Anzeige des vollständigen DOI-Metadaten-Sets
DIESE DOI-METADATEN WURDEN ZULETZT AKTUALISIERT AM: 2024-01-10 22:57
Cite as
-
Vollständiger Titel
RICERCHE DI PSICOLOGIA
-
Verlag
FrancoAngeli
-
ISSN
0391-6081 (Gedruckte Zeitschrift)
1972-5620 (Online-Zeitschrift)
-
Nummer der Ausgabe
3
-
Andere Beschreibung der Ausgabe
3
-
Erscheinungsdatum der Ausgabe (YYYY/MM)
2016/09
-
Vollständiger Titel
La "trasparenza" nella didattica. Un'indagine sulla percezione di studenti universitari italiani
-
Von (Autor)
-
Erste Seite
281
-
Letzte Seite
312
-
Sprache des Textes
Italienisch
-
Erscheinungsdatum
2016/09
-
Copyright
2016 FrancoAngeli srl
Vorwort
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.
Zitierungen des
10.3280/RIP2016-003002
Unstructured Zitierung
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 Zitierung
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 Zitierung
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 Zitierung
Boekaerts, M. (2007). Emotion in education. San Diego, CA: Elsevier Academic Press.
Unstructured Zitierung
Caratelli, M. (2006). La trasparenza tra banche e clienti: fabbisogni informativi ed intervento pubblico. Milano: FrancoAngeli Editore.
Unstructured Zitierung
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 Zitierung
Coe, R. (2002). Finding out what works: evidence-based education. Durham: University School of Education.
Unstructured Zitierung
CREAP, Universita degli Studi di Brescia (2011). Governance e trasparenza nelle aziende di servizi di pubblica utilita. FrancoAngeli: Milano.
Unstructured Zitierung
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 Zitierung
Davies, P. (2004). Is evidence-based government possible? The 2004 Jerry Lee Lecture, Campbell Collaboration Colloquium, Washington DC.
Unstructured Zitierung
De Beni, R., & Moe, A. (2000). Motivazione e apprendimento. Bologna: il Mulino.
Unstructured Zitierung
Jankowski, N.A., & Provezis, S.J. (2011). Making student learning evidence transparent: The state of the art. National Institute for Learning Outcomes Assessment.
Unstructured Zitierung
Jaradat, M.H. (2013). The notion of adminstrative transparency among academic leaderships at Jordanian universities. Education, 134, 74-81.
Unstructured Zitierung
Johnson, D.W., & Johnson, R.T. (2000). Learning together and alone: Cooperative, competitive, and individualistic learning (5th edition), Englewood Cliffs, NJ: Prentice Hall.
Unstructured Zitierung
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 Zitierung
Galliani, L. (2014). 700.000 fuori corso: Universita e docenti senza alibi. Giornale Italiano della Ricerca Educativa, 13, 9-11.
Unstructured Zitierung
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 Zitierung
Hammersley, M. (2007). Methodological paradigms in educational research. London: TLRP.
Unstructured Zitierung
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Lloydia Cincinnati, 1-17.
Unstructured Zitierung
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 Zitierung
0663.100.2.398. Hunt, S.M., & McKenna, S.P. (1986). Measuring health status. London: Croom Helm.
Unstructured Zitierung
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 Zitierung
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 Zitierung
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 Zitierung
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 Zitierung
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 Zitierung
Lang, J.M. (2007). Classroom transparency. Chronicle of Higher Education, 53(31), pC2.
Unstructured Zitierung
Levinas, E. (2010). Totalita e infinito. Saggio sull’esteriorita. Milano: Jaca Book.
Unstructured Zitierung
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 Zitierung
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 Zitierung
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 Zitierung
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 Zitierung
Shaidi, S., Khodalanahi, M.K., Heidari, M., & Baezat, F. (2004). Cognitive and motivational self-regulation Iranian students: Effects of training on the reduction
Unstructured Zitierung
of educational problems and anxiety. Psychology and Education: An Interdisciplinary Journal, 41(3-4), 17-25.
Unstructured Zitierung
Slavin, R.E. (1988). Student team learning: An overview and practical guide. Washington, DC: National Education Association.
Unstructured Zitierung
Slavin, R.E. (1995). Cooperative learning: Theory, research, and practice (2nd edition). Boston: Allen and Bacon.
Unstructured Zitierung
Slavin, R.E. (2001). Student team learning: A practical guide for cooperative learning. Washington, DC: National Education Association.
Unstructured Zitierung
Spiller, D., & Harris, T. (2013). Learning from evaluations: Probing the reality. Issues in Educational Research, 23(2), 258-268.
Unstructured Zitierung
Vevere, N., & Kozlinskis, V. (2011). Students' evaluation of teaching quality. USChina Education Review B, 5, 702-708.
Unstructured Zitierung
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 Zitierung
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.