Consuelo Mameli
Dados Biográficos
| ID | 2746771 |
|---|---|
| NOME | Consuelo Mameli |
| PRENOMES | Consuelo |
| SOBRENOME | Mameli |
| ASSINATURA | MAMELI C |
| AFILIAÇÕES | University of Bologna |
| ORCID | 0000-0001-5701-0902 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Coping Appraisal in Justice Involved Youth
Adolescents in juvenile justice centers (JJCs) are among the most vulnerable youth populations, yet they remain underrepresented in developmental research. Bullying is widespread in JJCs, but little is known about how youth interpret and cope with victimization, particularly in relation to institutional climates informed by staff attitudes. This study examined whether staff attitudes toward bullying moderate the relationship between victimization…
A Preliminary Evaluation of an Online Parent Training Based on Self-Determination Theory Aimed at Digital Parenting
Transformational leadership and teacher satisfaction
Currently, educational institutions are going through significant challenges across all EU countries. Therefore, school principals need an appropriate leadership style to support teachers through these obstacles, supporting them in their professional development and promoting their satisfaction. This study explores the relationship between transformational leadership and teachers’ job satisfaction through professional development attitudes. Moreo…
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…
Teachers’ perceptions and responses to student agency. An experimental study
This study examined teachers' perceptions and self-reported responses to different forms of student agency, defined as the learners’ proactive and potentially transformative participatory acts. Specifically, we considered aligned and resistant agency performed by students with high vs. low levels of academic achievement. Participants were 369 Italian teachers, who read one of four scenarios in a 2 × 2 experimental design and completed a survey as…
A cross-cultural perspective of agency in primary contexts
The Development of a Multi-Dimensional Coding System to Categorise Negative Online Experiences Including Cyberbullying Behaviors Among Adolescents with Lower Socioeconomic Status
This original paper, based on data from the Erasmus+Blurred Lives Project, presents a new multi-dimensional categorisation model to describe negative online experiences, including forms of cyberbullying, based on a study of internet usage among over N = 2,500 adolescents with lower socio-economic status (SES) backgrounds across five European countries. The paper first sets out the rationale for the development of a new coding system, before descr…
Student agency
Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe
Internet usage is a salient developmental factor in adolescents' lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online experiences. The current survey aimed to explore Internet use and parental involvement amongst adolescents from areas of socio-economic disadvantage in 30 …
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…
Stay Safe and Strong
The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying),…
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.…
That's not fair! The effects of teacher justice and academic achievement on Self and Other's resistant agency
BackgroundNotwithstanding the emphasis on the idea that students should be actively and accountably engaged in their educational pathways, little research has investigated learners' agentic behaviours that take the form of student resistance to adult authority.AimsThis paper presents an experimental study aimed to assess whether, and to what extent, student Self and Other resistant agency depends on perceptions of teacher justice and student achi…
Coping with Cybervictimization
These results are presented in light of their implications for designing effective interventions able to protect and promote adolescents' psychological wellbeing
Agency and responsibility in adolescent students
BackgroundThe literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests.AimsIn this study, we explore whether good experiences at school - here conceptualized as the general level of basic needs fulfilment an…
Basic psychological needs and school engagement
What can I do with my body? Boys and girls facing body dissatisfaction
The aim of this study is to investigate the role of body dissatisfaction (BD) - conceived here as predicting, predicted and mediating variable - in relation to media influence, body mass index (BMI) and body modification strategies among adolescents, with particular attention to gender differences. Specifically, we investigate, through a multivariated model, the direct and mediated effect of internalization and pressure to conform to aesthetic id…
Patterns of discursive interactions in primary classrooms
This study aimed to investigate whether social network analysis (SNA) is a useful method for identifying different discursive patterns in everyday classroom activities. The material analysed came from 20 teacher-led lessons that were video-recorded in small-size classes in Italian public primary schools. SNA was used to measure classroom relations in terms of ties (in and out connections among individuals) and dialogues (duration of messages sent…
Interactive micro-processes in classroom discourse
Based on a qualitative analysis of classroom discourse in Italian primary schools, this paper analyses the micro-processes that are emergent moment-by-moment in the unfolding interactions between teacher and pupils. More in particular, our purpose is to identify the conditions under which the interactive orientation of a sequence changes. We argue that unpredictable emergent contributions function as turning points, re-directing and changing the …
A sequential analysis of classroom discourse in Italian primary schools
Background. A sequential analysis of classroom discourse is needed to investigate the conditions under which the triadic initiation-response-feedback (IRF) pattern may host different teaching orientations.Aim. The purpose of the study is twofold: first, to describe the characteristics of classroom discourse and, second, to identify and explore the different interactive sequences that can be captured with a sequential statistical analysis.Method. …
Basic psychological needs and school engagement
Patterns of discursive interactions in primary classrooms
This study aimed to investigate whether social network analysis (SNA) is a useful method for identifying different discursive patterns in everyday classroom activities. The material analysed came from 20 teacher-led lessons that were video-recorded in small-size classes in Italian public primary schools. SNA was used to measure classroom relations in terms of ties (in and out connections among individuals) and dialogues (duration of messages sent…
Interactive micro-processes in classroom discourse
Based on a qualitative analysis of classroom discourse in Italian primary schools, this paper analyses the micro-processes that are emergent moment-by-moment in the unfolding interactions between teacher and pupils. More in particular, our purpose is to identify the conditions under which the interactive orientation of a sequence changes. We argue that unpredictable emergent contributions function as turning points, re-directing and changing the …
A sequential analysis of classroom discourse in Italian primary schools
Background. A sequential analysis of classroom discourse is needed to investigate the conditions under which the triadic initiation-response-feedback (IRF) pattern may host different teaching orientations.Aim. The purpose of the study is twofold: first, to describe the characteristics of classroom discourse and, second, to identify and explore the different interactive sequences that can be captured with a sequential statistical analysis.Method. …
Teachers’ perceptions and responses to student agency. An experimental study
This study examined teachers' perceptions and self-reported responses to different forms of student agency, defined as the learners’ proactive and potentially transformative participatory acts. Specifically, we considered aligned and resistant agency performed by students with high vs. low levels of academic achievement. Participants were 369 Italian teachers, who read one of four scenarios in a 2 × 2 experimental design and completed a survey as…
That's not fair! The effects of teacher justice and academic achievement on Self and Other's resistant agency
BackgroundNotwithstanding the emphasis on the idea that students should be actively and accountably engaged in their educational pathways, little research has investigated learners' agentic behaviours that take the form of student resistance to adult authority.AimsThis paper presents an experimental study aimed to assess whether, and to what extent, student Self and Other resistant agency depends on perceptions of teacher justice and student achi…
Agency and responsibility in adolescent students
BackgroundThe literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests.AimsIn this study, we explore whether good experiences at school - here conceptualized as the general level of basic needs fulfilment an…
Interactive micro-processes in classroom discourse
Based on a qualitative analysis of classroom discourse in Italian primary schools, this paper analyses the micro-processes that are emergent moment-by-moment in the unfolding interactions between teacher and pupils. More in particular, our purpose is to identify the conditions under which the interactive orientation of a sequence changes. We argue that unpredictable emergent contributions function as turning points, re-directing and changing the …
A sequential analysis of classroom discourse in Italian primary schools
Background. A sequential analysis of classroom discourse is needed to investigate the conditions under which the triadic initiation-response-feedback (IRF) pattern may host different teaching orientations.Aim. The purpose of the study is twofold: first, to describe the characteristics of classroom discourse and, second, to identify and explore the different interactive sequences that can be captured with a sequential statistical analysis.Method. …
Patterns of discursive interactions in primary classrooms
This study aimed to investigate whether social network analysis (SNA) is a useful method for identifying different discursive patterns in everyday classroom activities. The material analysed came from 20 teacher-led lessons that were video-recorded in small-size classes in Italian public primary schools. SNA was used to measure classroom relations in terms of ties (in and out connections among individuals) and dialogues (duration of messages sent…
What can I do with my body? Boys and girls facing body dissatisfaction
The aim of this study is to investigate the role of body dissatisfaction (BD) - conceived here as predicting, predicted and mediating variable - in relation to media influence, body mass index (BMI) and body modification strategies among adolescents, with particular attention to gender differences. Specifically, we investigate, through a multivariated model, the direct and mediated effect of internalization and pressure to conform to aesthetic id…
Basic psychological needs and school engagement
Coping with Cybervictimization
These results are presented in light of their implications for designing effective interventions able to protect and promote adolescents' psychological wellbeing
Agency and responsibility in adolescent students
BackgroundThe literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests.AimsIn this study, we explore whether good experiences at school - here conceptualized as the general level of basic needs fulfilment an…
That's not fair! The effects of teacher justice and academic achievement on Self and Other's resistant agency
BackgroundNotwithstanding the emphasis on the idea that students should be actively and accountably engaged in their educational pathways, little research has investigated learners' agentic behaviours that take the form of student resistance to adult authority.AimsThis paper presents an experimental study aimed to assess whether, and to what extent, student Self and Other resistant agency depends on perceptions of teacher justice and student achi…
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…
Stay Safe and Strong
The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying),…
Student agency
Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe
Internet usage is a salient developmental factor in adolescents' lives. Although relevant correlates of Internet use have been documented earlier, there is a lack of information on lower socioeconomic status groups. This is important, as these adolescents have increased risk of negative online experiences. The current survey aimed to explore Internet use and parental involvement amongst adolescents from areas of socio-economic disadvantage in 30 …
A cross-cultural perspective of agency in primary contexts
The Development of a Multi-Dimensional Coding System to Categorise Negative Online Experiences Including Cyberbullying Behaviors Among Adolescents with Lower Socioeconomic Status
This original paper, based on data from the Erasmus+Blurred Lives Project, presents a new multi-dimensional categorisation model to describe negative online experiences, including forms of cyberbullying, based on a study of internet usage among over N = 2,500 adolescents with lower socio-economic status (SES) backgrounds across five European countries. The paper first sets out the rationale for the development of a new coding system, before descr…
A Preliminary Evaluation of an Online Parent Training Based on Self-Determination Theory Aimed at Digital Parenting
Transformational leadership and teacher satisfaction
Currently, educational institutions are going through significant challenges across all EU countries. Therefore, school principals need an appropriate leadership style to support teachers through these obstacles, supporting them in their professional development and promoting their satisfaction. This study explores the relationship between transformational leadership and teachers’ job satisfaction through professional development attitudes. Moreo…
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…
Teachers’ perceptions and responses to student agency. An experimental study
This study examined teachers' perceptions and self-reported responses to different forms of student agency, defined as the learners’ proactive and potentially transformative participatory acts. Specifically, we considered aligned and resistant agency performed by students with high vs. low levels of academic achievement. Participants were 369 Italian teachers, who read one of four scenarios in a 2 × 2 experimental design and completed a survey as…
Coping Appraisal in Justice Involved Youth
Adolescents in juvenile justice centers (JJCs) are among the most vulnerable youth populations, yet they remain underrepresented in developmental research. Bullying is widespread in JJCs, but little is known about how youth interpret and cope with victimization, particularly in relation to institutional climates informed by staff attitudes. This study examined whether staff attitudes toward bullying moderate the relationship between victimization…
Psychology (18 obras) · Sociology (12 obras) · Social Psychology (10 obras) · Pedagogy (9 obras) · Teacher Education and Leadership Studies (7 obras) · Computer Science (6 obras) · Developmental psychology (6 obras) · Early Childhood Education and Development (5 obras) · Interpersonal communication (5 obras) · Mathematics education (5 obras)