Alessandra C Jacomuzzi
Biographic Data
| ID | 8832801 |
|---|---|
| NAME | Alessandra C Jacomuzzi |
| GIVEN NAMES | Alessandra C |
| FAMILY NAME | Jacomuzzi |
| SIGNATURE | JACOMUZZI A C |
| AFFILIATIONS | Ca' Foscari University of Venice |
| ORCID | 0000-0002-8041-7759 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The paradox of university student well-being
Background Student mental health is a significant public health concern, characterized by increased psychological distress and reduced well-being in university settings. However, a clear description and conceptualization of university students' well-being as a distinct construct are lacking and needed especially since the COVID-19 pandemic may have introduced contextual changes that altered the understanding and experience of well-being among the…
University Professors’ Emotional Competencies and Students’ Academic Well-Being
University professors’ emotional competencies are increasingly discussed as relevant dimensions of teaching professionalism that may shape students’ academic engagement, motivation, and psychological well-being. This qualitative study explores how university students perceive professors’ emotional and relational practices and how students perceived these practices as shaping their academic experience. Twenty-one semi-structured interviews were co…
Promises/Manual Labor Paradox
This study investigates the role of validation reports in legitimizing laboratory automation through artificial intelligence and robotic systems in clinical microbiology. Based on a qualitative analysis of thirty reports authored by expert microbiologists between 2016 and 2023 across eight countries—Australia, Belgium, China, Spain, France, Italy, Switzerland, and the United Kingdom—we examine how technological promises are made accountable. Buil…
Changing Beliefs
The introduction of new technologies has reshaped both workplaces and learning environments, requiring the development of transversal competences such as adaptability, reflection, and perseverance. Following the COVID-19 pandemic, playful approaches have been increasingly adopted in educational settings to enhance engagement, attention, and motivation, as well as to foster awareness of specific topics. In collaboration with the Cologne GameLab, a…
The Role of University Professors’ Emotional Competencies in Students’ Academic and Psychological Well-Being
In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates …
Body in the forefront, again? Distance learning drawbacks and implications for policy
The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study…
Interactions and social identity of support teachers
Educational personnel are seen as agents of change toward inclusive schools. This research aims to examine the daily-based interactions through which inclusion is experienced by support teachers and how their social identity is constructed within a secondary school in a northern Italy province. The theoretical basis of this research is formed by the conceptual contributions of social identity approach and symbolic interactionism to understand sel…
No prominent works on this page.
Interactions and social identity of support teachers
Educational personnel are seen as agents of change toward inclusive schools. This research aims to examine the daily-based interactions through which inclusion is experienced by support teachers and how their social identity is constructed within a secondary school in a northern Italy province. The theoretical basis of this research is formed by the conceptual contributions of social identity approach and symbolic interactionism to understand sel…
Body in the forefront, again? Distance learning drawbacks and implications for policy
The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study…
Changing Beliefs
The introduction of new technologies has reshaped both workplaces and learning environments, requiring the development of transversal competences such as adaptability, reflection, and perseverance. Following the COVID-19 pandemic, playful approaches have been increasingly adopted in educational settings to enhance engagement, attention, and motivation, as well as to foster awareness of specific topics. In collaboration with the Cologne GameLab, a…
The Role of University Professors’ Emotional Competencies in Students’ Academic and Psychological Well-Being
In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates …
The paradox of university student well-being
Background Student mental health is a significant public health concern, characterized by increased psychological distress and reduced well-being in university settings. However, a clear description and conceptualization of university students' well-being as a distinct construct are lacking and needed especially since the COVID-19 pandemic may have introduced contextual changes that altered the understanding and experience of well-being among the…
University Professors’ Emotional Competencies and Students’ Academic Well-Being
University professors’ emotional competencies are increasingly discussed as relevant dimensions of teaching professionalism that may shape students’ academic engagement, motivation, and psychological well-being. This qualitative study explores how university students perceive professors’ emotional and relational practices and how students perceived these practices as shaping their academic experience. Twenty-one semi-structured interviews were co…
Promises/Manual Labor Paradox
This study investigates the role of validation reports in legitimizing laboratory automation through artificial intelligence and robotic systems in clinical microbiology. Based on a qualitative analysis of thirty reports authored by expert microbiologists between 2016 and 2023 across eight countries—Australia, Belgium, China, Spain, France, Italy, Switzerland, and the United Kingdom—we examine how technological promises are made accountable. Buil…
Qualitative research (5 works) · Thematic analysis (3 works) · COVID-19 and Mental Health (2 works) · Ethnography (2 works) · Pedagogy (2 works) · Social science (2 works) · Sociology (2 works) · Accountability (1 work) · Anxiety (1 work) · Artificial Intelligence in Healthcare and Education (1 work)