Sandra Pellizzoni
Datos Biográficos
| ID | 2746246 |
|---|---|
| NOMBRE | Sandra Pellizzoni |
| NOMBRES | Sandra |
| APELLIDO | Pellizzoni |
| FIRMA | PELLIZZONI S |
| AFILIACIONES | University of Trieste |
| ORCID | 0000-0002-4424-0925 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Creative potential as a bridge between mathematics and the real-life
Word problem-solving is a critical yet challenging mathematical skill for primary school children. This study examined the role of domain-general and mathematical creative potential in word problem-solving while accounting for fluid intelligence, problem representation, and computation skills. Additionally, it explored whether creative potential’s influence varied across problem types. A total of 310 fourth and fifth graders were assessed on doma…
Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies
Self-regulated learning and affective-motivational factors are increasingly recognized as key determinants of academic success but remain understudied in university students with specific learning difficulties (SLDs). The aim of the present study was to compare how students with and without SLDs differ across these factors and to test whether group differences vary as a function of time since enrollment in a sample of 392 university students. Res…
Comparing cognitive and emotional-motivational interventions to enhance word problem-solving skills in primary school
Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first targets the cognitive components (CCs) of problem-s…
Attentional bias and math avoidance
Stimuli perceived as threatening subtly influence how individuals orient their attention, a phenomenon labelled as attentional bias. According to literature, individuals with negatives attitudes toward math would exhibit attentional bias when presented with math-related stimuli. However, attentional bias and its relationships with math anxiety, math self-efficacy, and math skills are understudied, particularly when considering developmental sampl…
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers
The interplay between pointing gestures and executive functions in early numeracy development
The role of fingers in early numerical learning has been extensively investigated, primarily focusing on how children use their fingers to represent quantities while solving arithmetic problems. However, less attention has been paid to the use of pointing gestures (i.e., the strategy of using fingers to mark or point to elements within a set during counting) among preschoolers, evaluating its interplay with domain-general cognitive precursors and…
Improving math self-efficacy and math self-concept in middle school
Math self-competence beliefs, namely, math self-efficacy and math self-concept, are crucial factors in sustaining math learning. Since there is a lack of literature on interventions targeting math self-competence beliefs in middle school students, the aim of this systematic review is to provide a narrative synthesis of the characteristics of interventions focusing on math self-efficacy and math self-concept in middle school students, and to descr…
The relationship between executive functions and early numerical skills
Numerical abilities are crucial in numerate societies, which is why it is important to observe their development early in childhood. The aim of the present study was to investigate the interplay between domain-general (i.e., executive functions) and domain-specific precursors in predicting the development of cardinality understanding in early preschool. In this context, we also examined children’s finger use in pointing and touching behaviors, an…
I can do math!”
INTRODUCTION: Self-regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math-related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math-related motivational factors (math perseverance, math self-efficacy, math utility value, STEM vocational interest and theory of intelligence)…
Theory of Mind in Preadolescents
Studies on theory of mind (ToM) have traditionally focused on preschool age, neglecting preadolescence and adolescence. However, ToM skills are equally fundamental in these age groups given the continued development of mental abilities and their link to social success. The aim of this study is to measure any changes in ToM skills in a group of middle school students who participated in three intervention sessions that followed a conversational ap…
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
The relationship betweens math anxiety and arithmetic reasoning
The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 33…
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
Pre- And Postnatal Modifications in Parental Mental Representations in Three Cases of Fetal Gastroschisis Diagnosed During Pregnancy
The aim of this study was to identify possible effects of gastroschisis on parents’ intrapsychic dynamics by applying an observational clinical approach. More specifically, we intend to (a) evaluate the representational style of parents informed about the diagnosis of fetal gastroschisis during pregnancy using the Interview of Maternal Representations During Pregnancy and the Interview of Paternal Representations During Pregnancy (M. Ammaniti, C.…
Should More Be Saved? Diversity in Utilitarian Moral Judgment
In three experiments involving 104 children and 86 adults we investigated the extent to which harm brought about by physical contact is judged to be worse than harm caused by impersonal, no-contact actions. In Experiment 1, Italian monolingual children aged 4 to 6 were asked to indicate whether they would prioritize saving five persons through contact over saving three persons without contact with both courses of action involving harm to a single…
Foreknowledge, caring, and the side-effect effect in young children
Children and adults often judge that the side effects of the actions of an uncaring story agent have been intentional if the effects are harmful but not if these are beneficial, creating an asymmetrical "side-effect" effect. The authors report 3 experiments involving 4- and 5-year-olds (N = 188) designed to clarify the role of foreknowledge and caring in judgments of intentionality. Many children showed the side-effect effect even if agents were …
Foreknowledge, caring, and the side-effect effect in young children
Children and adults often judge that the side effects of the actions of an uncaring story agent have been intentional if the effects are harmful but not if these are beneficial, creating an asymmetrical "side-effect" effect. The authors report 3 experiments involving 4- and 5-year-olds (N = 188) designed to clarify the role of foreknowledge and caring in judgments of intentionality. Many children showed the side-effect effect even if agents were …
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
Foreknowledge, caring, and the side-effect effect in young children
Children and adults often judge that the side effects of the actions of an uncaring story agent have been intentional if the effects are harmful but not if these are beneficial, creating an asymmetrical "side-effect" effect. The authors report 3 experiments involving 4- and 5-year-olds (N = 188) designed to clarify the role of foreknowledge and caring in judgments of intentionality. Many children showed the side-effect effect even if agents were …
Should More Be Saved? Diversity in Utilitarian Moral Judgment
In three experiments involving 104 children and 86 adults we investigated the extent to which harm brought about by physical contact is judged to be worse than harm caused by impersonal, no-contact actions. In Experiment 1, Italian monolingual children aged 4 to 6 were asked to indicate whether they would prioritize saving five persons through contact over saving three persons without contact with both courses of action involving harm to a single…
Pre- And Postnatal Modifications in Parental Mental Representations in Three Cases of Fetal Gastroschisis Diagnosed During Pregnancy
The aim of this study was to identify possible effects of gastroschisis on parents’ intrapsychic dynamics by applying an observational clinical approach. More specifically, we intend to (a) evaluate the representational style of parents informed about the diagnosis of fetal gastroschisis during pregnancy using the Interview of Maternal Representations During Pregnancy and the Interview of Paternal Representations During Pregnancy (M. Ammaniti, C.…
The relationship betweens math anxiety and arithmetic reasoning
The complex interplay between cognitive and emotional factors at the base of maths achievement started to be evaluated and quantified in the last few years. Only a few studies, anyway, examine at the same time, the role of working memory (visuospatial and verbal subsystem) and maths anxiety together with self-competence, on maths attainment. To investigate the specific link between these three factors, in a large developmental sample, we enrol 33…
Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance
Various studies have highlighted the important influence of math ability in a numerate society. In this study, we investigated the influence of emotional (math anxiety and math enjoyment) and cognitive-motivational (math self-efficacy) factors on math performance. Participants were 145 fifth-grade students (84 boys and 61 girls). The results showed that math performance was negatively correlated with math anxiety and positively correlated with ma…
The interplay between ego-resiliency, math anxiety and working memory in math achievement
Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and…
The impact of math anxiety and self-efficacy in middle school STEM choices
IntroductionIn today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in …
Attentional bias and math avoidance
Stimuli perceived as threatening subtly influence how individuals orient their attention, a phenomenon labelled as attentional bias. According to literature, individuals with negatives attitudes toward math would exhibit attentional bias when presented with math-related stimuli. However, attentional bias and its relationships with math anxiety, math self-efficacy, and math skills are understudied, particularly when considering developmental sampl…
Longitudinal relationships between visuospatial working memory, verbal counting and number line knowledge in preschoolers
The interplay between pointing gestures and executive functions in early numeracy development
The role of fingers in early numerical learning has been extensively investigated, primarily focusing on how children use their fingers to represent quantities while solving arithmetic problems. However, less attention has been paid to the use of pointing gestures (i.e., the strategy of using fingers to mark or point to elements within a set during counting) among preschoolers, evaluating its interplay with domain-general cognitive precursors and…
Improving math self-efficacy and math self-concept in middle school
Math self-competence beliefs, namely, math self-efficacy and math self-concept, are crucial factors in sustaining math learning. Since there is a lack of literature on interventions targeting math self-competence beliefs in middle school students, the aim of this systematic review is to provide a narrative synthesis of the characteristics of interventions focusing on math self-efficacy and math self-concept in middle school students, and to descr…
The relationship between executive functions and early numerical skills
Numerical abilities are crucial in numerate societies, which is why it is important to observe their development early in childhood. The aim of the present study was to investigate the interplay between domain-general (i.e., executive functions) and domain-specific precursors in predicting the development of cardinality understanding in early preschool. In this context, we also examined children’s finger use in pointing and touching behaviors, an…
I can do math!”
INTRODUCTION: Self-regulated learning (SRL) interventions have been widely recognized for their potential to enhance students' academic achievement; however, their effects on math-related motivational constructs remain less explored. This study investigated the impact of an SRL intervention on multiple math-related motivational factors (math perseverance, math self-efficacy, math utility value, STEM vocational interest and theory of intelligence)…
Theory of Mind in Preadolescents
Studies on theory of mind (ToM) have traditionally focused on preschool age, neglecting preadolescence and adolescence. However, ToM skills are equally fundamental in these age groups given the continued development of mental abilities and their link to social success. The aim of this study is to measure any changes in ToM skills in a group of middle school students who participated in three intervention sessions that followed a conversational ap…
Creative potential as a bridge between mathematics and the real-life
Word problem-solving is a critical yet challenging mathematical skill for primary school children. This study examined the role of domain-general and mathematical creative potential in word problem-solving while accounting for fluid intelligence, problem representation, and computation skills. Additionally, it explored whether creative potential’s influence varied across problem types. A total of 310 fourth and fifth graders were assessed on doma…
Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies
Self-regulated learning and affective-motivational factors are increasingly recognized as key determinants of academic success but remain understudied in university students with specific learning difficulties (SLDs). The aim of the present study was to compare how students with and without SLDs differ across these factors and to test whether group differences vary as a function of time since enrollment in a sample of 392 university students. Res…
Comparing cognitive and emotional-motivational interventions to enhance word problem-solving skills in primary school
Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first targets the cognitive components (CCs) of problem-s…
Psychology (11 obras) · Developmental psychology (10 obras) · Education, Achievement, and Giftedness (8 obras) · Anxiety (7 obras) · Cognitive and developmental aspects of mathematical skills (7 obras) · Social Psychology (7 obras) · Cognition (6 obras) · Cognitive psychology (5 obras) · Mathematical anxiety (5 obras) · Grit, Self-Efficacy, and Motivation (4 obras)