Chiara Meneghetti
Dados Biográficos
| ID | 2745875 |
|---|---|
| NOME | Chiara Meneghetti |
| PRENOMES | Chiara |
| SOBRENOME | Meneghetti |
| ASSINATURA | MENEGHETTI C |
| AFILIAÇÕES | University of Padua |
| ORCID | 0000-0002-1838-7958 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Social, Emotional, and Behavioral Skills of Students With Specific Learning Disabilities
Social, emotional, and behavioral (SEB) skills have been found to predict academic and non-academic outcomes; however, students with specific learning disabilities (SLDs) may show weaker SEB profiles and SEB may not translate into better grades for this population of students. In 5,075 high school students, including 243 reporting an SLD diagnosis, we compared social engagement, self-management, innovation, emotional resilience, and cooperation s…
Use and Coherence of Study Skills and Learning-Strategy Knowledge in Typically Developing Children and Children With Specific Learning Disabilities
Difficulties with study skills are often reported in children with specific learning disabilities (SLDs), yet few studies have examined how strategy use relates to learning outcomes. This study investigated the perceived utility, actual use, and coherence of study strategies in 89 students with and 809 without SLD in Grades 3–8. The students completed strategy questionnaires and performed two study tasks; their teachers provided achievement ratin…
Mental representation derived from path descriptions
Learning route descriptions are associated with the formation of spatial mental models. Recent findings have highlighted that emotional landmarks enhance path learning and that natural elements promote positive emotions and cognitive performance. This preregistered study investigates the impact of natural-based landmarks, compared to artificial and function-based ones, in route descriptions on emotional state and spatial recall as well as the con…
University Students With Specific Learning Disabilities
Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outco…
Validity of a very short measure of character strengths
Character strengths are recognized as 24 key personal resources for individual and societal well-being. Their applicability to time-constrained settings (e.g., organizations, counseling services) may be limited by the length of the currently available assessment tools. To address this issue, we developed and tested a very brief measure of character strengths, with only two items per character strength. To do this, in Study 1 (N = 16,722) we first…
Visuospatial working memory and (free and cued) recall of survey knowledge after environment navigation
Ready for What's Next? The Associations Between Social, Emotional, and Behavioral Skills and Career Adaptability in High School Students
INTRODUCTION: Transitioning from school to higher education or work is a pivotal moment in a student's life, requiring life-changing decisions. During this period, students who have acquired a wide range of Social, Emotional, and Behavioral (SEB) skills may feel more confident regarding their capacity to adapt positively to future challenges and difficulties. Our study aimed to test whether five SEB skills domains (self-management, innovation, so…
Adolescent road safety
Our results extend previous findings, showing that ADHD puts adolescent pedestrians at greater risk in the road context, despite manifesting also potential positive behaviors
The role of social, emotional, and behavioral skills for nature connectedness, action competence, and proenvironmental behaviors in adolescence
Following indications from international organizations, this study tests the associations between the five domains of social, emotional, and behavioral (SEB) skills (self-management, innovation, social engagement, cooperation, and emotional resilience) and two key antecedents of proenvironmental behavior, namely nature connectedness and self-perceived action competence for sustainability, in a sample of 702 students aged between 12 and 20 years (…
Soft skills in high schools
Differences in wayfinding inclinations among women and men
Women report different levels of wayfinding inclinations than men. This study is an exploration of whether individual factors such as personality traits and affect can provide insights into the gender differences observed in wayfinding inclinations, such as in the attitudes toward exploring and spatial anxiety. The study involved 454 adults (271 women) who completed questionnaires on personality traits, affective state, attitudes toward exploring…
The Italian Behavioral, Emotional, and Social Skills Inventory (Bessi-I)
The importance of social, emotional, and behavioral (SEB) skills is recognized worldwide, but their measurement has always been a challenge. The BESSI measures 32 SEB skills, divided into five domains (social engagement, cooperation, self-management, emotional resilience, and innovation), but its validity must be expanded to new languages and contexts. Across two studies (N1 = 990, N2= 824) we developed the Italian version of the BESSI, provided …
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships betwee…
Soft Skills and Study-Related Factors
Numerous noncognitive factors have been shown to influence students’ academic and nonacademic outcomes, yet few studies have contemporarily studied these factors to understand their specific roles. The present study tested a model in which five soft skills (i.e., epistemic curiosity, creativity, critical thinking, perseverance, and social awareness) were conceived as personal qualities that influence achievement and general distress through the m…
Is Good Character All that Counts? A Comparison Between the Predictive Role of Specific Strengths and a General Factor of “Good Character” Using a Bifactor Model
Character strengths have been found to consistently predict many positive psychological outcomes, such as well-being, life satisfaction, and mental health, but research on the topic is still at its infancy and some methodological limitations must be overcome to better understand what character strengths are and what is their role. One main issue concerns the structure of character strengths and virtues, which may undermine the credibility and rep…
An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions
The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and…
Adaptability favors positive academic responses and posttraumatic growth under Covid-19
Psychological impacts of intervention to improve a therapeutic garden for older adults with dementia
These results support the benefits of exposure to nature for PwD, and underscore the importance of considering users' profiles to optimize their use of a TG
Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning
BackgroundAdaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning.AimsThis study aims to address this gap by examining (i) the direct relations between adaptability and achievement emotions, self-regulated learning strategies and academic self…
The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under Covid-19
Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distre…
Character strengths sustain mental health and post-traumatic growth during the Covid-19 pandemic. A longitudinal analysis
OBJECTIVE: The COVID-19 pandemic has brought negative and positive changes in the general population, with some people experiencing post-traumatic growth after the first wave. Little research has focused, however, on personal factors potentially helping individuals cope with COVID-related difficulties. This study investigates the relations between character strengths, mental health, and post-traumatic growth. DESIGN: Longitudinal (T1: April 2020;…
Do Strengths Converge into Virtues? An Item-, Virtue-, and Scale-Level Analysis of the Italian Values in Action Inventory of Strengths-120
The Values in Action Inventory of Strengths (VIA-IS) is a widely-used measure for character. Its factorial structure is still debated, however, and previous validation studies usually failed to examine the unidimensionality of the single character strengths. In addition, no studies to date have examined its Italian version. We validated the structure of the Italian short form of the VIA-IS in a sample of 16722 participants. Using confirmatory fac…
Orientation Experiences and Navigation Aid Use
Spatial orientation is essential for daily life, but it deteriorates with aging. The present study was aimed at investigating age changes across the adult lifespan in the self-reported use of navigation aids and everyday orientation experiences, as well as investigating to what extent these are related to visuospatial working memory (VSWM) and self-reported wayfinding inclinations. A sample of 456 people aged 25-84 years rated how much they use n…
“Andrà tutto bene”
The Covid-19 pandemic obliged people around the world to stay home and self-isolate, with a number of negative psychological consequences. This study focuses on the protective role of character strengths in sustaining mental health and self-efficacy during lockdown. Data were collected from 944 Italian respondents (mean age = 37.24 years, SD = 14.50) by means of an online survey investigating character strengths, psychological distress and Covid-…
What Can Affect Competition Anxiety in Athletes? The Role of Self-Compassion and Repetitive Negative Thinking
Identifying the correlates of competition anxiety is fundamental to athletes' well-being and performance. Self-compassion is gaining attention in sport psychology because of its associations with positive outcomes, while repetitive negative thinking (i.e. worry and rumination) is associated with negative conditions, such as anxiety. Building on previous evidence in the general population of associations between self-compassion, repetitive negativ…
Spatial abilities across the adult life span
The study investigates age-related effects across the adult life span on spatial abilities (testing subabilities based on a distinction between spatial visualization, mental rotation, and perspective taking) and spatial self-assessments. The sample consisted of 454 participants (223 women and 231 men) from 20 to 91 years of age. Results showed nonlinear age-related effects for spatial visualization and perspective taking but linear effects for me…
Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning
BackgroundAdaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning.AimsThis study aims to address this gap by examining (i) the direct relations between adaptability and achievement emotions, self-regulated learning strategies and academic self…
Working memory involvement in spatial text processing
The study investigates the relationships between working memory (WM), amount of learning, and strategies used in spatial description. WM involvement and strategies reported were assumed to change, depending on whether the text learning was extensive or limited. Two experiments were carried out using dual-task paradigm: participants listened to spatial text three times and concurrently one group performed a spatial concurrent task, one group a ver…
Spatial abilities across the adult life span
The study investigates age-related effects across the adult life span on spatial abilities (testing subabilities based on a distinction between spatial visualization, mental rotation, and perspective taking) and spatial self-assessments. The sample consisted of 454 participants (223 women and 231 men) from 20 to 91 years of age. Results showed nonlinear age-related effects for spatial visualization and perspective taking but linear effects for me…
Spatial mental representations derived from spatial descriptions
The aim of this research was to investigate how spatial self‐assessments and spatial cognitive abilities jointly influence the construction of mental representations derived from spatial descriptions. Two studies were conducted using the path models approach to test to what extent spatial self‐assessments (Study 1, 194 participants) and the combination of the latter with spatial abilities (Study 2, 206 participants) can be modelled to predict mem…
Environment learning using descriptions or navigation
This study examined age‐related differences between young and older adults in the involvement of verbal and visuo‐spatial components of working memory ( WM ) when paths are learned from verbal and visuo‐spatial inputs. A sample of 60 young adults (20–30 years old) and 58 older adults (60–75 years old) learned two paths from the person's point of view, one displayed in the form of a video showing the path, the other presenting the path in a verbal…
The role of visual and spatial working memory in forming mental models derived from survey and route descriptions
This study examines the involvement of spatial and visual working memory ( WM ) in the construction of flexible spatial models derived from survey and route descriptions. Sixty young adults listened to environment descriptions, 30 from a survey perspective and the other 30 from a route perspective, while they performed spatial (spatial tapping [ ST ]) and visual (dynamic visual noise [ DVN ]) secondary tasks – believed to overload the spatial and…
Monitoring the Own Spatial Thinking in Second Grade of Primary Education in a Spanish School
Previous studies on metacognitive performance have explored children’s abilities during primary school (7–11 years) in abstract and mathematical reasoning tasks. However, there have been no studies evaluating the metamemory processes with spatial tasks in primary school children, and even more generally, only a few studies have explored spatial metacognition in adults. Taking as a preliminary study a Spanish school, the present work explores the …
The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan
Visuo‐spatial abilities have an important role in environment learning. The aim of the present study was to explore whether these abilities relate to spatial recall after learning an environment from a map or a video, and irrespective of the learner's age (from youth to old age). The study involved 431 participants from 25 to 84 years old, who were assessed for their visuo‐spatial working memory, object‐based mental rotation, and perspective‐taki…
The orientation of young and older adults' mental representations of their home town with familiar and new landmarks
Familiarity with an environment produces refined mental representations in adults of all ages, but it is not clear whether these representations tend to have a north-up orientation and whether familiarity facilitates the learning of new spatial information, especially in ageing. Thirty-two young and 32 older adults studied a map of their home town that included familiar and new fictitious landmarks, then performed pointing tasks, some aligned wit…
“Andrà tutto bene”
The Covid-19 pandemic obliged people around the world to stay home and self-isolate, with a number of negative psychological consequences. This study focuses on the protective role of character strengths in sustaining mental health and self-efficacy during lockdown. Data were collected from 944 Italian respondents (mean age = 37.24 years, SD = 14.50) by means of an online survey investigating character strengths, psychological distress and Covid-…
What Can Affect Competition Anxiety in Athletes? The Role of Self-Compassion and Repetitive Negative Thinking
Identifying the correlates of competition anxiety is fundamental to athletes' well-being and performance. Self-compassion is gaining attention in sport psychology because of its associations with positive outcomes, while repetitive negative thinking (i.e. worry and rumination) is associated with negative conditions, such as anxiety. Building on previous evidence in the general population of associations between self-compassion, repetitive negativ…
The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under Covid-19
Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distre…
Character strengths sustain mental health and post-traumatic growth during the Covid-19 pandemic. A longitudinal analysis
OBJECTIVE: The COVID-19 pandemic has brought negative and positive changes in the general population, with some people experiencing post-traumatic growth after the first wave. Little research has focused, however, on personal factors potentially helping individuals cope with COVID-related difficulties. This study investigates the relations between character strengths, mental health, and post-traumatic growth. DESIGN: Longitudinal (T1: April 2020;…
Do Strengths Converge into Virtues? An Item-, Virtue-, and Scale-Level Analysis of the Italian Values in Action Inventory of Strengths-120
The Values in Action Inventory of Strengths (VIA-IS) is a widely-used measure for character. Its factorial structure is still debated, however, and previous validation studies usually failed to examine the unidimensionality of the single character strengths. In addition, no studies to date have examined its Italian version. We validated the structure of the Italian short form of the VIA-IS in a sample of 16722 participants. Using confirmatory fac…
Orientation Experiences and Navigation Aid Use
Spatial orientation is essential for daily life, but it deteriorates with aging. The present study was aimed at investigating age changes across the adult lifespan in the self-reported use of navigation aids and everyday orientation experiences, as well as investigating to what extent these are related to visuospatial working memory (VSWM) and self-reported wayfinding inclinations. A sample of 456 people aged 25-84 years rated how much they use n…
Soft Skills and Study-Related Factors
Numerous noncognitive factors have been shown to influence students’ academic and nonacademic outcomes, yet few studies have contemporarily studied these factors to understand their specific roles. The present study tested a model in which five soft skills (i.e., epistemic curiosity, creativity, critical thinking, perseverance, and social awareness) were conceived as personal qualities that influence achievement and general distress through the m…
Is Good Character All that Counts? A Comparison Between the Predictive Role of Specific Strengths and a General Factor of “Good Character” Using a Bifactor Model
Character strengths have been found to consistently predict many positive psychological outcomes, such as well-being, life satisfaction, and mental health, but research on the topic is still at its infancy and some methodological limitations must be overcome to better understand what character strengths are and what is their role. One main issue concerns the structure of character strengths and virtues, which may undermine the credibility and rep…
An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions
The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and…
Adaptability favors positive academic responses and posttraumatic growth under Covid-19
Psychological impacts of intervention to improve a therapeutic garden for older adults with dementia
These results support the benefits of exposure to nature for PwD, and underscore the importance of considering users' profiles to optimize their use of a TG
Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning
BackgroundAdaptability regulates individuals' cognitive, behavioural and emotional responses to new, unexpected and uncertain situations, but to date no study has analysed whether adaptability contemporarily favours cognitive, behavioural and emotional aspects of learning.AimsThis study aims to address this gap by examining (i) the direct relations between adaptability and achievement emotions, self-regulated learning strategies and academic self…
Differences in wayfinding inclinations among women and men
Women report different levels of wayfinding inclinations than men. This study is an exploration of whether individual factors such as personality traits and affect can provide insights into the gender differences observed in wayfinding inclinations, such as in the attitudes toward exploring and spatial anxiety. The study involved 454 adults (271 women) who completed questionnaires on personality traits, affective state, attitudes toward exploring…
The Italian Behavioral, Emotional, and Social Skills Inventory (Bessi-I)
The importance of social, emotional, and behavioral (SEB) skills is recognized worldwide, but their measurement has always been a challenge. The BESSI measures 32 SEB skills, divided into five domains (social engagement, cooperation, self-management, emotional resilience, and innovation), but its validity must be expanded to new languages and contexts. Across two studies (N1 = 990, N2= 824) we developed the Italian version of the BESSI, provided …
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships betwee…
Visuospatial working memory and (free and cued) recall of survey knowledge after environment navigation
Ready for What's Next? The Associations Between Social, Emotional, and Behavioral Skills and Career Adaptability in High School Students
INTRODUCTION: Transitioning from school to higher education or work is a pivotal moment in a student's life, requiring life-changing decisions. During this period, students who have acquired a wide range of Social, Emotional, and Behavioral (SEB) skills may feel more confident regarding their capacity to adapt positively to future challenges and difficulties. Our study aimed to test whether five SEB skills domains (self-management, innovation, so…
Psychology (27 obras) · Developmental psychology (19 obras) · Cognition (14 obras) · Social Psychology (14 obras) · Spatial Cognition and Navigation (12 obras) · Academic achievement (9 obras) · Cognitive psychology (9 obras) · Resilience and Mental Health (9 obras) · Working memory (9 obras) · Clinical Psychology (8 obras)