Concettina Caparello
Biographic Data
| ID | 6791033 |
|---|---|
| NAME | Concettina Caparello |
| GIVEN NAMES | Concettina |
| FAMILY NAME | Caparello |
| SIGNATURE | CAPARELLO C |
| AFFILIATIONS | Magna Graecia University |
| ORCID | 0000-0003-2777-8798 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding School Non-Attendance in Adolescence
School Attendance Problems (SAPs) are multidimensional phenomena with significant short- and long-term effects not only for students’ socio-emotional and cognitive development but also for the broader social welfare of the country. Grounded in Self-Determination Theory (SDT), this study examined the associations between self-perceived competence and distinct non-attendance motivations among adolescents at risk for SAPs. In Study 1, Exploratory an…
The Mediation Role of School Alienation Between Perceptions of the School Atmosphere and School Refusal in Italian Students
School Atmosphere (SAt) plays a crucial role in shaping students’ academic success and emotional well-being. When students perceive a negative SAt, this can lead to feelings of School Alienation (SAl), which are associated with School Refusal (SR). Despite previous research on school climate and SR, the dimension of SAt, which encompasses the intangible aspects (quality of relationships and justice perceptions) of the school environment, remains …
Achievement Goals as Mediators in Parental Practices and School Success Relationships
The literature links parental practices to students' academic achievements, highlighting the roles of both supportive and psychologically controlling parenting. However, few studies have separately examined mothers' and fathers' contributions to students' achievement goals and learned helplessness in university students. This study aimed to explore the mediating role of student achievement goals (mastery goals, performance‐approach goals and perf…
Goal Achievement and Academic Dropout Among Italian University Students
As stated by the Goal Orientation Theory, students want to achieve a goal for multiple reasons, with each having a different impact on academic performance. This framework encompasses a three-factor model of goal achievement: a mastery goal, a performance-avoidance (PAv) goal, and a performance-approach (PAp) goal. Students may experience elevated stress levels and burnout due to adopting an ineffective approach to goal achievement. This can lead…
The Mediating Role of School Refusal in the Relationship Between Students’ Perceived School Atmosphere and Underachievement
Studies have shown that the school atmosphere perceived by students can play a key role in promoting their well-being and success in school. No study to date has analyzed whether the students’ perceived school atmosphere might contribute to school refusal (SR), which in turn might reduce students’ engagement and promote underachievement. A cross-sectional study was conducted with 528 Italian high school students (Mage = 16.08, SD = 1.38; 50.8% ma…
Need-supportive and need-thwarting interpersonal behaviors by teachers and classmates in adolescence
Need-supportive and need-thwarting interpersonal behaviors by teachers and classmates in adolescence
The Mediating Role of School Refusal in the Relationship Between Students’ Perceived School Atmosphere and Underachievement
Studies have shown that the school atmosphere perceived by students can play a key role in promoting their well-being and success in school. No study to date has analyzed whether the students’ perceived school atmosphere might contribute to school refusal (SR), which in turn might reduce students’ engagement and promote underachievement. A cross-sectional study was conducted with 528 Italian high school students (Mage = 16.08, SD = 1.38; 50.8% ma…
The Mediation Role of School Alienation Between Perceptions of the School Atmosphere and School Refusal in Italian Students
School Atmosphere (SAt) plays a crucial role in shaping students’ academic success and emotional well-being. When students perceive a negative SAt, this can lead to feelings of School Alienation (SAl), which are associated with School Refusal (SR). Despite previous research on school climate and SR, the dimension of SAt, which encompasses the intangible aspects (quality of relationships and justice perceptions) of the school environment, remains …
Achievement Goals as Mediators in Parental Practices and School Success Relationships
The literature links parental practices to students' academic achievements, highlighting the roles of both supportive and psychologically controlling parenting. However, few studies have separately examined mothers' and fathers' contributions to students' achievement goals and learned helplessness in university students. This study aimed to explore the mediating role of student achievement goals (mastery goals, performance‐approach goals and perf…
Goal Achievement and Academic Dropout Among Italian University Students
As stated by the Goal Orientation Theory, students want to achieve a goal for multiple reasons, with each having a different impact on academic performance. This framework encompasses a three-factor model of goal achievement: a mastery goal, a performance-avoidance (PAv) goal, and a performance-approach (PAp) goal. Students may experience elevated stress levels and burnout due to adopting an ineffective approach to goal achievement. This can lead…
Understanding School Non-Attendance in Adolescence
School Attendance Problems (SAPs) are multidimensional phenomena with significant short- and long-term effects not only for students’ socio-emotional and cognitive development but also for the broader social welfare of the country. Grounded in Self-Determination Theory (SDT), this study examined the associations between self-perceived competence and distinct non-attendance motivations among adolescents at risk for SAPs. In Study 1, Exploratory an…
Developmental psychology (5 works) · Psychology (5 works) · Academic achievement (4 works) · Social Psychology (4 works) · Early Childhood Education and Development (3 works) · Interpersonal communication (3 works) · Interpersonal relationship (3 works) · Pedagogy (3 works) · Perfectionism, Procrastination, Anxiety Studies (3 works) · Structural equation modeling (3 works)