Maria Cristina Matteucci
Biographic Data
| ID | 2749171 |
|---|---|
| NAME | Maria Cristina Matteucci |
| GIVEN NAMES | Maria Cristina |
| FAMILY NAME | Matteucci |
| SIGNATURE | MATTEUCCI M C |
| AFFILIATIONS | University of Bologna |
| ORCID | 0000-0002-8425-7393 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Italian Teachers' Well‐Being in the Post‐Covid Era
BACKGROUND: Teachers' psychological well-being is a crucial and multifaceted dimension of professional life, determined by the balance between job demands and available resources. This study investigates the well-being of Italian teachers in the post-COVID era using the Job Demands-Resources model to identify risk and protective factors. METHODS: Six focus groups were held with 40 primary and secondary school teachers from three Italian regions. …
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…
“Sometimes relationships with parents wear you out”. A qualitative study on teachers’ perceptions of the parent-teacher relationship in current times
We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology
Supportive error feedback fosters students' adaptive reactions towards errors
BackgroundAlthough it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.AimThrough a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.SampleA total of 250 (Mage = 1…
Feeling supported and engaged during Covid-19
The present study aimed at analysing the impact of teachers’ perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influe…
Errors
Teachers’ beliefs about students’ errors are influenced by structural factors and by other beliefs towards education and students that teachers may hold. The literature on this topic has provided some evidence and some mixed results. Furthermore, some structural aspects related to errors have not been considered in framing teachers’ beliefs about errors, such as the use of grades as a classroom assessment practice, which is strongly related to er…
Error handling in the classroom
Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing
Social utility versus social desirability of students’ attributional self-presentation strategies
Effect of task presentation on students’ performances in introductory statistics courses
Teachers facing school failure
Teachers facing school failure
Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing
Supportive error feedback fosters students' adaptive reactions towards errors
BackgroundAlthough it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.AimThrough a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.SampleA total of 250 (Mage = 1…
Effect of task presentation on students’ performances in introductory statistics courses
Teachers facing school failure
Effect of task presentation on students’ performances in introductory statistics courses
Social utility versus social desirability of students’ attributional self-presentation strategies
Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing
Error handling in the classroom
Feeling supported and engaged during Covid-19
The present study aimed at analysing the impact of teachers’ perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influe…
Errors
Teachers’ beliefs about students’ errors are influenced by structural factors and by other beliefs towards education and students that teachers may hold. The literature on this topic has provided some evidence and some mixed results. Furthermore, some structural aspects related to errors have not been considered in framing teachers’ beliefs about errors, such as the use of grades as a classroom assessment practice, which is strongly related to er…
We never stop learning!”. Teachers’ perceptions of distance learning strengths related to their professional growth and intention to integrate technology
Supportive error feedback fosters students' adaptive reactions towards errors
BackgroundAlthough it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.AimThrough a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.SampleA total of 250 (Mage = 1…
Italian Teachers' Well‐Being in the Post‐Covid Era
BACKGROUND: Teachers' psychological well-being is a crucial and multifaceted dimension of professional life, determined by the balance between job demands and available resources. This study investigates the well-being of Italian teachers in the post-COVID era using the Job Demands-Resources model to identify risk and protective factors. METHODS: Six focus groups were held with 40 primary and secondary school teachers from three Italian regions. …
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…
“Sometimes relationships with parents wear you out”. A qualitative study on teachers’ perceptions of the parent-teacher relationship in current times
Psychology (9 works) · Social Psychology (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Sociology of Education (6 works) · Social Psychology (4 works) · Context (archaeology (3 works) · Education, Achievement, and Giftedness (3 works) · Perception (3 works) · Qualitative research (3 works)