RISULTATI RICERCA

Widening participation is reshaping higher education, making teaching innovation a strategic priority. Adopting a sequential exploratory mixedmethods design, this study reports the quantitative phase of a Researchbased Teacher Professional Development project at the Department of Agricultural and Food Sciences, University of Bologna. Two online questionnaires were administered to 102 teachers and 318 students, addressing selfefficacy, engagement, motivation, collaboration, and employability. Teachers’ satisfaction with student engagement was predicted by selfefficacy in engaging them and by teaching engagement, whereas active methods reflected their ability to foster metacognitive skills. Among students, engagement and extrinsic motivation predicted degree commitment; selfefficacy and collaborative behaviour predicted teamwork ability; and engagement, motivation, and employability predicted learning transfer. Findings inform formative, datadriven faculty development.

The main aim of the present study was to investigate the psychometric properties of a selfreport questionnaire derived from the Professional Standards for Early Childhood and Primary Education (in Italian, Standard profili professionali primaria e infanzia – S3PI; Bandini et al., 2019), a tool aimed at guiding and assessing progress during the internship in school contexts for students of the master’s degree in primary education. A sample of 47 female students (mean age = 21.16 years, SD = 5.94 years) at the beginning of the training course, without previous internship or teaching experience, compiled the questionnaire imagining themselves in the role of future trainees. The two dimensions envisaged (“Values and Attitudes” and “Professional Community and Education”) showed good indices of reliability, and associations with measures of personal emotional selfefficacy and selfefficacy as a future emotional socializer were examined. The results were discussed emphasizing the importance of promoting selfreflective practices in future teachers even before the start of their first internship experience within the school contexts.

The relationship between economic growth and income inequality often resembles an inverted U-shaped curve, indicating that income disparities worsen initially during economic development but improve once a nation attains middle-income status. Ongoing research has explored the interplay between economic growth, inequality, and poverty from various perspectives. This study investigates the connections among economic growth, income disparity, and poverty in Indonesia. Em-ploying a simultaneous equation model with the Two Stage Least Square (2SLS) method, the research utilizes panel data spanning from 2015 to 2021, encompass-ing 34 Indonesian provinces. The models consider economic growth, income ine-quality, and poverty as endogenous variables, while exogenous variables include government expenditure, unemployment rate, educational attainment, and population size. Findings reveal interconnectedness among these variables over the 2015-2021 period.

L’autrice propone una riflessione rispetto alla possibilità d’integrazione tra la teoria dell’attaccamento e l’approccio sistemico, in ambito clinico. Il contesto di partenza riguarda i sistemi al cui interno vi sia una persona con Disturbo dello Spettro Autistico e le difficoltà in merito. Attraverso alcune ricerche appartenenti alla letteratura, viene approfondita l’opportunità di tenere in considerazione i legami di attaccamento dei membri di queste famiglie nella terapia sistemica e i vantaggi che da ciò derivano per il terapeuta, ampliando, infine, la riflessione al trattamento clinico meno specifico.