The course will focus on the following thematic groups: processes of development and adaptation of students to the school context; cognitive, affective, motivational processes of students and students during their developmental pathways and in relation to school curricula; Relations between emotions and learning; cognitive, emotional and motivational correlates that mediate the relationship between technological innovations, learning and scholastic adaptation; reasoning and problem solving; self-building processes; development of social skills; typical and atypical psychological development processes; biological and neurophysiological foundations of typical and atypical psychological development processes; intercultural relations; the school-family relationship and the building of a relationship of trust with parents. Lectures will be accompanied by small and large group exercises on cases, tools, methods and projects.
|Albiero P. (a cura di)||Il benessere psicosociale in adolescenza Prospettive multidisciplinari||Carocci editore, Roma||2012||9788843060351||capitoli da studiare per l'esame: 2, 3, 4, 5, 7, 8.|
|D'Amico S., Piccardi L.||Psicologia per insegnare||Zanichelli, Bologna||2019||Consiglio la lettura dell'intero volume. Per l'esame richiedo i capitoli: 1, 2, 3, 4, 9, 12.|
We recommend a study mode based on the constant dynamic combination between elements of theoretical content and elements of an application and experiential character.
The assessment will take place through a final written test, with 3 open questions formulated in order to verify the learning, knowledge and understanding of the acquired knowledge. Each question will be evaluated with a mark out of thirty, the final mark of the exam will be the average of the partial evaluations. The evaluation will take into account four dimensions: knowledge of theoretical contents (25%); ability to use a language appropriate to the contents studied (25%); knowledge of the appropriate methodologies and tools in the various themes (25%); ability to re-elaborate the contents studied (25%).
There are no differences between attending students and non-attending students in relation to exam content, modes and texts.
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