Fabio Sticca
Biographic Data
| ID | 6035884 |
|---|---|
| NAME | Fabio Sticca |
| GIVEN NAMES | Fabio |
| FAMILY NAME | Sticca |
| SIGNATURE | STICCA F |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0003-3246-5833 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Behind screen time
The aim of the present study was to examine the decision-making processes that lead parents to allow screen time for their children. To this end, screen time among children aged 1 to 48 months was examined through a survey of 129 parents using an online questionnaire. In line with the framework of the Theory of Planned Behavior, findings indicate that parents' subjective norms about screen time are linked to their attitudes toward children’s scre…
School exclusion and supported school-to-work transitions for adolescents
School exclusion and supported school-to-work transition programs are used to support adolescents with social, emotional and behavioral difficulties who cannot be adequately supported within regular classroom settings. Despite their practical relevance, systematic evidence on their developmental outcomes and implementation conditions remains limited. The aim of this study protocol is to describe the study design and planned analyses strategy of a…
Is motivation the key? Linking motivational orientations and mental health among novice special education teachers
Relationship between narrative ability and executive functions
Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children's screen time in early childhood
Screen media are increasingly shaping our everyday lives, including those of young children. Among other reasons, parents might use screen media as a problem-oriented coping strategy to reduce parenting stress levels. Furthermore, parental attitudes towards children's screen media use have been shown to predict screen time in young children. The present study examines the intertwined roles of parenting stress and parental attitudes to children's …
Screen time vs. scream time
This study aimed to examine developmental relations of screen time, negative affect and effortful control in children aged 12–36 months. Parents of 462 children up to 3 years of age at the start of the study (M = 1.28 years, SD = 0.61; 50% female) participated in four assessments within 10 months. Parents reported their children's screen time, negative affect, and effortful control at each assessment in a diary study. Results of multivariate Baye…
Sprachbildung im Kindergartenalltag – Entwicklung des Instruments Eule zur Einschätzung des erwerbsunter-stützenden Lehrpersonenhandelns
In der EmTiK-Interventionsstudie wurden in 65 Klassen die mündlichen Textfähigkeiten der Kinder sowie das erwerbsunterstützende Handeln der Lehrpersonen untersucht. In diesem Beitrag wird das Instrument „Erwerbsunterstützendes Lehrpersonenhandeln“ (EULE) vorgestellt. Das Konstrukt besteht aus vier Facetten: Rahmung und Steuerung, Adaption, Anregung und Sprachliche Mittel. Diese Facetten wurden anhand von Videoaufnahmen eingeschätzt, wobei ein hol…
Raised in conditions of psychosocial deprivation
Institutionalization is associated with a substantial developmental risk. Ethical constraints make it challenging to obtain robust empirical data on the effects of deprivation. Furthermore, because institutionalized children often face global deprivation, assessing the specific effects of psychosocial deprivation becomes difficult. Moreover, limited research exists on factors explaining interindividual differences. To investigate developmental ou…
Our individual order of things directs how we think we feel
Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used …
The impact of social pretend play on preschoolers’ social development
This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children's social pretend play quality fosters their social development. Twenty-seven Swiss playgroups (N = 211 children, age: M = 43.3 months, SD= 6.5, with a median of 7 children per group) were randomly assigned to one of three experimental conditions: Play tutoring, provision of role play material, or control. Standardized tests …
Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch
In dieser Längsschnittstudie wurden unterschiedliche Verläufe in der Entwicklung der intrinsischen Wertüberzeugungen in den Unterrichtsfächern Mathematik und Französisch in den Schuljahren 9 bis 11 und deren Zusammenhänge mit Berufsaspirationen untersucht. Bei 850 Schüler*innen von Deutschschweizer Gymnasien (54 % weiblich, Alter T1: 15,6 Jahre) wurden in einem bivariaten Wachstumsmodell fünf Wachstumsklassen identifiziert. Zwei dieser Klassen ze…
Fostering children’s social pretend play competence and social skills through play tutoring
Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups ( N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention gro…
Promoting Social Pretend Play in Preschool Age
This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups, n=35 children), play tutoring (n=5 groups, n=32 children),…
The reciprocal 2I/E model
Wolff F, Sticca F, Niepel C, Götz T, Van Damme J, Möller J. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology . 2021;113(8):1529-1549
Exclusion Expected? Cardiac Slowing Upon Peer Exclusion Links Preschool Parent Representations to School-Age Peer Relationships
Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (Mage = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (Mage = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardia…
Assessing Preschool Children’s Social Pretend Play Competence
Pretend play may be beneficial for young children’s social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children’s social pretend play competence. The current study aimed to compare and validate different assessment methods for children’s social pretend play competence. In total, 64 3- to 4-year-old children participated in the study (age: M = 46…
The emergence of dyadic pretend play quality during peer play
The quality of social pretend play may have a positive impact on children's development. This study investigated to what degree this quality is a characteristic of a child versus a function of the play partner or the specific pairing of two children. For this purpose, preschool children's general pretend play quality (actor effect), their general influence on their play partner's pretend play quality (partner effect) and the role of the specific …
Let us play together! Can play tutoring stimulate children’s social pretend play level
Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of child…
Everything’s Gonna be Alright! The Longitudinal Interplay among Social Support, Peer Victimization, and Depressive Symptoms
Child-centred educational practice in different early education settings
The Coping with Cyberbullying Questionnaire
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due t…
Is Cyberbullying Worse than Traditional Bullying? Examining the Differential Roles of Medium, Publicity, and Anonymity for the Perceived Severity of Bullying
Peer victimisation and depressive symptoms
This longitudinal study investigated whether cybervictimisation is an additional risk factor for depressive symptoms over and beyond traditional victimisation in adolescents. Furthermore, it explored whether certain coping strategies moderate the impact of cybervictimisation on depressive symptoms. A total of 765 Swiss seventh graders (mean age at time-point 1 (t1) = 13.18 years) reported on the frequency of traditional and cybervictimisation, an…
Longitudinal Risk Factors for Cyberbullying in Adolescence
Cyberbullying has emerged as a new form of antisocial behaviour in the context of online communication over the last decade. The present study investigates potential longitudinal risk factors for cyberbullying. A total of 835 Swiss seventh graders participated in a short‐term longitudinal study (two assessments 6 months apart). Students reported on the frequency of cyberbullying, traditional bullying, rule‐breaking behaviour, cybervictimisation, …
Is Cyberbullying Worse than Traditional Bullying? Examining the Differential Roles of Medium, Publicity, and Anonymity for the Perceived Severity of Bullying
Longitudinal Risk Factors for Cyberbullying in Adolescence
Cyberbullying has emerged as a new form of antisocial behaviour in the context of online communication over the last decade. The present study investigates potential longitudinal risk factors for cyberbullying. A total of 835 Swiss seventh graders participated in a short‐term longitudinal study (two assessments 6 months apart). Students reported on the frequency of cyberbullying, traditional bullying, rule‐breaking behaviour, cybervictimisation, …
Everything’s Gonna be Alright! The Longitudinal Interplay among Social Support, Peer Victimization, and Depressive Symptoms
The impact of social pretend play on preschoolers’ social development
This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children's social pretend play quality fosters their social development. Twenty-seven Swiss playgroups (N = 211 children, age: M = 43.3 months, SD= 6.5, with a median of 7 children per group) were randomly assigned to one of three experimental conditions: Play tutoring, provision of role play material, or control. Standardized tests …
Child-centred educational practice in different early education settings
The emergence of dyadic pretend play quality during peer play
The quality of social pretend play may have a positive impact on children's development. This study investigated to what degree this quality is a characteristic of a child versus a function of the play partner or the specific pairing of two children. For this purpose, preschool children's general pretend play quality (actor effect), their general influence on their play partner's pretend play quality (partner effect) and the role of the specific …
Let us play together! Can play tutoring stimulate children’s social pretend play level
Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of child…
The Coping with Cyberbullying Questionnaire
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due t…
Peer victimisation and depressive symptoms
This longitudinal study investigated whether cybervictimisation is an additional risk factor for depressive symptoms over and beyond traditional victimisation in adolescents. Furthermore, it explored whether certain coping strategies moderate the impact of cybervictimisation on depressive symptoms. A total of 765 Swiss seventh graders (mean age at time-point 1 (t1) = 13.18 years) reported on the frequency of traditional and cybervictimisation, an…
Longitudinal Risk Factors for Cyberbullying in Adolescence
Cyberbullying has emerged as a new form of antisocial behaviour in the context of online communication over the last decade. The present study investigates potential longitudinal risk factors for cyberbullying. A total of 835 Swiss seventh graders participated in a short‐term longitudinal study (two assessments 6 months apart). Students reported on the frequency of cyberbullying, traditional bullying, rule‐breaking behaviour, cybervictimisation, …
Is Cyberbullying Worse than Traditional Bullying? Examining the Differential Roles of Medium, Publicity, and Anonymity for the Perceived Severity of Bullying
The Coping with Cyberbullying Questionnaire
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, knowledge regarding the effectiveness of these strategies is scarce. This scarcity is partially due t…
Child-centred educational practice in different early education settings
Everything’s Gonna be Alright! The Longitudinal Interplay among Social Support, Peer Victimization, and Depressive Symptoms
Let us play together! Can play tutoring stimulate children’s social pretend play level
Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play level in the context of a pretend play tutoring intervention. Moreover, the moderating role of child…
Assessing Preschool Children’s Social Pretend Play Competence
Pretend play may be beneficial for young children’s social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children’s social pretend play competence. The current study aimed to compare and validate different assessment methods for children’s social pretend play competence. In total, 64 3- to 4-year-old children participated in the study (age: M = 46…
The emergence of dyadic pretend play quality during peer play
The quality of social pretend play may have a positive impact on children's development. This study investigated to what degree this quality is a characteristic of a child versus a function of the play partner or the specific pairing of two children. For this purpose, preschool children's general pretend play quality (actor effect), their general influence on their play partner's pretend play quality (partner effect) and the role of the specific …
Promoting Social Pretend Play in Preschool Age
This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups, n=35 children), play tutoring (n=5 groups, n=32 children),…
The reciprocal 2I/E model
Wolff F, Sticca F, Niepel C, Götz T, Van Damme J, Möller J. The reciprocal 2I/E model: An investigation of mutual relations between achievement and self-concept levels and changes in the math and verbal domain across three countries. Journal of Educational Psychology . 2021;113(8):1529-1549
Exclusion Expected? Cardiac Slowing Upon Peer Exclusion Links Preschool Parent Representations to School-Age Peer Relationships
Attachment theory proposes that children’s representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (Mage = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (Mage = 8.42 years), children played a virtual ballgame with peers who eventually excluded them to track event-related cardia…
Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch
In dieser Längsschnittstudie wurden unterschiedliche Verläufe in der Entwicklung der intrinsischen Wertüberzeugungen in den Unterrichtsfächern Mathematik und Französisch in den Schuljahren 9 bis 11 und deren Zusammenhänge mit Berufsaspirationen untersucht. Bei 850 Schüler*innen von Deutschschweizer Gymnasien (54 % weiblich, Alter T1: 15,6 Jahre) wurden in einem bivariaten Wachstumsmodell fünf Wachstumsklassen identifiziert. Zwei dieser Klassen ze…
Fostering children’s social pretend play competence and social skills through play tutoring
Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups ( N = 214 three- to four-year-olds) participated in a randomized intervention study with three conditions: the intervention gro…
Our individual order of things directs how we think we feel
Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our typically experienced emotions related to these categories. To investigate this phenomenon, we used …
The impact of social pretend play on preschoolers’ social development
This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children's social pretend play quality fosters their social development. Twenty-seven Swiss playgroups (N = 211 children, age: M = 43.3 months, SD= 6.5, with a median of 7 children per group) were randomly assigned to one of three experimental conditions: Play tutoring, provision of role play material, or control. Standardized tests …
Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children's screen time in early childhood
Screen media are increasingly shaping our everyday lives, including those of young children. Among other reasons, parents might use screen media as a problem-oriented coping strategy to reduce parenting stress levels. Furthermore, parental attitudes towards children's screen media use have been shown to predict screen time in young children. The present study examines the intertwined roles of parenting stress and parental attitudes to children's …
Screen time vs. scream time
This study aimed to examine developmental relations of screen time, negative affect and effortful control in children aged 12–36 months. Parents of 462 children up to 3 years of age at the start of the study (M = 1.28 years, SD = 0.61; 50% female) participated in four assessments within 10 months. Parents reported their children's screen time, negative affect, and effortful control at each assessment in a diary study. Results of multivariate Baye…
Sprachbildung im Kindergartenalltag – Entwicklung des Instruments Eule zur Einschätzung des erwerbsunter-stützenden Lehrpersonenhandelns
In der EmTiK-Interventionsstudie wurden in 65 Klassen die mündlichen Textfähigkeiten der Kinder sowie das erwerbsunterstützende Handeln der Lehrpersonen untersucht. In diesem Beitrag wird das Instrument „Erwerbsunterstützendes Lehrpersonenhandeln“ (EULE) vorgestellt. Das Konstrukt besteht aus vier Facetten: Rahmung und Steuerung, Adaption, Anregung und Sprachliche Mittel. Diese Facetten wurden anhand von Videoaufnahmen eingeschätzt, wobei ein hol…
Raised in conditions of psychosocial deprivation
Institutionalization is associated with a substantial developmental risk. Ethical constraints make it challenging to obtain robust empirical data on the effects of deprivation. Furthermore, because institutionalized children often face global deprivation, assessing the specific effects of psychosocial deprivation becomes difficult. Moreover, limited research exists on factors explaining interindividual differences. To investigate developmental ou…
Relationship between narrative ability and executive functions
Behind screen time
The aim of the present study was to examine the decision-making processes that lead parents to allow screen time for their children. To this end, screen time among children aged 1 to 48 months was examined through a survey of 129 parents using an online questionnaire. In line with the framework of the Theory of Planned Behavior, findings indicate that parents' subjective norms about screen time are linked to their attitudes toward children’s scre…
School exclusion and supported school-to-work transitions for adolescents
School exclusion and supported school-to-work transition programs are used to support adolescents with social, emotional and behavioral difficulties who cannot be adequately supported within regular classroom settings. Despite their practical relevance, systematic evidence on their developmental outcomes and implementation conditions remains limited. The aim of this study protocol is to describe the study design and planned analyses strategy of a…
Is motivation the key? Linking motivational orientations and mental health among novice special education teachers
Psychology (18 works) · Developmental psychology (15 works) · Child Development and Digital Technology (13 works) · Social Psychology (12 works) · Early Childhood Education and Development (8 works) · Medicine (8 works) · Bullying, Victimization, and Aggression (6 works) · Social Psychology (6 works) · Poison control (5 works) · Clinical Psychology (4 works)