Valentina Grazia
Biographic Data
| ID | 4460385 |
|---|---|
| NAME | Valentina Grazia |
| GIVEN NAMES | Valentina |
| FAMILY NAME | Grazia |
| SIGNATURE | GRAZIA V |
| AFFILIATIONS | University of Parma |
| ORCID | 0000-0003-1626-2614 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A person-oriented approach to agentic engagement, peer cohesion, and fear of negative evaluation in secondary school
In this study, we identified secondary school students’ profiles based on perceptions of their agentic engagement, peer cohesion, and fear of negative evaluation from others, while also considering the potential influence of other factors, namely achievement goals and perceived teacher agency support. Participants were 515 Italian secondary school students who responded to a self-report questionnaire. Adopting a person-oriented approach, we ident…
A Preliminary Evaluation of an Online Parent Training Based on Self-Determination Theory Aimed at Digital Parenting
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Promoting active student participation in secondary schools with the Aspire intervention
Educational research consistently emphasizes the importance of creating favorable conditions for students to be active participants in their school life. However, evidence of interventions aimed at achieving this major educational goal is scarce. This work presents an overview of the first implementation of the ASPIRE (Active Student Participation to Improve the leaRning Environment) program, a whole-school intervention designed to enhance active…
Teacher justice and (A)motivation
A cross-cultural perspective of agency in primary contexts
Student agency
A multi-informant study of school climate
This paper presents a multi-informant study on school climate with the aim of (a) comparing students’, teachers’, and parents’ perceptions of several school climate dimensions and (b) examining the associations between dimensions pertaining to classroom practices and school atmosphere in both students and teachers. Participants comprised 105 teachers, 320 parents, and 1070 students (49% female; M age = 11.77) enrolled in four middle schools in No…
A multidimensional approach to the study of school climate and student engagement
Student engagement has been acknowledged as a crucial factor for promoting successful learning. In this study we adopted a multidimensional approach to study the associations between school climate and student engagement. We aimed to test the direct and indirect associations of five concrete (Rules, Student Support, Student Involvement, Positive Teaching and Encouragement) and two abstract dimensions of school climate (Sense of Belonging and Inte…
Student perceptions of interpersonal justice, engagement, agency and anger
Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Ye…
A longitudinal study of school climate
The literature on school climate, albeit vast, is limited by a scarcity of longitudinal research. This two‐wave longitudinal study aims to bridge this gap by (a) assessing, over two school years, the changes in students’ perceptions of several dimensions of school climate and (b) exploring the reciprocal longitudinal effects of student perceptions of school climate and multiple dimensions of engagement and burnout. The study was conducted with a …
Fear of Covid-19 and future orientation
Overall, these results point out the various profile of reaction to the pandemic and that adopting a person-oriented approach could enhance their grasp. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Adolescents’ profiles based on student agency and teacher autonomy support
In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, M age = 14.…
School climate multidimensionality and measurement
School climate refers to individual perceptions of moral, relational and institutional aspects of school life. A growing body of research has confirmed the importance of studying school climate for developing interventions able to reduce problem behaviours and to promote student and teacher wellbeing. However, the literature shows that research in the field meets some challenges, as it is difficult to empirically capture the nature of such a comp…
School Relations and Solitude in Early Adolescence
Rejection sensitivity (RS) is a cognitive and affective disposition to defensively expect, perceive, and overreact to signs of rejection by others. The current study examined the role of RS as a mediating mechanism underlying the relation between school relations with peers and teachers and solitude in early adolescence. Italian middle school students ( N = 656; females = 50.9%; [Formula: see text]) reported their RS, quality of relationships wit…
School climate multidimensionality and measurement
School climate refers to individual perceptions of moral, relational and institutional aspects of school life. A growing body of research has confirmed the importance of studying school climate for developing interventions able to reduce problem behaviours and to promote student and teacher wellbeing. However, the literature shows that research in the field meets some challenges, as it is difficult to empirically capture the nature of such a comp…
Teacher justice and (A)motivation
School Relations and Solitude in Early Adolescence
Rejection sensitivity (RS) is a cognitive and affective disposition to defensively expect, perceive, and overreact to signs of rejection by others. The current study examined the role of RS as a mediating mechanism underlying the relation between school relations with peers and teachers and solitude in early adolescence. Italian middle school students ( N = 656; females = 50.9%; [Formula: see text]) reported their RS, quality of relationships wit…
School Relations and Solitude in Early Adolescence
Rejection sensitivity (RS) is a cognitive and affective disposition to defensively expect, perceive, and overreact to signs of rejection by others. The current study examined the role of RS as a mediating mechanism underlying the relation between school relations with peers and teachers and solitude in early adolescence. Italian middle school students ( N = 656; females = 50.9%; [Formula: see text]) reported their RS, quality of relationships wit…
School climate multidimensionality and measurement
School climate refers to individual perceptions of moral, relational and institutional aspects of school life. A growing body of research has confirmed the importance of studying school climate for developing interventions able to reduce problem behaviours and to promote student and teacher wellbeing. However, the literature shows that research in the field meets some challenges, as it is difficult to empirically capture the nature of such a comp…
Adolescents’ profiles based on student agency and teacher autonomy support
In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, M age = 14.…
Student perceptions of interpersonal justice, engagement, agency and anger
Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Ye…
A longitudinal study of school climate
The literature on school climate, albeit vast, is limited by a scarcity of longitudinal research. This two‐wave longitudinal study aims to bridge this gap by (a) assessing, over two school years, the changes in students’ perceptions of several dimensions of school climate and (b) exploring the reciprocal longitudinal effects of student perceptions of school climate and multiple dimensions of engagement and burnout. The study was conducted with a …
Fear of Covid-19 and future orientation
Overall, these results point out the various profile of reaction to the pandemic and that adopting a person-oriented approach could enhance their grasp. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Student agency
A multi-informant study of school climate
This paper presents a multi-informant study on school climate with the aim of (a) comparing students’, teachers’, and parents’ perceptions of several school climate dimensions and (b) examining the associations between dimensions pertaining to classroom practices and school atmosphere in both students and teachers. Participants comprised 105 teachers, 320 parents, and 1070 students (49% female; M age = 11.77) enrolled in four middle schools in No…
A multidimensional approach to the study of school climate and student engagement
Student engagement has been acknowledged as a crucial factor for promoting successful learning. In this study we adopted a multidimensional approach to study the associations between school climate and student engagement. We aimed to test the direct and indirect associations of five concrete (Rules, Student Support, Student Involvement, Positive Teaching and Encouragement) and two abstract dimensions of school climate (Sense of Belonging and Inte…
A cross-cultural perspective of agency in primary contexts
A Preliminary Evaluation of an Online Parent Training Based on Self-Determination Theory Aimed at Digital Parenting
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Promoting active student participation in secondary schools with the Aspire intervention
Educational research consistently emphasizes the importance of creating favorable conditions for students to be active participants in their school life. However, evidence of interventions aimed at achieving this major educational goal is scarce. This work presents an overview of the first implementation of the ASPIRE (Active Student Participation to Improve the leaRning Environment) program, a whole-school intervention designed to enhance active…
Teacher justice and (A)motivation
A person-oriented approach to agentic engagement, peer cohesion, and fear of negative evaluation in secondary school
In this study, we identified secondary school students’ profiles based on perceptions of their agentic engagement, peer cohesion, and fear of negative evaluation from others, while also considering the potential influence of other factors, namely achievement goals and perceived teacher agency support. Participants were 515 Italian secondary school students who responded to a self-report questionnaire. Adopting a person-oriented approach, we ident…
Psychology (14 works) · Early Childhood Education and Development (8 works) · Social Psychology (8 works) · Sociology (7 works) · Parental Involvement in Education (6 works) · Pedagogy (6 works) · Political science (6 works) · Mathematics education (5 works) · Perception (5 works) · School climate (5 works)