Lucia Bigozzi
Biographic Data
| ID | 2748084 |
|---|---|
| NAME | Lucia Bigozzi |
| GIVEN NAMES | Lucia |
| FAMILY NAME | Bigozzi |
| SIGNATURE | BIGOZZI L |
| AFFILIATIONS | University of Florence |
| ORCID | 0000-0002-5685-633X |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The relationships between oral narrative, reading, and writing skills in a longitudinal sample of Italian-speaking children
Effects of Italian/English bilingual education on cognitive development
Aims and Objectives/Purpose/Research Questions: This pilot study examined the effects of Italian/English bilingual education on cognitive development. Specifically, it investigated whether biliteracy—the ability to read and write in two languages—offers new insight into the relationship between language and cognition, and whether it supports specific cognitive advantages. Design/Methodology/Approach: Twenty-six children aged 9 to 10 were tested a…
The sound of silence
In this study, we investigated primary school children’s perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation time [Long RT]) versus Adequate acoustic quality …
Relationship between oral narrative and vocabulary skills among bilingual language-minority children and their monolingual peers in primary school
Aim: This study investigates whether the conditions of bilingual language-minority (BLM) children versus monolingualism have different effects on oral narrative and vocabulary skills in the societal language (SL-Italian) and on the predictive interrelations between the two skills. Methodology: A total of 112 primary school children (44 % BLM L1-Chinese, L2-Italian and 56 % Italian monolinguals) aged 7–11 years ( M age = 113 months, SD = 12.03; 44…
A study on the emergence of sound-sign correspondence in Italian-speaking 5-year-old pre-schoolers
This study investigates the emergence of sound-sign correspondence in Italian-speaking 5-year-old pre-schoolers. There are few experimental studies on the precursors of reading and writing skills and those existing mainly focus on letter knowledge or logographic processing of words in pre-schoolers. This paper evaluates and compares 5-year-old children’s use of the logographic processing or the use of sound-sign processing to decode target words …
Influence of Lexical Development on Reading and Spelling Skills
Previous studies suggest that lexical competence is an important factor that influences reading skills and spelling accuracy in primary school children. Understanding the relationship between these skills will provide valuable insights to improve reading and writing enhancement and intervention strategies. The aim of this pre-post longitudinal study is to examine the effectiveness of an enhancement program, in which there are activities proposed …
Multidimensional profiles of learning orientations and school achievement
A person-oriented approach was applied to the study of early adolescents’ learning orientations to identify different profiles and their association with school achievement. A total of 244 middle-school students (male: 128; female: 116; M- age ± SD = 12.51 ± .93) completed a self-report questionnaire to explore cognitive, metacognitive, and affective dimensions of learning orientations. School achievements were collected in a range of school subj…
The mediating role of emotions in the relation between beliefs and teachers' job satisfaction
This study investigates the patterns of relations between beliefs, emotions, and job satisfaction in 249 Italian in-service teachers. Participants were assessed on their growth and fixed mindsets, self-efficacy beliefs, emotions associated with various components of their professional engagement and job satisfaction. Mediational analyses shed light on the mediating role of teaching and role emotions in the relation between beliefs and job satisfa…
The predictive role of prior achievements and conceptions of learning in university success
This study focused on the transition from upper-secondary school to university. Specifically, it examined whether prior academic achievements and conceptions of learning at the time of completion of upper-secondary school predicted short- and long-term university success (grades at the bachelor’s and master’s levels). A total of 171 psychology students (Mage = 23.99) participated in this retrospective longitudinal study. At the end of upper-secon…
The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample
Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6–11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. T…
Attention Components and Spelling Accuracy
Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; a…
Difficulty in Writing Perceived by University Students
Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify…
Upper secondary school students’ conceptions of learning, learning strategies, and academic achievement
The relations between more surface- or deep-level learning approaches and academic achievement were investigated. Gender, level of study, and type of schools were moderating variables. 170 upper-secondary school students’ conceptions of learning and their chosen learning strategies were explored via two self-report questionnaires. Furthermore, their academic achievement in a range of subject areas was collected. A Confirmatory Factorial Analysis …
Identifying pre-service teachers’ profiles of conceptions of learning
The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences
Promoting narrative competence in kindergarten
Is two better than one? Comparing children’s narrative competence in an individual versus joint storytelling task
Predicting Reading, Spelling, and Mathematical Skills
This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study (M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children's domain-general and domain-specific skills were assessed through standardized tests. In primary school, children's …
Development in narrative competences from oral to written stories in five- to seven-year-old children
The relationship between oral and written narratives
BackgroundThe relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively.AimsThe predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographi…
Development in narrative competences from oral to written stories in five- to seven-year-old children
The relationship between oral and written narratives
BackgroundThe relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively.AimsThe predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographi…
Is two better than one? Comparing children’s narrative competence in an individual versus joint storytelling task
Development in narrative competences from oral to written stories in five- to seven-year-old children
The relationship between oral and written narratives
BackgroundThe relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively.AimsThe predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographi…
Predicting Reading, Spelling, and Mathematical Skills
This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study (M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children's domain-general and domain-specific skills were assessed through standardized tests. In primary school, children's …
Is two better than one? Comparing children’s narrative competence in an individual versus joint storytelling task
The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences
Promoting narrative competence in kindergarten
Identifying pre-service teachers’ profiles of conceptions of learning
Upper secondary school students’ conceptions of learning, learning strategies, and academic achievement
The relations between more surface- or deep-level learning approaches and academic achievement were investigated. Gender, level of study, and type of schools were moderating variables. 170 upper-secondary school students’ conceptions of learning and their chosen learning strategies were explored via two self-report questionnaires. Furthermore, their academic achievement in a range of subject areas was collected. A Confirmatory Factorial Analysis …
The predictive role of prior achievements and conceptions of learning in university success
This study focused on the transition from upper-secondary school to university. Specifically, it examined whether prior academic achievements and conceptions of learning at the time of completion of upper-secondary school predicted short- and long-term university success (grades at the bachelor’s and master’s levels). A total of 171 psychology students (Mage = 23.99) participated in this retrospective longitudinal study. At the end of upper-secon…
The contribution of attentional processes to calculation skills in second and third grade in a typically developing sample
Attention is an important, multifaceted cognitive domain that includes many key cognitive processes involved in learning. This study aimed to identify the predictive links between different components of attentional skills and core calculation skills development, using two standardized measures assessing calculation (AC-MT 6–11) and attention skills (CAS) in a sample of 143 typically developing children of age range from 7.6 years to 9.4 years. T…
Attention Components and Spelling Accuracy
Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; a…
Difficulty in Writing Perceived by University Students
Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify…
Multidimensional profiles of learning orientations and school achievement
A person-oriented approach was applied to the study of early adolescents’ learning orientations to identify different profiles and their association with school achievement. A total of 244 middle-school students (male: 128; female: 116; M- age ± SD = 12.51 ± .93) completed a self-report questionnaire to explore cognitive, metacognitive, and affective dimensions of learning orientations. School achievements were collected in a range of school subj…
The mediating role of emotions in the relation between beliefs and teachers' job satisfaction
This study investigates the patterns of relations between beliefs, emotions, and job satisfaction in 249 Italian in-service teachers. Participants were assessed on their growth and fixed mindsets, self-efficacy beliefs, emotions associated with various components of their professional engagement and job satisfaction. Mediational analyses shed light on the mediating role of teaching and role emotions in the relation between beliefs and job satisfa…
A study on the emergence of sound-sign correspondence in Italian-speaking 5-year-old pre-schoolers
This study investigates the emergence of sound-sign correspondence in Italian-speaking 5-year-old pre-schoolers. There are few experimental studies on the precursors of reading and writing skills and those existing mainly focus on letter knowledge or logographic processing of words in pre-schoolers. This paper evaluates and compares 5-year-old children’s use of the logographic processing or the use of sound-sign processing to decode target words …
Influence of Lexical Development on Reading and Spelling Skills
Previous studies suggest that lexical competence is an important factor that influences reading skills and spelling accuracy in primary school children. Understanding the relationship between these skills will provide valuable insights to improve reading and writing enhancement and intervention strategies. The aim of this pre-post longitudinal study is to examine the effectiveness of an enhancement program, in which there are activities proposed …
The sound of silence
In this study, we investigated primary school children’s perspectives on their hearing and listening in classrooms with different acoustic quality levels. The sample included 213 children. The children completed a self-report questionnaire rating how well they could hear and listen in various situations in classrooms with two different acoustic conditions: Poor acoustic quality (long reverberation time [Long RT]) versus Adequate acoustic quality …
Relationship between oral narrative and vocabulary skills among bilingual language-minority children and their monolingual peers in primary school
Aim: This study investigates whether the conditions of bilingual language-minority (BLM) children versus monolingualism have different effects on oral narrative and vocabulary skills in the societal language (SL-Italian) and on the predictive interrelations between the two skills. Methodology: A total of 112 primary school children (44 % BLM L1-Chinese, L2-Italian and 56 % Italian monolinguals) aged 7–11 years ( M age = 113 months, SD = 12.03; 44…
The relationships between oral narrative, reading, and writing skills in a longitudinal sample of Italian-speaking children
Effects of Italian/English bilingual education on cognitive development
Aims and Objectives/Purpose/Research Questions: This pilot study examined the effects of Italian/English bilingual education on cognitive development. Specifically, it investigated whether biliteracy—the ability to read and write in two languages—offers new insight into the relationship between language and cognition, and whether it supports specific cognitive advantages. Design/Methodology/Approach: Twenty-six children aged 9 to 10 were tested a…
Psychology (19 works) · Developmental psychology (14 works) · Reading and Literacy Development (12 works) · Social Psychology (9 works) · Linguistics (8 works) · Cognition (7 works) · Language Development and Disorders (6 works) · Mathematics education (6 works) · Narrative (6 works) · Cognitive psychology (5 works)