View full metadata
THIS DOI METADATA WAS LAST UPDATED: 2024-01-10 22:57
Cite as
-
Full Title
RICERCHE DI PSICOLOGIA
-
Publisher
FrancoAngeli
-
ISSN
0391-6081 (Printed Journal)
1972-5620 (Online Journal)
-
Journal Issue Number
3
-
Journal Issue Designation
3
-
Journal Issue Date (YYYY/MM)
2016/09
-
Full Title
La "trasparenza" nella didattica. Un'indagine sulla percezione di studenti universitari italiani
-
By (author)
-
First Page
281
-
Last Page
312
-
Language of text
Italian
-
Publication Date
2016/09
-
Copyright
2016 FrancoAngeli srl
Introduction or preface
La rilevazione della trasparenza nella didattica universitaria e un aspetto ancora poco indagato. La trasparenza e un aspetto distinto dalla qualita della didattica e si riferisce al modo in cui gli studenti percepiscono visibili i processi apprenditivi, la valutazione, il rapporto tra pari e con i docenti. L'obiettivo dello studio e rilevare informazioni sulla percezione della trasparenza in ambito universitario. A tal fine, e stato somministrato a 167 studenti di due diverse universita e di tre differenti facolta un questionario creato ad hoc. Obiettivo secondario e rilevare se le percezioni in questione si differenziano in base a caratteristiche degli studenti quali la facolta cui sono iscritti, l'eta, il profitto accademico e lo status economico. I risultati indicano che nella percezione degli studenti gli assunti alla base delle modalita didattiche e di valutazione sono adeguatamente esplicitati dai docenti, i quali tendenzialmente ascoltano e incoraggiano i discenti, concedendo loro margini di autonomia. Anche il livello di cooperazione tra studenti appare essere piu che soddisfacente. Sul piano delle motivazioni, i rispondenti dichiarano di essere sostenuti nello studio da interessi e aspirazioni non strumentali ed essere disponibili a impegni aggiuntivi, se questi portano ad apprendimenti significativi. Tuttavia, l'importanza di un riconoscimento formale del livello di competenza raggiunto (voto) e pure importante e non vengono negati i vissuti di preoccupazione e ansia che accompagnano l'esperienza accademica. Le differenze individuali sostanzialmente non incidono sulla percezione della trasparenza.
Reference list of
10.3280/RIP2016-003002
Unstructured Citation
Bartels, J., Magun-Jackson, S., & Kemp, A.D. (2009). Volitional regulation and self-regulated learning: An examination of
individual differences in approachavoidance achievement motivation. Electronic Journal of Research in Education Psychology,
7(2), 605-626.
https://doi.org/10.25115/ejrep.v7i18.1370
Unstructured Citation
Bianchini, S. (2014). Feedback effects of teaching quality assessment: Macro and micro evidence. Assessment & Evaluation in
Higher Education, 39, 380-394.
https://doi.org/10.1080/02602938.2013.842957
Unstructured Citation
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100-112.
https://doi.org/10.1027/1016-9040.1.2.100
Unstructured Citation
Boekaerts, M. (2007). Emotion in education. San Diego, CA: Elsevier Academic Press.
Unstructured Citation
Caratelli, M. (2006). La trasparenza tra banche e clienti: fabbisogni informativi ed intervento pubblico. Milano: FrancoAngeli Editore.
Unstructured Citation
Chickering, A.W., & Gamson, Z.F. (1991). Applying the seven principles for good practice undergraduate education. San Francisco:
Jossey-Bass.
https://doi.org/10.1002/tl.37219914708
Unstructured Citation
Coe, R. (2002). Finding out what works: evidence-based education. Durham: University School of Education.
Unstructured Citation
CREAP, Universita degli Studi di Brescia (2011). Governance e trasparenza nelle aziende di servizi di pubblica utilita. FrancoAngeli: Milano.
Unstructured Citation
Dalsgaard, C., & Paulsen, M.F. (2009).Transparency in cooperative online education. International Review of Research in Open
and Distance Learning, 10(3), 55-68.
https://doi.org/10.19173/irrodl.v10i3.671
Unstructured Citation
Davies, P. (2004). Is evidence-based government possible? The 2004 Jerry Lee Lecture, Campbell Collaboration Colloquium, Washington DC.
Unstructured Citation
De Beni, R., & Moe, A. (2000). Motivazione e apprendimento. Bologna: il Mulino.
Unstructured Citation
Jankowski, N.A., & Provezis, S.J. (2011). Making student learning evidence transparent: The state of the art. National Institute for Learning Outcomes Assessment.
Unstructured Citation
Jaradat, M.H. (2013). The notion of adminstrative transparency among academic leaderships at Jordanian universities. Education, 134, 74-81.
Unstructured Citation
Johnson, D.W., & Johnson, R.T. (2000). Learning together and alone: Cooperative, competitive, and individualistic learning (5th edition), Englewood Cliffs, NJ: Prentice Hall.
Unstructured Citation
Johnson, D.W., Johnson, R.T., & Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3), 85-118.
Unstructured Citation
Galliani, L. (2014). 700.000 fuori corso: Universita e docenti senza alibi. Giornale Italiano della Ricerca Educativa, 13, 9-11.
Unstructured Citation
Hammersley, M. (2001). Some questions about evidence-based practice in Education. Paper presented annual Conference of the British Educational Research Association, University of Leeds, England.
Unstructured Citation
Hammersley, M. (2007). Methodological paradigms in educational research. London: TLRP.
Unstructured Citation
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Lloydia Cincinnati, 1-17.
Unstructured Citation
Hemsley, B., & Sharp, C. (2003). The use of research to improve professional practice: A systematic review of the literature.
Oxford Review of Education, 29(4), 449-70.
https://doi.org/10.1080/0305498032000153025
Unstructured Citation
0663.100.2.398. Hunt, S.M., & McKenna, S.P. (1986). Measuring health status. London: Croom Helm.
Unstructured Citation
Hussain, A. (2013). Canonical correlational models of students’ perceptions of assessment tasks, motivational orientations, and learning strategies. International Journal of Instruction, 6(1), 21-38.
Unstructured Citation
Kellogg Forum on Higher Education for the Public Good (2002, May). Educating for the public good: Implications for faculty, students, administrators and community. Oxnard, CA: A Report from the National Leadership Dialogue Series and Scott London.
Unstructured Citation
Kim, Y.G. (2007). Region building in Korea through cross-border higher education: The case of Handong Global University. Paper presented at OuECD/IMHE International Conference, Valencia, Spain.
Unstructured Citation
Krzykowski, L.M. (2012). Transparency in higher educational student learning Assessment as seen through accreditation. ProQuest LLC, Ph.D. Dissertation, State University of New York at Albany.
Unstructured Citation
Inozu, J. (2011). The role of non-classroom faculty in student learning outcomes in higher education context. International Journal of Teaching and Learning in Higher Education, 23(3), 292-302.
Unstructured Citation
Lang, J.M. (2007). Classroom transparency. Chronicle of Higher Education, 53(31), pC2.
Unstructured Citation
Levinas, E. (2010). Totalita e infinito. Saggio sull’esteriorita. Milano: Jaca Book.
Unstructured Citation
Mullin, P.A., Lohr, K.N., Bresnahan, B.W., & McNulty, P. (2000), Applying cognitive design principles to formatting HRQoL
instruments. Quality of life Research, 9(1), 18-27.
https://doi.org/10.1023/A:1008923301313
Unstructured Citation
Niero, M. (2008), La personalizzazione nella ricerca quantitativa, Milano: FrancoAngeli Editore. Ogawa, A. (2011). Facilitating self-regulated learning: An exploratory case of teaching a university course on Japanese society. International Journal of Teaching and Learning in Higher Education, 23(2), 166-174.
Unstructured Citation
Rawlins, B.L. (2008). Measuring the relationship between organizational transparency and employee trust. Public Relations
Journal, 2(2), 1-21.
https://doi.org/10.1080/10627260802153421
Unstructured Citation
Sax, L.J., Bryant, A.N., & Harper, C.E. (2005). The differential effects of studentfaculty interaction on college outcomes
for women and men. Journal of College Student Development, 46(6), 642-657.
https://doi.org/10.1353/csd.2005.0067
Unstructured Citation
Shaidi, S., Khodalanahi, M.K., Heidari, M., & Baezat, F. (2004). Cognitive and motivational self-regulation Iranian students: Effects of training on the reduction
Unstructured Citation
of educational problems and anxiety. Psychology and Education: An Interdisciplinary Journal, 41(3-4), 17-25.
Unstructured Citation
Slavin, R.E. (1988). Student team learning: An overview and practical guide. Washington, DC: National Education Association.
Unstructured Citation
Slavin, R.E. (1995). Cooperative learning: Theory, research, and practice (2nd edition). Boston: Allen and Bacon.
Unstructured Citation
Slavin, R.E. (2001). Student team learning: A practical guide for cooperative learning. Washington, DC: National Education Association.
Unstructured Citation
Spiller, D., & Harris, T. (2013). Learning from evaluations: Probing the reality. Issues in Educational Research, 23(2), 258-268.
Unstructured Citation
Vevere, N., & Kozlinskis, V. (2011). Students' evaluation of teaching quality. USChina Education Review B, 5, 702-708.
Unstructured Citation
Winkelmes, M.-A. (2013). Transparency in learning and teaching. National Education Association – Higher Education: Advocate, 30(1), 6-9. Winkelmes, M.-A., Copeland, D.E., Jorgensen, E., Sloat, A., Smedley, A., Pizor,
Unstructured Citation
Zhu, X.B, Zhang, L.M., & Wu, L.L. (2011). A study on the relationship achievement goal orientation, academic social comparison, and self-efficacy in middle school students. Chinese Journal of Clinical Psychology, 19(2), 255-258.