Claudio Vezzani
Biographic Data
| ID | 6791028 |
|---|---|
| NAME | Claudio Vezzani |
| GIVEN NAMES | Claudio |
| FAMILY NAME | Vezzani |
| SIGNATURE | VEZZANI C |
| AFFILIATIONS | University of Florence |
| ORCID | 0000-0002-9718-7865 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
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…
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…
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
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 …
No prominent works on this page.
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 …
The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences
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…
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…
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…
Psychology (8 works) · Mathematics education (6 works) · Developmental psychology (4 works) · Academic achievement (3 works) · Cognition (3 works) · Educational Strategies and Epistemologies (3 works) · Evaluation of Teaching Practices (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works)