Tiziana Quarto

The literature suggests that gifted children outperform peers in information-processing tasks. Also, research shows that facial emotion recognition accuracy is affected by expression intensity, which can be depicted as different amounts of information available for the observer during the emotion recognition process. To test if an information-processing advantage for gifted children also exists in the emotional domain, in this study we compared gifted children’s and a control peer group’s performance on dynamic facial emotion recognition as expressed at different intensity levels (40–100%). Participants (7–11 years old) completed an emotional recognition task involving six basic emotions (anger, disgust, fear, happiness, sadness and surprise) presented as morphed videoclips. A strong positive correlation between age and general accuracy was found within the whole sample, confirming that the ability develops progressively as children mature. Results indicated that the gifted group shows significantly higher accuracy on disgust and surprise recognition. An interaction effect group by intensity level was found, with the gifted group reporting significantly better performance in accuracy at low intensity (40%) compared to controls, indicating that their advantage in information-processing may be more detectable in the early phase of emotion expression, despite the emotion’s type. Future studies are needed to clarify the nature of these results.

Environmental sustainability is crucial for human survival and the future of new generations. Anticipating regret can influence decision-making and promote sustainable behaviors. This study examines the effect of anticipated regret on pro-environmental behaviors among young adults (18–30) using regret-based short videos called “EkoToks.” A total of 128 participants were randomly assigned to an experimental group, receiving regret-evoking videos, or a control group, receiving informational videos. Pro-environmental behaviors were measured at baseline, post-test, and at three-month follow-up. Results showed significant short-term improvements in the experimental group compared to the control group, with higher scores in total pro-environmental behavior, prosocial behavior, reuse, recycling, and pro-environmental actions. At follow-up, the experimental group continued to outperform the control group in terms of total behavior, prosocial behavior, recycling, reuse, pro-environmental actions, and waste reduction. Regression analyses revealed that post-test regret significantly predicted further improvements at follow-up (compared to post-test) in total behavior, prosocial behavior, reuse, and pro-environmental actions. These findings highlight the effectiveness of anticipated regret in improving environmental behaviors, particularly low-cost ones.

Adolescence, one of the most crucial developmental phases in life, was previously commonly considered a vulnerable period, characterized especially by risk factors that can lead to a variety of internalizing or externalizing problems. The present work goes beyond the classical view of adolescence as a vulnerable stage by supporting a more recent conceptualization of adolescence as a “window of opportunities”, driven by the interplay and influences between individual and environmental factors. The authors considered individual differences related to temperament and personality to account for individual factors, and school, family, and peer support as social factors. Moreover, the authors specified the contexts in which individual differences are particularly relevant for youths’ adjustment and psychological well-being, considering the main adaptive and maladaptive facets that adolescent development can assume. Lastly, the authors also considered the main intervention approaches to prevent risks and foster positive development in youths over time, especially accounting for social and environmental resources accessible to adolescents.

The present chapter examines individual differences in emotionality and emotion regulation from a developmental perspective, considering the dispositional and endogenous characteristics of emotion-related processes and specific emotion regulation behaviors. Individual differences represent psychological, cognitive, and emotional aspects of individuals’ characteristics through the life span, developed from biological (i.e., heritable aspects) and contextual (i.e., non-heritable aspects) factors. Addressing individual differences in thinking, behaving, and experiencing emotions is crucial for studying psychological adjustment because these differences can explain how and why people follow adaptive or maladaptive pathways during their lives. Dispositionally, individual differences in emotion regulation conceive temperamental characteristics of emotionality, particularly negative emotionality tendencies, defined as individual differences in susceptibility to negative emotions (sadness, anxiety, fear, anger, or frustration) and the frequency of negative emotional responses. Another aspect that plays a fundamental role is individuals’ beliefs, conceptualized as self-efficacy beliefs, the ability to be a proactive actor in the context. Self-efficacy in emotion regulation is a complex process of initiating, avoiding, inhibiting, maintaining, or modulating internal feelings and different emotion-related components (i.e., physiological processes, cognition, and behavior), which can influence individuals’ adjustment. Regulatory emotional self-efficacy can mediate and affect the expression and modulation of emotions.

Self-regulatory self-efficacy belief (i.e., SRSE) represents a fundamental factor for adjustment in adolescence, as a vehicle to promote positive behaviors and protect youths from transgressions and maladjustment. Research attested that, during adolescence, boys are more vulnerable to externalizing behaviors than girls, especially when they perceive themselves as scarcely capable of managing and orienting their behaviors and when they possess impairments in impulsivity. Previous studies firmly supported the crucial role of SRSE, especially in the offline context in adolescence. Still, very few studies investigated its impact in the online context, although nowadays, the Internet represents one of the most significant environments for youths’ daily lives. Thus, we aimed to examine the protective moderating role of SRSE in online and offline aggressive behaviors beyond youths’ temperamental vulnerabilities, such as high impulsivity. A sample of 318 Italian adolescents (M_age = 15.21; SD = 0.51; 57% boys; 40% girls; 3% third gender) were asked to complete the Impulsivity Scale at Wave 1, online and offline aggressive behaviors scales at Wave 2, and SRSE at Wave 2. The multiple-group-by-gender moderation model evidenced that, for what concerns online aggression, beyond the direct effects of impulsivity in boys and girls, SRSE directly affected online aggression and mediated the effect of impulsivity in girls. In contrast, impulsivity significantly affected offline aggressive behaviors only indirectly through the impact of SRSE, and SRSE directly influenced these behaviors in both genders. These results hold for the effects of youth’s age, sexual orientation, socioeconomic status, and years of education completed. This work preliminary evidenced that, contrary to previous studies which focused mainly on the vulnerability of boys to aggressive conduct, impulsivity had direct effects on online aggressive behaviors in girls, and SRSE can protect adolescents of both genders in the online context by predicting low online aggression and represents a protective factor from the indirect effects that impulsivity impairments can also have in the offline context.

Self-regulatory Self-efficacy belief (i.e., SRSE) represents a fundamental factor for adjustment in adolescence, as a vehicle to promote positive behaviors and protect youths from transgressions and maladjustment Bandura et al., 2003; LaRose et al., 2010). Research attested that, during adolescence, boys are more vulnerable to externalizing behaviors than girls, especially when they perceive themselves as scarcely capable of managing and orienting their behaviors, and when they possess impairments in impulsivity (Bandura et al., 2001; Muris, 2006). Previous studies firmly supported the key role of SRSE especially in the offline context in adolescence, but very few studies investigated its impact in the online context, although nowadays Internet represents one of the most significant environments for youths’ daily lives (LaRose et al., 2010; Favini et al., 2023). Thus, we aimed to examine the protective moderating role of SRSE in online and offline aggressive behaviors, beyond youths’ temperamental vulnerabilities, such as high levels of impulsivity. A sample of 318 Italian adolescents (Mage=15.21; SD=.51; 57% boys; 40% girls; 3% third gender) were asked to complete the Impulsivity Scale at Wave1, online and offline aggressive behaviors scales at Wave 2, and SRSE at Wave 2. Multiple-group-by-gender moderation model evidenced that, for what concerns online aggression, beyond the direct effects of impulsivity in boys and girls, SRSE directly affected online aggression and mediated the effect of impulsivity in girls. In contrast, impulsivity significantly affected offline aggressive behaviors only indirectly through the effects of SRSE, and SRSE directly influenced these behaviors in both genders. These results hold for the effects of youth’s age, sexual orientation, socioeconomic status, and years of education completed. This work preliminary evidenced that, contrary to previous studies which focused especially on the vulnerability of boys to aggressive conduct, impulsivity had direct effects on online aggressive behaviors in girls, and SRSE can protect adolescents of both genders in the online context, by predicting low online aggression, and represent a protective factor from the indirect effects that im-pulsivity impairments can have also in the offline context.

The COVID-19 pandemic drastically affected many areas and contexts of today’s society, including school and family. Several studies focused on the worldwide effects of school closures on students’ learning outcomes, context, and well-being. However, the data emerging from these studies are often inconsistent and fragmentary, highlighting the need of a comprehensive analysis of the phenomenon. This need is especially urgent for the countries with the most severe school closure, like Italy. This systematic review aims to collect the opinions of parents, teachers, and students on: other dimensions of Italian primary school students affected by school closures, beyond academic performance; hypothetical agreement between the opinions of parents, teachers, and students regarding the different effects of school closures on Italian primary school students; possible differences between the effects of school closures on Italian primary school students and the students in other countries. Our search was conducted using PRISMA 2020 guidelines on Web of Science, Pubmed, Scopus, and EBSCOHost. The results obtained from 34 articles revealed a strong concern on the part of all stakeholders involved in learning during the pandemic, with evident negative effects for Italian school students. The constraint on distance learning led to a drastic change in everyone’s routine, and a negative emotional change on the part of young students. Parents and teachers generally considered distance learning to be ineffective for the education of their children and students; they encountered technical-practical difficulties in the use of electronic devices for participation in school activities; overall learning deficits on the part of students, especially in mathematics, as confirmed by INVALSI results were also found. The investigation reveals a condition of shared emotional and academic performance difficulty, and a further challenging circumstance for students previously at risk of marginalization. Further research in this field is paramount to identify new and adequate recovery strategies.

Several studies underlined the negative effects of forced social isolation on emotional processes in younger population. The current study aimed to review existing evidence of the pandemic’s impact on the emotional regulation of Italian children aged 0–12 years in order to identify personal and contextual factors that may adversely impact their developmental process. Different electronic databases (Web of Science, APA PsycInfo, APA PsycArticles, MEDLINE, Psychology and Behavioral Sciences Collection, and Scopus) were used to identify peer-reviewed studies published in English and Italian. Thirteen studies were included in the review, covering a total of 18.843 children. All studies reported negative effects of the lockdown on a child’s emotional processes. The most affected were children aged 3–5 years, those living in Northern Italy, and those with low socioeconomic status (SES) families. Alterations in emotional processes were associated with sleep disturbances, quality of family relationships, personality structures, the coping strategies used, and time spent with technological devices. Finally, two- (time × parenting) and three-way (time × parenting × environmental sensitivity) interactions resulted significantly in predicting a child’s emotional regulation, respectively, in terms of externalizing and internalizing behaviors. This review remarks that children’s emotional processes were negatively impacted during social lockdown, especially where acute social isolation interacted with a set of dispositional and situational risk factors.

Musculoskeletal ultrasound involves the study of many superficial targets, especially in the hands, wrists, and feet. Many of these areas are within the first 3 cm of the skin surface and are ideal targets for ultra-high-frequency ultrasound. The high spatial resolution and the superb image quality achievable allow foreseeing a wider use of this novel technique, which has the potential to bring innovation to diagnostic imaging.