Three already existent questionnaires from Zhou & Ee (2012), Furman (2018), and Child Trends (2014), who all use the same theoretical framework of CASEL (2022), were adopted and a questionnaire for students and teachers, measuring children’s soft skills in a specific German primary school in Italy context, was created. The items were put together based on high Cronbach’s alpha ratings, adopted for third- and fourth-grade students, and translated into German. The first draft questionnaire was primed in Rome in June 2022 using six classes (n=117). The questionnaire was improved and then distributed in Rome and Milano. In the final study, 11 third and fourth-grade classes (n=249) and their teachers (n=11) participated. Based on the analysis with SPSS, the final questionnaires Soft Skills and Cronbach’s ratings were Social Management (α = 0.892), Persistence (α = 0.731), Mastery Orientation (α = 0.715), and Emotional Competence (α = 0.643). Finally, the means between the soft skills, age, gender, class, newcomers, and schools were compared and further conclusions drawn.
Sono stati adottati tre questionari già esistenti di Zhou & Ee (2012), Furman (2018) e Child Trends (2014), che utilizzano tutti lo stesso quadro teorico di CASEL (2022), ed è stato creato un questionario per studenti ed insegnanti, che misura le soft skills dei bambini in un contesto specifico di scuola primaria tedesca in Italia. Gli item sono stati messi insieme sulla base di alti punteggi alfa di Cronbach, adottati per gli studenti di terza e quarta elementare e tradotti in tedesco. La prima bozza del questionario è stata sperimentata a Roma nel giugno 2022 in sei classi (n=117). Il questionario è stato migliorato e poi distribuito a Roma e a Milano. Allo studio finale hanno partecipato 11 classi di terza e quarta elementare (n=249) e i loro insegnanti (n=11). In base all'analisi con SPSS, i questionari finali sulle Soft Skills e i punteggi di Cronbach sono stati Gestione sociale (α = 0,892), Persistenza (α = 0,731), Orientamento alla padronanza (α = 0,715) e Competenza emotiva (α = 0,643). Infine, sono state confrontate le medie tra le soft skill, l'età, il sesso, la classe, i nuovi arrivati e le scuole e sono state tratte ulteriori conclusioni.
Successo dell’inclusione scolastica: Convalida di un nuovo Questionario sulle Competenze Trasversali per le Scuole Elementari Private Tedesche in Italia / Kanak, Michael. - (2024). (Intervento presentato al convegno XVII Seminario Dottorandi tenutosi a Roma).
Successo dell’inclusione scolastica: Convalida di un nuovo Questionario sulle Competenze Trasversali per le Scuole Elementari Private Tedesche in Italia
Kanak
2024
Abstract
Three already existent questionnaires from Zhou & Ee (2012), Furman (2018), and Child Trends (2014), who all use the same theoretical framework of CASEL (2022), were adopted and a questionnaire for students and teachers, measuring children’s soft skills in a specific German primary school in Italy context, was created. The items were put together based on high Cronbach’s alpha ratings, adopted for third- and fourth-grade students, and translated into German. The first draft questionnaire was primed in Rome in June 2022 using six classes (n=117). The questionnaire was improved and then distributed in Rome and Milano. In the final study, 11 third and fourth-grade classes (n=249) and their teachers (n=11) participated. Based on the analysis with SPSS, the final questionnaires Soft Skills and Cronbach’s ratings were Social Management (α = 0.892), Persistence (α = 0.731), Mastery Orientation (α = 0.715), and Emotional Competence (α = 0.643). Finally, the means between the soft skills, age, gender, class, newcomers, and schools were compared and further conclusions drawn.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
