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Michele Settanni

Bio: Michele Settanni is an academic researcher from University of Turin. The author has contributed to research in topics: Psychology & Personality. The author has an hindex of 22, co-authored 76 publications receiving 2016 citations.


Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors investigated disaster preparedness and perception of flood risk in a group of people living in an alpine valley in the north of Italy, and found that most respondents were fairly well prepared to deal with a future flood disaster.

557 citations

Journal ArticleDOI
TL;DR: Results show that the predictive power of digital footprints over personality traits is in line with the standard “correlational upper-limit” for behavior to predict personality, with correlations ranging from 0.29 (Agreeableness) to 0.40 (Extraversion).

270 citations

Journal ArticleDOI
TL;DR: Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: a perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic Achievement.
Abstract: A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement. In fact, in the Italian context, the highest frequency of students dropping-out from school can be observed in the 9th and 10th grades, partly as a consequence of a non-optimal adjustment to the new school-context. The impact of students’ relationships with their teachers may be particularly salient at critical developmental periods. Indeed, teacher-student relationships have been widely recognized as a form of protection to reduce the effect of risk factors in school adjustment and, in case of negative relationship quality, also a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may serve an important role for students’ adaptation to the school environment, favoring both achievement and adaptive behaviors. The aim of this study is to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement and problem and prosocial behavior during the relevant school transition. The sample consists of 122 students (female = 55%). We employed a self-report questionnaire to collect information about: demographic characteristics, quality of relationship with teachers, problematic and prosocial behavior and academic achievement. Students filled in the questionnaires twice: during the 8th grade and 1 year later during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predict changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in achievement. In turn, an increase in the level of perceived conflict with teachers significantly predicted an increase in conduct problems and hyperactivity/inattention symptoms. This study supports the significance of student-teacher relationships as a protective factor during the school transition to high-school. These findings indicate the importance of relationship quality in preventing risk of students’ school failure.

161 citations

Journal ArticleDOI
TL;DR: The positive link between use of HVSM and internalizing symptoms to be mediated by participants’ body image concerns problems is found and suggested that adolescents reporting high use ofHVSM might be at risk for increasedBody image concerns, which in turn might lead to poorer psychological adjustment.

160 citations

Journal ArticleDOI
TL;DR: Findings support the feasibility and validity of studying individual emotional well-being by means of examination of Facebook profiles and reveal that individuals with higher levels of depression, anxiety expressed negative emotions on Facebook more frequently.
Abstract: Digital traces of activity on social network sites represent a vast source of ecological data with potential connections with individual behavioral and psychological characteristics. The present study investigates the relationship between user-generated textual content shared on Facebook and emotional well-being. Self-report measures of depression, anxiety and stress were collected from 201 adult Facebook users from North Italy. Emotion-related textual indicators, including emoticon use, were extracted form users’ Facebook posts via automated text analysis. Correlation analyses revealed that individuals with higher levels of depression, anxiety expressed negative emotions on Facebook more frequently. In addition, use of emoticons expressing positive emotions correlated negatively with stress level. When comparing age groups, younger users reported higher frequency of both emotion-related words and emoticon use in their posts. Also, the relationship between online emotional expression and self-report emotional well-being was generally stronger in the younger group. Overall, findings support the feasibility and validity of studying individual emotional well-being by means of examination of Facebook profiles. Implications for online screening purposes and future research directions are discussed.

138 citations


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01 Jan 2016
TL;DR: The using multivariate statistics is universally compatible with any devices to read, allowing you to get the most less latency time to download any of the authors' books like this one.
Abstract: Thank you for downloading using multivariate statistics. As you may know, people have look hundreds times for their favorite novels like this using multivariate statistics, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they juggled with some harmful bugs inside their laptop. using multivariate statistics is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection saves in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the using multivariate statistics is universally compatible with any devices to read.

14,604 citations

Book ChapterDOI
12 Jul 2017
TL;DR: In this article, the authors explore the ecology of human development, those forces in the person's environment that affect and influence development, i.e., social, economic, and environmental factors.
Abstract: This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

2,149 citations

Journal ArticleDOI
TL;DR: A risk perception paradox exists in that it is assumed that high risk perception will lead to personal preparedness and, in the next step, to risk mitigation behavior, but this is not necessarily true, and three explanations are offered suggesting why this paradox might occur.
Abstract: This article reviews the main insights from selected literature on risk perception, particularly in connection with natural hazards. It includes numerous case studies on perception and social behavior dealing with floods, droughts, earthquakes, volcano eruptions, wild fires, and landslides. The review reveals that personal experience of a natural hazard and trust--or lack of trust--in authorities and experts have the most substantial impact on risk perception. Cultural and individual factors such as media coverage, age, gender, education, income, social status, and others do not play such an important role but act as mediators or amplifiers of the main causal connections between experience, trust, perception, and preparedness to take protective actions. When analyzing the factors of experience and trust on risk perception and on the likeliness of individuals to take preparedness action, the review found that a risk perception paradox exists in that it is assumed that high risk perception will lead to personal preparedness and, in the next step, to risk mitigation behavior. However, this is not necessarily true. In fact, the opposite can occur if individuals with high risk perception still choose not to personally prepare themselves in the face of a natural hazard. Therefore, based on the results of the review, this article offers three explanations suggesting why this paradox might occur. These findings have implications for future risk governance and communication as well as for the willingness of individuals to invest in risk preparedness or risk mitigation actions.

1,243 citations

Journal ArticleDOI
TL;DR: It is concluded that the current focus on risk perceptions as a means to explain and promote private flood mitigation behavior is not supported on either theoretical or empirical grounds.
Abstract: In flood risk management, a shift can be observed toward more integrated approaches that increasingly address the role of private households in implementing flood damage mitigation measures. This has resulted in a growing number of studies into the supposed positive relationship between individual flood risk perceptions and mitigation behavior. Our literature review shows, however, that, actually, this relationship is hardly observed in empirical studies. Two arguments are provided as an explanation. First, on the basis of protection motivation theory, a theoretical framework is discussed suggesting that individuals’ high-risk perceptions need to be accompanied by coping appraisal to result in a protective response. Second, it is pointed out that possible feedback from already-adopted mitigation measures on risk perceptions has hardly been considered by current studies. In addition, we also provide a review of factors that drive precautionary behavior other than risk perceptions. It is found that factors such as coping appraisal are consistently related to mitigation behavior. We conclude, therefore, that the current focus on risk perceptions as a means to explain and promote private flood mitigation behavior is not supported on either theoretical or empirical grounds.

779 citations