SEARCH RESULTS

This study examined the relationship between psychological capital and professional resilience among public school teachers. It aimed to determine the extent to which psychological capital predicts professional resilience. The quantitative study used a correlational survey model, with a sample of 410 teachers from Bursa Province, Turkey, during the 2022-2023 academic year. Data were collected using a Personal Information Form, the “Psychological Capital Perception Scale”, and the “Teacher Professional Resilience Scale”, and analyzed using SPSS 22. Descriptive statistics, Pearson’s correlation, and regression analysis were conducted. Results showed positive, significant relationships between psychological capital and professional resilience. Teachers rated their professional resilience as “moderate.” While hope, efficacy, and resilience (but not optimism) were predictors of professional resilience, overall perceptions of both psychological capital and professional resilience were not particularly high. The study suggests a need to strengthen teachers’ psychological capital and enhance their professional resilience.

Introduction: There are many studies and reviews that investigate the most functional ways of explicitly teaching clinical reasoning skills in more traditionally healthcare areas such as medicine and nursing, hypothesizing that reducing the gap between theory and practice could guarantee continuity in the quality of care provided to patients.Clinical reasoning and critical thinking are aspects that in clinical practice guide the psychologist in diagnosis and intervention. However, in the psychological field there is a lack of experimental studies that address the issue of direct or explicit teaching of these skills.This systematic review study sought to investigate, via a systematic review, whether there is an association between the teaching methodology and the student’s improvement in their critical analyses and clinical reasoning skills.Statement of the Problem: Despite the importance for clinicians, the interest of researchers and academics is quite recent. Teaching of clinical reasoning is, on the contrary, more common in medicine and nursing sectors. Methodology: Articles published from 2004 until 2023 within PubMed (National Center for Biotechnology Information, NCBI), Web of Science (Core Collection, Clarivate Analytics), Scopus (Elsevier), EBSCO, Scielo, and Psychinfo databases were searched through the following keywords: Critical Thinking - Clinical Reasoning; Problem Based Learning - Case Based Learning; Teaching Methods - Teaching Strategies; Learning Strategies - Clinical Learning; University; Intervention - Training; Psychology; Psychology Students.Results: Theoretical and practical implications to teach clinical reasoning and critical thinking in the psychological field were discussed, including recommendations for designing researches aimed at investigating the impact of the different methodologies, as well as the possibility of including education in critical thinking within the different levels of training dedicated to psychologists.Conclusion: The collected studies presented methodologies that, although different, significantly promoted the improvement of critical thinking in university students, demonstrating that it is “possible” to transfer this complex skill.

A few studies investigated the relationship between Theory of Mind (ToM) and Emotion Regulation (ER) in preschoolers, mainly using False Belief tasks for assessing ToM, and disappointment procedures for measuring ER. Mixed findings were reported, as some researchers did not find any association and others did. The current study aims at testing the positive correlation between ToM and ER, using different measures, i.e., the comprehensive test ToM Storybooks, which allows for qualitative, quantitative, and total scores, and the narrative story stem procedure SIRE, which returns four scores: Behavioural Strategy, Cognitive Reappraisal, So-cial Support, and Attentional Deployment. Moreover, the study aims at testing the role of receptive vocabulary size (VS) and gender on the relationship between ToM and ER. Sixty-two Italian 3- to 6-year-old children participated. The three ToM scores, VS score, and ER Behavioural Strategy and Cognitive Reappraisal scores were associated with age. Gender differences were only found in ER Behavioural Strategy and Social Support scores. VS was significantly associated with the three ToM scores and with the ER Behavioural Strategy and Cognitive Reappraisal. Partial correlations controlling for age, gender, and VS showed that ToM Qualitative score was associated with ER Cognitive Reappraisal: more complex ToM abilities were associated with ER cognitive strategies.

Questo studio ha lo scopo di indagare il ruolo dell’intelligenza emotiva di docenti di scuola primaria, nella qualità della relazione insegnante-studente. La novità di questo lavoro consiste nell’uso di metodologie diversificate per dare voce sia agli insegnanti sia agli alunni allo scopo di indagare il nesso tra intelligenza emotiva dei docenti e la qualità della relazione insegnante-studente. In particolare, ai docenti sono stati somministrati due questionari self report mentre con gli alunni (età media 8,67; DS=.59) è stato utilizzato lo strumento del disegno. Si tratta, in particolare, di un primo studio esplorativo condotto su un piccolo campione composto da 6 insegnanti di classi terze e quarte e da 79 bambini. I risultati, ottenuti dai questionari e dai disegni, mettono in evidenza che le insegnanti con livelli di EI più alti hanno anche migliori relazioni con gli studenti. Invece confrontando il punto di vista di docenti e alunni sulla loro relazione si evidenzia una correlazione moderata.