Angelica Moè
Dados Biográficos
| ID | 6508408 |
|---|---|
| NOME | Angelica Moè |
| PRENOMES | Angelica |
| SOBRENOME | Moè |
| ASSINATURA | MOE A |
| AFILIAÇÕES | University of Padua |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 106 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Reciprocal links between student disengagement and teacher–student relationships
BACKGROUND: High-quality teacher-student relationships are linked to engagement, yet disengaged students may view the relationship less positively, suggesting a potential reciprocal cycle between disengagement and teacher-student relationship quality. This bidirectional process has been theorized but remains underexplored at the within-person level over time. AIM: To examine within-year within-person dynamics in student disengagement and its reci…
Italian validation of the subjective vitality scale. Relationships with extraversion, emotional stability, and basic psychological need satisfaction
This study provided validity evidence for the Italian version of the Subjective Vitality Scale (SVS), also examining the associations with two personality traits (extraversion and emotional stability) and the mediation role of basic psychological need satisfaction. Study 1 involved 422 participants to assess the psychometric properties of the Italian trait version of the SVS. Study 2 (N = 248) included measures of personality characteristics and …
Malleability of emotions
Beliefs about the ability to control emotions are related to emotional and interpersonal outcomes as well as school achievement, and can be shaped through interventions possibly in the early school years. However, they were rarely studied with children, partly for lack of measurement instruments. We investigated elementary school students’ beliefs about malleability of positive and negative emotions by developing the Robust Incremental Beliefs ab…
Motivating and demotivating teaching styles
Grounded in Self-Determination Theory (SDT), this study aimed at comparing autonomy-supportive (e.g., the teacher allows students to choose a project they are interested in from several options), structuring (e.g., the teacher breaks down problem-solving steps into manageable parts to help students understand), controlling (e.g., the teacher strictly enforces classroom rules and punishes non-compliance), and chaotic (e.g., despite some students b…
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion
This correlational study investigated the mediation of emotion regulation and self-compassion in the relationship between teacher need satisfaction/frustration and adoption of (de)motivating styles before and during the COVID-19. Two groups of Italian teachers tested in 2019 (n = 259) and 2020 (n = 233) completed a series of questionnaires. In both times, need satisfaction was positively associated with adoption of motivating styles (bright path)…
Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context
The current study aimed at assessing the peculiarities of the relationships among perceived (de)motivating teaching styles and students need satisfaction/frustration in the Chinese context. A total of 1715 middle and high school students filled in measures of self-reported and perceived adoption of (de)motivating styles and need satisfaction/frustration. The results confirmed the positive relationship between perceived motivating teaching styles …
Sex/Gender Differences in Verbal Fluency and Verbal-Episodic Memory
Women are thought to fare better in verbal abilities, especially in verbal-fluency and verbal-memory tasks. However, the last meta-analysis on sex/gender differences in verbal fluency dates from 1988. Although verbal memory has only recently been investigated meta-analytically, a comprehensive meta-analysis is lacking that focuses on verbal memory as it is typically assessed, for example, in neuropsychological settings. On the basis of 496 effect…
Does the Weekly Practice of Recalling and Elaborating Episodes Raise Well-Being in University Students
Increasing well-being is a prominent worldwide goal that can be achieved primarily through social support and environmental factors. However, in times of social distancing or isolation, it is important to also rely on self-managed activities. This study aimed to (a) test the effectiveness of a seven-week well-being intervention, in increasing need satisfaction, self-compassion, emotion regulation, and grateful disposition by curbing need frustrat…
Exploring the circumplex model of motivating and demotivating teaching styles
Emotion regulation and need satisfaction shape a motivating teaching style
Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching style, it is crucial to better understand how it can be…
Gender stereotypes and incremental beliefs in STEM and non-STEM students in three countries
Displayed enthusiasm attracts attention and improves recall
BackgroundInstructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown.AimsWe hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task.SamplesIn a series of three studies, we involved fourth…
Multiple Dimensions of Self-Esteem and Their Relationship with Health in Adolescence
The aim of the present study was to examine how different domains of self-esteem (social, competence, affect, academic, family, and physical) relate to self-reported physical and mental health, lower back pain (LBP), smoking, and physical exercise in a sample of adolescents. A sample of 326 adolescents 14-19 years old completed several self-report questionnaires collecting epidemiological data, and information on their LBP, smoking, and physical …
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic
What makes teachers enthusiastic
Effects of Group Gender Composition on Mental Rotation Test Performance in Women
Scaffolding for motivation by parents, and child homework motivations and emotions
Background and aimsBased on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement.Samples and resultsThe results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation…
Coexisting Needs
This paper addresses a feasibility study of a method for recurrent collegial reflection. A qualitative approach, using a participatory research design, was adopted. The collegial reflection was implemented in a school, in a middle‐sized municipality in southern Sweden, with 21 teachers participating in the intervention. Data collection included digital recordings of collegial reflection, open questions by mail, and individual interviews. Findings…
Harmonious passion and its relationship with teacher well-being
When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching
When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching
What makes teachers enthusiastic
Harmonious passion and its relationship with teacher well-being
Exploring the circumplex model of motivating and demotivating teaching styles
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic
Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context
The current study aimed at assessing the peculiarities of the relationships among perceived (de)motivating teaching styles and students need satisfaction/frustration in the Chinese context. A total of 1715 middle and high school students filled in measures of self-reported and perceived adoption of (de)motivating styles and need satisfaction/frustration. The results confirmed the positive relationship between perceived motivating teaching styles …
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion
This correlational study investigated the mediation of emotion regulation and self-compassion in the relationship between teacher need satisfaction/frustration and adoption of (de)motivating styles before and during the COVID-19. Two groups of Italian teachers tested in 2019 (n = 259) and 2020 (n = 233) completed a series of questionnaires. In both times, need satisfaction was positively associated with adoption of motivating styles (bright path)…
Displayed enthusiasm attracts attention and improves recall
BackgroundInstructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown.AimsWe hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task.SamplesIn a series of three studies, we involved fourth…
Scaffolding for motivation by parents, and child homework motivations and emotions
Background and aimsBased on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement.Samples and resultsThe results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation…
When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching
Harmonious passion and its relationship with teacher well-being
Coexisting Needs
This paper addresses a feasibility study of a method for recurrent collegial reflection. A qualitative approach, using a participatory research design, was adopted. The collegial reflection was implemented in a school, in a middle‐sized municipality in southern Sweden, with 21 teachers participating in the intervention. Data collection included digital recordings of collegial reflection, open questions by mail, and individual interviews. Findings…
Effects of Group Gender Composition on Mental Rotation Test Performance in Women
Scaffolding for motivation by parents, and child homework motivations and emotions
Background and aimsBased on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement.Samples and resultsThe results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation…
Multiple Dimensions of Self-Esteem and Their Relationship with Health in Adolescence
The aim of the present study was to examine how different domains of self-esteem (social, competence, affect, academic, family, and physical) relate to self-reported physical and mental health, lower back pain (LBP), smoking, and physical exercise in a sample of adolescents. A sample of 326 adolescents 14-19 years old completed several self-report questionnaires collecting epidemiological data, and information on their LBP, smoking, and physical …
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic
What makes teachers enthusiastic
Emotion regulation and need satisfaction shape a motivating teaching style
Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching style, it is crucial to better understand how it can be…
Gender stereotypes and incremental beliefs in STEM and non-STEM students in three countries
Displayed enthusiasm attracts attention and improves recall
BackgroundInstructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown.AimsWe hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task.SamplesIn a series of three studies, we involved fourth…
Does the Weekly Practice of Recalling and Elaborating Episodes Raise Well-Being in University Students
Increasing well-being is a prominent worldwide goal that can be achieved primarily through social support and environmental factors. However, in times of social distancing or isolation, it is important to also rely on self-managed activities. This study aimed to (a) test the effectiveness of a seven-week well-being intervention, in increasing need satisfaction, self-compassion, emotion regulation, and grateful disposition by curbing need frustrat…
Exploring the circumplex model of motivating and demotivating teaching styles
Sex/Gender Differences in Verbal Fluency and Verbal-Episodic Memory
Women are thought to fare better in verbal abilities, especially in verbal-fluency and verbal-memory tasks. However, the last meta-analysis on sex/gender differences in verbal fluency dates from 1988. Although verbal memory has only recently been investigated meta-analytically, a comprehensive meta-analysis is lacking that focuses on verbal memory as it is typically assessed, for example, in neuropsychological settings. On the basis of 496 effect…
Motivating and demotivating teaching styles
Grounded in Self-Determination Theory (SDT), this study aimed at comparing autonomy-supportive (e.g., the teacher allows students to choose a project they are interested in from several options), structuring (e.g., the teacher breaks down problem-solving steps into manageable parts to help students understand), controlling (e.g., the teacher strictly enforces classroom rules and punishes non-compliance), and chaotic (e.g., despite some students b…
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion
This correlational study investigated the mediation of emotion regulation and self-compassion in the relationship between teacher need satisfaction/frustration and adoption of (de)motivating styles before and during the COVID-19. Two groups of Italian teachers tested in 2019 (n = 259) and 2020 (n = 233) completed a series of questionnaires. In both times, need satisfaction was positively associated with adoption of motivating styles (bright path)…
Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context
The current study aimed at assessing the peculiarities of the relationships among perceived (de)motivating teaching styles and students need satisfaction/frustration in the Chinese context. A total of 1715 middle and high school students filled in measures of self-reported and perceived adoption of (de)motivating styles and need satisfaction/frustration. The results confirmed the positive relationship between perceived motivating teaching styles …
Malleability of emotions
Beliefs about the ability to control emotions are related to emotional and interpersonal outcomes as well as school achievement, and can be shaped through interventions possibly in the early school years. However, they were rarely studied with children, partly for lack of measurement instruments. We investigated elementary school students’ beliefs about malleability of positive and negative emotions by developing the Robust Incremental Beliefs ab…
Reciprocal links between student disengagement and teacher–student relationships
BACKGROUND: High-quality teacher-student relationships are linked to engagement, yet disengaged students may view the relationship less positively, suggesting a potential reciprocal cycle between disengagement and teacher-student relationship quality. This bidirectional process has been theorized but remains underexplored at the within-person level over time. AIM: To examine within-year within-person dynamics in student disengagement and its reci…
Italian validation of the subjective vitality scale. Relationships with extraversion, emotional stability, and basic psychological need satisfaction
This study provided validity evidence for the Italian version of the Subjective Vitality Scale (SVS), also examining the associations with two personality traits (extraversion and emotional stability) and the mediation role of basic psychological need satisfaction. Study 1 involved 422 participants to assess the psychometric properties of the Italian trait version of the SVS. Study 2 (N = 248) included measures of personality characteristics and …
Psychology (17 obras) · Social Psychology (13 obras) · Motivation and Self-Concept in Sports (9 obras) · Developmental psychology (8 obras) · Social Psychology (7 obras) · Education, Achievement, and Giftedness (6 obras) · Mathematics education (5 obras) · Autonomy (4 obras) · Clinical Psychology (4 obras) · Job satisfaction (4 obras)