The Never‐ending Shift: A feminist reflection on living and organizing academic lives during the coronavirus pandemic

This article offers a feminist reflection written as a nocturnal stream of consciousness exposing the embodied, emotional and professional experience of living and working during a pandemic outbreak. Framed within a feminist approach, this personal narrative provides an example of the effects of such unexpected and unprecedented circumstances on personal and professional academic lives. Developed during the first stage of the (inter)national coronavirus pandemic, my reflections address issues of privilege; emotional labour; the virtual invasion of the home space within the current increasingly ambiguous space of ‘the workplace'; workload; and wellbeing. Further, I consider how the newly enforced flexible work measures based on online tools have turned current work–life dynamics into a ‘Never‐ending Shift'.     

Analysing International Student Mobility Flows in Higher Education: A Comparative Study on European Countries

The analysis of the factors pulling and pushing students in a foreign country to complete their higher education is key for the implementation of university policies aimed at increasing the number of credits gained by students abroad and hence the degree of internationalisation of institutions. Consistent with previous studies, the present contribution examines the roles played by countries in the Erasmus student mobility flows by considering a joint strategy of analysis based on social network analysis and exploratory data analysis. First, data on Erasmus student exchanges among countries are gathered at macro-level from the European Union Open Data Portal and network data structures are analysed. Second, educational indicators from the Eurostat website are collected to describe the investments in higher education. The main findings suggest the presence of a core-periphery configuration in the student mobility network with few central countries in which the economic benefits and the investments in education seem to act as key elements for university attractiveness.

     

Breadth of Vocational Interests: The Role of Career Adaptability and Future Orientation

The authors examined the relationship between career adaptability, future orientation, and vocational interests. Specifically, they tested the role of career adaptability and future orientation in promoting a broader range of vocational interests, based on the principle that experiencing more interests can be useful in giving one's best in multiple occupations and in planning a broad range of career goals. A total of 762 Italian adolescents (383 males, 379 females) participated in the study. Results highlight the mediating role of future orientation in the relationship between 4 career adaptability resources and breadth of vocational interests. These results underscore that specific interventions in career adaptability and future orientation may foster a broader range of vocational interests, providing more opportunity for adolescents to respond to the demands of the current job market.     

How to Foster Toddlers' Mental‐State Talk,Emotion Understanding,and Prosocial Behavior: A Conversation‐Based Intervention at Nursery School

Recent years have seen the development and implementation of a range of training programs aimed at improving children's socio‐emotional skills. Nevertheless, few studies have been conducted with toddlers attending nursery school. In this study, we adopted observational and experimental paradigms to examine the efficacy of an intervention based on conversing about emotions with small groups of 2‐ to 3‐year‐old children. The intervention was designed to promote toddlers' mental‐state talk, emotion understanding (EU), and prosocial behavior. The training group significantly outperformed the control group in the use of mental‐state language, especially emotional‐state lexicon, EU, and prosocial behavior toward peers. There was also a significant Group × Age interaction, with the older training group participants displaying greater gains in EU than the younger ones. We discuss the theoretical and practical implications of these findings.     

“The More You Gesture,the Less I Gesture”: Co-Speech Gestures as a Measure of Mental Model Quality

Studies in the literature have revealed that a speaker’s co-speech gestures favor the construction of a complete and articulated mental model of the discourse by the listener; moreover, from the literature on co-speech gestures we know that they help the speaker to organize the stream of thought. Given these data, we hypothesized that a person who listens to a discourse accompanied by gestures would produce fewer co-speech gestures in recollecting the discourse compared to a person who listens to a discourse not accompanied by gestures. The analysis of the co-speech gestures produced by the participants in two experiments while recollecting the content of a discourse confirmed our predictions.     

Socio-educational work in at-risk contexts and professional reflexivity: the multi-vision group of “Maestri di Strada”

ABSTRACT

The Association ‘Maestri di Strada’ (MdS) undertakes socio-educational interventions to promote the well-being of young people in the ‘high-risk’ suburbs of Naples. The socio-educational work is not a mere ‘technical-rational’ activity and it relies on the use of ‘self’, which is not an unlimited resource. MdS places great emphasis upon reflexivity after the action and adopts the ‘Multi-Vision Group’ (MVG), which is a modified Balint group, as a support mechanism for its staff. Before trainees begin working, they attend the MVGs, observe them, and provide narrative accounts of the process. In this study, 61 reports prepared by the trainees during an academic year underwent a textual analysis. The aim was to evaluate the reflexive function of the group and the results indicate that, within the MVG, the practitioners express emotions, doubts, and difficulties linked to the job and its high-risk contexts. They show both self-awareness and awareness of the importance of the team, thinking as a community in a cooperative way. These are features related to reflexivity, which is recognised as being crucial for practice; the process of observation and recording also has a high educational importance for the trainees and social work students.     

Beyond continuity? Italian social assistance policies between institutional opportunities and agency

Madama I. Beyond continuity? Italian social assistance policies between institutional opportunities and agency The article addresses recent developments of social assistance policies in Italy with two interpretative aims. The first regards the approval of the long‐awaited framework law in 2000 and deals with the factors that made a path‐shifting national reform possible in a policy sector which had evolved through successive accretions and gradual revisions. The second regards the effectiveness of the reform, providing an assessment of the (scant) achievements subsequent to its adoption. The reform process was investigated through a model that combines factors of historical neo‐institutionalist derivation and agency dynamics, the latter of which is intended to overcome the structuralist bias of purely neo‐institutionalist explanations. The article draws two conclusions. The first concerns the resilience of Italy's backwardness in this policy field. The second, a theoretical consideration, is that if institutions function as constraint generators as well as opportunity generators for actors, agency dynamics are crucial in order to fully understand the timing and specific contents of institutional change.     

Measurement Invariance of Ryff’s Psychological Well-being Scales Across Italian and Belarusian Students

Cross-cultural researches on the Ryff’s Psychological Well-being (PWB) Scales are currently not available. The aim of the paper was to investigate the measurement invariance of the 18-item version of the PWB Scales across 1,114 high school and undergraduate Italian and Belarusian students. After identifying the six correlated first-order factors and one second-order factor model of the Ryff’s PWB Scales, as baseline model for each sample, multi-groups confirmatory factor analyses were subsequently performed. All analyses were performed using the Robust Diagonally Weighted Least Squares estimation procedures, entering a polychoric correlation matrix. Multi-groups analyses showed that factor structure of the preferred model did not change across the Italian and Belarusian samples. Although the obtained results provided a preliminary support for cross-cultural structural invariance of the PWB Scales, further investigations are required to ensure its generalizability and applicability. Limitations and suggestions for future researches as well as psychosocial applications for educational context were discussed.     

Untangling the commonalities and differences between domestic cross-regional experience and international experience in shaping speed of internationalization

Prior studies have paid attention to the influence of domestic experience on internationalization, for which domestic experience primarily refers to the accumulation of internationalization knowledge from industrial peers or partners at home. We argue that the commonalities and differences between international experience and domestic cross-regional experience have not been fully incorporated in previous frameworks in the literature. Thus, in untangling the commonalities, we purposively differentiate domestic experience into two dimensions, i.e., repetition-based experience and diversity-based experience, to investigate the contingent role of making domestic cross-regional investments in shaping the relationship between international experience and the speed of internationalization. We expect that these two dimensions of domestic experience will moderate the relationship between international experience and the speed of internationalization in a different way. More specifically, repetition-based experience has a negative moderating effect while diversity-based experience has a positive moderating effect. Further, considering the differences between international investments and domestic investments, we expect that the joint impacts of international experience and domestic cross-regional experience on internationalization speed are contingent on whether firms have sufficient resources to support multiple learning or whether institutions between the home country and foreign country is similar enough for cross-context application. We expect that financial slack and institutional distance between prior foreign entries' country and the home country play significant three-way moderating roles in setting boundaries for the relationship between domestic experience and international experience. Based on the analysis of 302 Chinese publicly listed firms from 2001 to 2014, the dynamic panel data regression results support our hypotheses. Overall, our simultaneous consideration of commonalities and differences between domestic investments and international investments sheds light on how MNCs learn from both international and domestic investments to speed up their foreign expansions.