581-584.
Craparo, G., Gori A., Mazzola, E., Petruccelli, I., Pellerone, M., Rotondo, G. (2014). Posttraumatic stress symptoms, dissociation, and alexithymia in an Italian sample of flood victims. Neuropsychiatric disease and treatment, 10, 2281-2284. doi: 10.2147/NDT.S74317.
Crosnoe, R., Glen, H. & Elder, J. R. (2004). Family dynamics, supportive relationships, and educational resilience during adolescence. Journal of family issues, 25(5), 571-602. doi:10.1177/0192513X03258307.
Deepshikha, S., & Bhanot, S. (2011). Role of family environment on socio-emotional adjustment of adolescent girls in rural areas of Eastern Uttar Pradesh. Journal of Psychology, 2 (1), 53-56.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. Research Report RR433. [Online] Available: http://www.bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/Desforges.pdf (June, 2003).
Dishion, T. J., French, D. C., & Patterson, G. R. (1995). The development and ecology of antisocial behavior. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopatology, (Vol. 2). Risk, disorder, and adaptation (pp. 421-471). New York: John Wiley & Sons.
Dishion, T. J., Patterson, G. R., Stoolmiller, M. & Skinner, M. L. (1991). Family, school and behavioral antecedents to early adolescent involvement with antisocial peers. Developmental psychology, 27(1), 172-180. doi: http://dx.doi.org/10.1037/0012-1649.27.1.172
Eisenberg, N., & Fabes, R. (1998). Prosocial development. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (Vol. 3). Social, emotional, and personality development (pp.701-778). New York: Wiley.
Fazio, I. (2004). The family, honor and gender in Sicily: models and new research. Modern Italy, 9(2), 263-280. Retrieved from http://cges.umn.edu/docs/Fazio.The_Family_Honor_and_Gender_in_Sicily.pdf
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59 (2), 117-142. doi: 10.3102/00346543059002117.
Fosco, G. M, Stormshak E., Dishion T. J, & Winter, C. (2012). Family relationships and parental monitoring during middle school as predictors of early adolescent problem behavior. Journal of Clinical Child Adolescent Psychology, 41(2), 202–213. doi: 10.108/15374416.2012.651989.
Hoeve, M., Dubas, J. S., Eichelsheim, V. I., van der Laan, P. H., Smeenk, W., & Gerris, J. R. M. (2009). The relationship between parenting and delinquency: a meta-analysis. Journal of abnormal child psychology, 37(6), 749-75. doi: 10.1007/s10802-009-9310-8.
Gadsden, V., & Ray, A. (2003). Fathers’ role in children’s academic achievement and early literacy. ERIC Digest. [Online] Available: http://www.ericdigests.org/2004-3/role.html.
Goldschmidt, P., & Wang, J. (1999). When can schools affect dropout behavior? A longitudinal multilevel analysis. American Educational Research Journal, 36, 715-738.
Gray, K. L. (2011). Effects of parent-child attachment on social adjustment and friendship in young adulthood. [Online] Available: http://digitalcommons.calpoly. edu/cgi/viewcontent.cgi?article=1027&context=psycdsp (June, 2011).
Hafen, C. A., & Laursen, B. (2009). More problem and less support. Early adolescent adjustment forecast changes in perceived support from parents. Journal of family psychology, 23(2), 193-202. doi: 10.1037/a0015077
Hollingshead, A.B. (1975). Four factor index of social status. [Online] Available: http://psy6023.alliant.wikispaces.net/file/view/hollingshead+ses.pdf
Howard, K. S., Lefever, J. E., Borkowski, J. G., & Whitman, T. L. (2006). Fathers’ influence in the lives of children with adolescent mothers. Journal of Family Psychology, 20 (3), 468-476.
Iacolino, C., Pellerone, M., Ferraro, A.M., & Campanaro, S.C. (In press). Il disimpegno morale, l'orientamento valoriale e la percezione del fenomeno mafioso: uno studio condotto su un gruppo di adolescenti siciliani. Narrare i gruppi. Etnografia dell’interazione quotidiana. Prospettive cliniche e sociali.
Ladd, G.W., Kochenderfer, B. J., & Coleman, C. C. (1996), Friendship quality as a predictor of young childen’s early school adjustment. Child development, 67(3), 1103-1118.
Lee, S. Y. (2012). The mediating effect of self-esteem and learning attitude on the relationship between middle school students’ perceived parenting style and school life adjustment. International Journal of Social Sciences and Humanity Studies, 4(1), 389-398.
Licari, G. (2008). Vivere con gli altri nell’epoca post-moderna. Per un modello di convivenza interculturale. Narrare i gruppi. Etnografia dell’interazione quotidiana. Prospettive cliniche e sociali,3(3), 1-12.
Licari, G., & Giorgi, G. (2015). Conoscere il mondo per conoscere la propria cultura Narrare i gruppi. Etnografia dell’interazione quotidiana. Prospettive cliniche e sociali, 1(1), 10-16.
Lipschitz-Elhawi, R., & Itzhaky, H. (2005). Social support, mastery, self-esteem and individual adjustment among at-risk youth. Child and Youth Care Forum, 34 (5), 329-346.
Magnano, P., Ramaci, T., & Platania, S. (2014a). Self-efficacy in learning and scholastic success: implications for vocational guidance. Procedia-Social and Behavioural Sciences Journal, 116, 232-236. doi:10.1016/j.sbspro.2014.01.374
Magnano, P., Santisi, G., & Ramaci, T. (2014b). Does the metacognitive attitude predict work motivation in Italian teachers? Open Journal of Social Sciences, 2014, 2, 95-105. doi 10.436/jss.2014.212014
McNeal, R. B. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78 (1), 117-144. doi: 10.1093/sf/78.1.117
Milan, S., & Pinderhughes, E. E. (2006). Family Instability and Child Maladjustment Trajectories During Elementary School. J Abnorm Child Psychol, 34(1), 43-56. doi: 10.1007/s10802-005-9007-6.
Musetti, A., Pasini, C., Cattivelli, R. (2015). La quotidianità dell’incontro in classe: insegnamento e alterità. Narrare i gruppi Etnografia dell’interazione quotidiana Prospettive cliniche e sociali, 10(1), 62-70.
Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp.11-39). New York: Teachers College Press.
Pellerone M. (2013a). Identity status, coping strategy and decision making process among Italian university students. Procedia - Social and Behavioral Sciences, 106, 1399-1408. doi: 10.1016/j.sbspro.2013.12.156
Pellerone, M. (2013b). Time perception in children with developmental dyscalculia, Procedia - Social and Behavioral Sciences. 103, 1220-1227. doi 10.1016/j.sbspro.2013.10.450.
Pellerone, M. (2015). La fenomenologia della dispersione scolastica [The phenomenology of school dropout]. In M. Pellerone (Ed.), Rischio di dispersione scolastica e disagio socio-educativo. Strategie e strumenti di intervento in classe [School drop-out risk and socio-educational discomfort. Strategies and intervention tools in the classroom]. (pp. 17-28). Milano: Franco Angeli. Italian.
Pellerone, M., & Bellomo, M. (2015). Racial Identity and Disability: The Perception of the “Other” in a Group of Italian School Teachers. Procedia - Social and Behavioral Sciences, 197, 161-166. doi: 10.1016/j.sbspro.2015.07.075
Pellerone, M., Passanisi, A., & Bellomo, M. (2015) Identity development, intelligence structure and interests: Adolescents and the decision-making process. Journal of Psychology Research and Behavior Management. Dove Medical Press, 8, 239-249. doi: 10.2147/PRBM.S88631.
Pellerone M., Tolini, G., & Polopoli, C. (2016). Parenting, identity development, internalizing symptoms and alcohol use. A cross-sectional study in a group of Italian adolescents. Neuropsychiatric Disease and Treatment. Dove Medical Press.
Pong, S. L. & Ju, D. B. (2000). The effects of change in family structure and income on dropping out of middle and high school. Journal of Family Issues, 21 (2), 147. doi: 10.1177/019251300021002001
Rubin, K.W., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships and groups. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (5th ed, Vol. 3, pp.619-700). New York: Wiley.
Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107, 1-35.
Rumberger, R. W. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal. [Online] Available: http://www. jstor.org/stable/1163325
Rumberger, R. W., & Palardy G. (2005). Test scores, dropout rates, and transfer rates as alternative Indicators of high school performance. American Educational Research Journal, 42 (1), 3-42. doi: 10.3102/00028312042001003
Salvini, A. (2006). Note sul concetto psicologico d’identità. Narrare i gruppi. Prospettive cliniche e sociali, 1(1), 5-15.
Santisi, G., Magnano, P., Hichy, Z., & Ramaci, T. (2014). Metacognitive strategies and work motivation in teachers: an empirical study. Procedia – Social and Behavioural Sciences, 116, 1227-1331. doi: 10.1016/j.sbspro.2014.01.373
Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the Risk: Schools as Communities of Support. New York: Falmer Press.
Refback
- Non ci sono refbacks, per ora.
This work is licensed under a Creative Commons Attribution 3.0 License.
......................................................................................................................................................................................
Editore: Giuseppe Licari dal 2013 - piazza Lodi 4, 26100 Cremona
Rivista scientifica ISSN: 2281-8960 - registrata presso il Tribunale di Cremona: registro stampa n° 323/2013.