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(searched for: doi:10.30552/ejihpe.v9i3.332)
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Luigi Tinella, Anna Lacerenza, Concetta Papapicco, Tiziana Lanciano, Alessandro Taurino, Amedeo Stella, Antonietta Curci
Published: 1 October 2021
PSICOLOGIA DELLA SALUTE pp 143-163; https://doi.org/10.3280/pds2021-003015

Abstract:
La pandemia da Covid-19 e le conseguenti misure di confinamento hanno avuto un impatto globale sul benessere individuale, soprattutto su quello relativo agli studenti universitari. Il presente studio ha indagato in che misura un intervento di counseling eseguito durante la prima fase della pandemia da Covid-19 (marzo-ottobre 2020) era associato a variazioni significative nelle misure self report di Benessere Psicologico Generale, Regolazione Emotiva e Autoefficacia Percepita, in un gruppo di 49 studenti (37 f) che hanno richiesto accesso al servizio di Counseling Psicologico Universitario dell'Università di Bari "Aldo Moro". A questo scopo è stata eseguita una serie di ANOVA 2x2 a misure ripetute con il fattore pre-post e il sesso dei partecipanti come variabili indipendenti del disegno su ognuna delle misure self-report indagate. I risultati mostrano un incremento significativo del benessere, del ricorso a strategie funzio-nali di regolazione emotiva e dell'autoefficacia percepita negli studenti che hanno usufruito del servizio durante il lockdown.
International Journal of Environmental Research and Public Health, Volume 17; https://doi.org/10.3390/ijerph17228633

Abstract:
Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.
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