The Impact of Criminalization of Stalking on Italian Students: Adherence to Stalking Myths

Although behaviors that we today identify as stalking have occurred throughout history, the recognition and systematic investigation of stalking are quite recent. Italy’s antistalking law is fairly new, and factors such as cultural myths, stereotypical beliefs, and definitional ambiguities continue to cause problems in the interpretation and recognition of stalking among the general public. This study examined perceptions and attitudes of 2 groups of Italian criminology students at 2 different times, before and after the implementation of Italy’s 2009 antistalking law. The Stalking Attitudes Questionnaire (McKeon, Ogloff, & Mullen, 2009) was administered to samples in 2007 and 2010. Results revealed significant changes in some beliefs and attitudes between the pre- and post-assessments. Interpretation suggests that the combination of Italian antistalking legislation and increased attention to research seem to have decreased students’ adherence to stalking myths.     

Perceiving facial expressions

Three experiments investigated the perception of facial displays of emotions. Using a morphing technique, Experiment 1 (identification task) and Experiment 2 (ABX discrimination task) evaluated the merits of categorical and dimensional models of the representation of these stimuli. We argue that basic emotions—as they are usually defined verbally—do not correspond to primary perceptual categories emerging from the visual analysis of facial expressions. Instead, the results are compatible with the hypothesis that facial expressions are coded in a continuous anisotropic space structured by valence axes. Experiment 3 (identification task) introduces a new technique for generating chimeras to address the debate between feature-based and holistic models of the processing of facial expressions. Contrary to the pure holistic hypothesis, the results suggest that an independent assessment of discrimination features is possible, and may be sufficient for identifying expressions even when the global facial configuration is ambiguous. However, they also suggest that top-down processing may improve identification accuracy by assessing the coherence of local features.     

“Don't throw the baby out with the bathwater!” Interpersonal strain at work and burnout

Interpersonal strain represents the feeling of discomfort and disengagement in the relationships with people at work resulting from exceeding social requests and pressures. This article has three aims: (1) to introduce the Interpersonal Strain at Work scale (ISW), (2) to examine its construct validity and reliability, and its relationship with the Maslach Burnout Inventory exhaustion and cynicism; and (3) to test the generalizability of the ISW across different work settings. Multilevel CFA on two samples of call centre agents (5407) and hospital professionals (753), nested in 191 and 43 units, respectively, confirmed the good psychometric properties of the ISW and its distinctiveness from established burnout dimensions. The generalizability of ISW was also supported. Interpersonal strain at work seems to be a promising construct to recapture the interpersonal nature of the burnout syndrome that was lost when the concept of burnout was extended beyond the human services.     

Personal and social aspects of professional identity.: An extension of Marcia's identity status model applied to a sample of university students

The study proposed an extension of Marcia's identity status model based on validation of the Professional Identity Status Questionnaire (PISQ-5d), a scale able to measure both intra-individual and intergroup processes connected with the development of a professional identity in university students. The aims were to prove the construct validity of the PISQ-5d, to determine the appropriate number of identity statuses, and to assess the concurrent validity of the identity statuses considering both job-related and academic factors. In this study, 477 university students completed a questionnaire with the PISQ-5d scale; 220 also completed the measures of work values; and 168 completed the measures of student self-esteem and self-efficacy, academic motivation, and grades. Results confirmed the expected five-dimensional structure of the PISQ-5d and the scale's effectiveness at differentiating five types of identity status. Relationship between professional identity status and job-related and academic factors showed that the students with achievement or foreclosure identities had higher scores on measures of academic self-esteem and intrinsic work value and had lower scores for intention to leave university. Implications in terms of considering the PISQ-5d scale a useful tool for the evaluation of professional identity construction processes in university students will be discussed.     

Psychometric Properties of the Italian Version of the Psychological Capital Questionnaire

Two studies were conducted in order to investigate the psychometric properties of Italian version of the Psychological Capital Questionnaire (PCQ). Results from Study 1 (N = 401) provided support of the factorial validity of its four facets (self‐efficacy, optimism, hope, and resilience), as well as of its composite factor measure. Results from Study 2 (N = 465) attested the measurement invariance of the PCQ across one year. Study 2 also explored the relationship between psychological capital, job satisfaction, work engagement, and job performance. Limitations and practical implications are discussed in the article.     

Engagement in the university context: exploring the role of a sense of justice and social identification

The aim of this study was to investigate how a sense of justice, university identification and student engagement emerge within the educational context and the reciprocal relationships among these constructs. Two correlational studies were conducted: (1) a pilot study aimed at validating the constructs of justice (distributive, procedural, and interactional aspects), social identification and student engagement (rule-abiding and extra-role aspects), within the university context (N \(=\) 280); (2) a study exploring the robustness of and the relationships between those constructs (N \(=\) 429). The results confirmed the presence of a four-factor solution involving a sense of overall justice (comprising distributive, procedural and interactional aspects), social identification, and two types of student engagement (rule-abiding and extra-role behaviours). A sense of justice was found to be related to students’ rule-abiding behaviour and, at the same time, it was related to students’ extra-role behaviour, only for closely identified students. In other words, student identification with the university moderated the relationship between sense of justice and extra-role behaviours. Our results showed the important role of sense justice in promoting student engagement (in both aspects of rule-abiding and extra-role behaviour), providing useful insights for the management of the university level educational system towards a better involvement of students in the attainment of higher academic performances and institutional commitment.     

Connecting Personal History and Organizational Context: Suggestions for Developing Educational Programs for Youth Soccer Coaches

Literature underscores the complex role of coaches in sport organizations, especially in youth sectors. Their need for support, not only on the technical level, is emerging. In recent years an interesting international debate has evolved regarding what education is most suitable to support coach development. The article intends to enter this debate by proposing an educational model for youth soccer coaches. This educational proposal is the outcome of reflection that originated from various experiences with about 110 Italian youth soccer coaches over the past six years. The first part is dedicated to a review of the literature on coaching education, and the second to the educational model presented (e.g., theoretical background, characteristics, setting, outcomes, and considerations regarding the management of this educational process). The strength of this model was precisely to have put some recurrent issues in dialogue with the specific organizational contexts in which the educational programs were implemented.