Competenze non cognitive e regolazione emotiva

Titolo Rivista PSICOBIETTIVO
Autori/Curatori Antonio Minopoli
Anno di pubblicazione 2023 Fascicolo 2023/2 Lingua Italiano
Numero pagine 22 P. 101-122 Dimensione file 714 KB
DOI 10.3280/PSOB2023-002008
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

Le non cognitive skills, dette anche life skills, sono abilità applicative trasversali, utilizzabili cioè in diversi contesti di vita, considerate dall’OMS non solo un importante predittore di successo scolastico e lavorativo, ma anche di benessere e salute mentale. Le Competenze non Cognitive possono essere apprese ed educate fin dall’infanzia e negli ultimi anni anche in Italia si è accesso l’interesse circa l’ipotesi di introdurre programmi formativi sulle life skills intersecati e affiancati alla didattica tradizionale, per dar vita a un modello educativo inno- vativo che guardi alla persona nella sua globalità e sia rivolto all’acquisizione di conoscenze e competenze. Nel presente articolo viene presentata e discussa l’intersezione tra le life skills e il costrutto di Regolazione emotiva, che ne rappresenta nel contempo un analogo, un prerequisito e un risultato.;

Keywords:non cognitive skills; life skills; regolazione emotiva; età evolu tiva; educazione.

  1. Ahmed W., Minnaert A., Kuyper H., van der Werf G. (2019). Emotion regula- tion and academic achievement: Longitudinal reciprocal relations in adolescence. Journal of Adolescence, 76: 207-216.
  2. Antoniotti C., Grazzani Gavazzi I. (2009). Emotional competence and quality of peer relationships in preschool age. Infanzia e Adolescenza, 8(3): 152-164.
  3. Bandura A. (1999). Social cognitive theory: An agentic perspective. Asian Journal of Social Psychology, 2(1): 21-41.
  4. Bradley M.M. (2000). Emotion and motivation. In: Higgins E.T., Kruglanski A.W. (eds.). Social psychology: Handbook of basic principles (pp. 585-621). New York: The Guilford Press.
  5. Bull R., Espy K.A., Wiebe S.A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathema- tical achievement at age 7 years. Developmental Neuropsychology, 33(3): 205-228. DOI: 10.1080/87565640801982312
  6. Caprara G.V., Barbaranelli C., Borgogni L. (1993). BFQ. Big five questionnaireFirenze: Giunti Psychometrics.
  7. Cigala A., Zammuner V.L. (2001). When mother is dead: A study on the represen- tation of death in 8-12 year-olds. European Journal of Developmental Psychology, 18(1): 61-78.
  8. Costa P.T., McCrae R.R. (1987). Validation of the five-factor model of personali- ty across instruments and observers. Journal of Personality and Social Psychology, 52(1): 81-90. DOI: 10.1037//0022-3514.52.1.81
  9. Cragg L., Gilmore C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2): 63-68.
  10. Duckworth A., Carlson S. (2013). Self-Regulation and School Success. In: Sokol B., Grouzet F., Müller U. (eds.). Self-Regulation and Autonomy: Social and Developmental Dimensions of Human Conduct (pp. 208-230). Cambridge: Cambridge University Press.
  11. Duckworth A.L., Seligman M.E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12): 939-944.
  12. Eisenberg N., Fabes R.A., Guthrie I.K., Reiser M. (2000). Dispositional emotiona- lity and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1): 136-157. DOI: 10.1037//0022-3514.78.1.136
  13. Erber R., Wegner D.M., Therriault N. (1996). On being cool and collected: Mood regulation in anticipation of social interaction. Journal of Personality and Social Psychology, 70(4): 757-766. DOI: 10.1037//0022-3514.70.4.757
  14. Farrington C.A., Roderick M., Allensworth E., Nagaoka J., Keyes T.S., Johnson D.W., Beechum N.O. (2012). Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review. Chicago: The University of Chicago Consortium on Chicago School Research (CCSR).
  15. Farrington A. (2012). Exploring the Big Five personality traits and its relation to aca- demic motivation. Unpublished master’s thesis, University of Chicago.
  16. Francescato D., Putton A., Cudini C. (1986). L’impulsività: un modello teorico. Giornale Italiano di Psicologia.
  17. Frijda N.H., Sundararajan L. (2007). Emotion refinement: A theory inspired by Chinese poetics. Perspectives on Psychological Science, 2(3): 227-241.
  18. Gratz K.L., Roemer L. (2004). Multidimensional assessment of emotion regulation and dysregulation: development, factor structure, and initial validation of the dif ficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26: 41-54. DOI: 10.1023/B:JOBA.0000007455.08539.94
  19. Gross J.J. (1999). Emotion regulation: Past, present, future. Cognition and Emotion, 13(5): 551-573. DOI: 10.1080/026999399379186
  20. Gross J.J., Levenson R.W. (1999). Emotion elicitation using films. Cognition and Emotion, 13(4): 521-533. DOI 10.1080/02699939508408966.
  21. Harris P.L. (1989). Children and emotion: The development of psychological under- standing. Hoboken: Blackwell Publishers.
  22. Hofmann W., Schmeichel B.J., Baddeley A.D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3): 174-180.
  23. Joie-La Marle C., Parmentier F., Weiss P.L., Storme M., Lubart T., Borteyrou
  24. X. (2023). Effects of a New Soft Skills Metacognition Training Program on Self- Efficacy and Adaptive Performance. Behavioral Sciences, 13: 202.
  25. Korucu I., Ayturk E., Finders J.K., Schnur G., Bailey C.S., Tominey S.L., Schmitt
  26. S.A. (2021). Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence. Frontiers in Psychology, 12: 717317.
  27. Kring A.M., Werner K.H. (2004). Emotion regulation and psychopathology. In: Philippot P., Feldman R.S. (eds.). The regulation of emotion (pp. 359-385). Mahwah: Lawrence Erlbaum Associates.
  28. Lazarus R.S., Folkman S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
  29. Linehan M.M. (2015). DBT Skill Training Manuale – schede e fogli di lavoro. Milano: Raffello Cortina.
  30. Marmocchi P., Dall’Aglio C., Zannini M. (2004). Educare le Life Skills. Trento: Erickson.
  31. Mattar L., Yasumatsu L., Cerqueira J.J. (2020). The neurobiology of emotion regulation in adolescents: Implications for psychopathology. Neuroscience and Biobehavioral Reviews, 115: 60-74.
  32. McClelland M.M., Acock A.C., Morrison F.J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4): 471-490.
  33. McClelland M.M., Acock A.C., Piccinin A., Rhea S.A., Stallings M.C. (2015). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 32: 80-90.
  34. McClelland M.M., Cameron C.E., Connor C.M., Farris C.L., Jewkes A.M., Morrison F.J. (2018). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 54(10): 1868- 1882. DOI: 10.1037/0012-1649.43.4.947
  35. McCrae R.R., Costa P.T. (1987). Validation of the five-factor model of personali- ty across instruments and observers. Journal of Personality and Social Psychology, 52(1): 81-90. DOI: 10.1037//0022-3514.52.1.8
  36. Messick S. (1979). Meaning and measurement of invariance in cross‐cultural psy- chology. Journal of Cross-Cultural Psychology, 10(2): 219-236.
  37. Michel J.N., Shoda Y. (1999). Automaticity in social-cognitive processes. Psychological Review, 106(2): 341-354.
  38. Morris J.D. (2015). Emotion regulation in the workplace. In: Smith R.H., Frijda
  39. N.H. (eds.). The Handbook of Emotion Regulation (pp. 435-449). New York: The Guilford Press.
  40. Morrison F.J., Ponitz C.C., McClelland M.M. (2010). Self-regulation and acade- mic achievement in the transition to school. Early Education and Development, 21(5): 681-698. DOI: 10.1037/12059-011
  41. OECD (2021). Beyond Academic Learning. First Results from the Survey of Social and Emotional Skills. Paris: OECD Publishing.
  42. Pandey A., Hale D., Das S., Goddings A.L., Blakemore S.J. (2018). Effectiveness of peer feedback in adolescents’ learning: A systematic review and meta-analysis. Journal of Adolescence, 62: 79-89.
  43. Pons F., Harris P.L., De Rosnay M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2): 127-152. DOI 10.1080/1740562034 4000022.
  44. Rademacher K.A., Koglin U. (2019). Emotion regulation in children with externa- lizing and internalizing disorders: Implications for school achievement. European Journal of Developmental Psychology, 16(1): 84-98.
  45. Raver C.C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. SRCD Social Policy Report, 16(3): 3-18.
  46. Robson D.A., Allen M.S., Howard S.J., Self R. (2020). Predicting academic performance: A systematic review and meta-analysis of self-reported emotion. Motivation and Emotion, 44(5): 751-768.
  47. Saarni C. (1999). The development of emotional competence. New York: The Guilford Press.
  48. Schaffer H.R. (2004). Introducing child psychology. Hoboken: Blackwell Publishing. Schmitt S.A., McClelland M.M., Tominey S.L., Acock A.C. (2017). Strengthening school readiness for Head Start children: Evaluation of a self-regulation inter- vention. Early Childhood Research Quarterly, 40: 4-16.
  49. Sheese B.E., Rothbart M.K., Posner M.I., White L.K., Fraundorf S.H. (2008). Executive attention and self-regulation in infancy. Infant Behavior and Development, 31(3): 501-510.
  50. Stern D.N. (1987). Il mondo interpersonale del bambino. Torino: Bollati Boringhieri.
  51. Teglasi H., Wang M.T., West S.G., Kenny S. (2015). Trajectories of low self-control in early adolescence: Relations to multiple domains of adjustment. Developmental Psychology, 51(11): 1727-1738.
  52. Tego J., Pritchard V.E., Moulson M.C. (2018). The relationship between executive functioning and language: Examining vocabulary, syntax, and language learning in preschoolers attending Head Start. Early Childhood Research Quarterly, 45: 145-157.
  53. Trentacosta C.J., Izard C.E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1): 77-88. DOI: 10.1037/1528-3542.7.1.77
  54. Ursache A., Blair C., Raver C.C. (2012). The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6(2): 122-128.
  55. West M.R. (2015). The personality of a preschool teacher: An investigation of the Big Five personality traits. Unpublished master’s thesis, University of Chicago.
  56. World Health Organization (WHO) (1994). Life skills education for children and adolescents in schools. Introduction and Guidelines to Facilitate the Development and Implementation of Life Skills Programmes, WHO/MNH/PSF/93.7 A.Rev.2.
  57. Zammuner V.L., Cigala A. (2001). When mother is dead: A study on the represen- tation of death in 8-12 year-olds. European journal of Developmental Psychology, 18(1): 61-78.
  58. Zammuner V.L. (1993). Emotional understanding and thinking. Journal of Experimental Child Psychology, 56(2): 303-324.

Antonio Minopoli, Competenze non cognitive e regolazione emotiva in "PSICOBIETTIVO" 2/2023, pp 101-122, DOI: 10.3280/PSOB2023-002008