Favorire l’integrazione multiculturale e l’inclusione a scuola

Il nostro gruppo di ricerca si è dedicato a comprendere i fattori alla base dell’integrazione multiculturale nel contesto scolastico e le strategie più efficaci per facilitare l’inclusione degli studenti con background migratorio nel sistema scolastico italiano. Per affrontare questi temi complessi, abbiamo realizzato un ampio progetto internazionale in collaborazione con diversi ricercatori in Europa e negli Stati Uniti. Lo scambio di conoscenze e metodologie ci ha fornito una prospettiva più ampia e ci ha permesso di integrare le migliori pratiche internazionali nelle nostre strategie di ricerca. Il progetto ci ha consentito di raccogliere dati significativi e di sviluppare un quadro esaustivo delle sfide e delle opportunità che gli studenti migranti si trovano ad affrontare. Attraverso questo lavoro, miriamo non solo a comprendere le dinamiche dell’integrazione multiculturale, ma anche a proporre interventi pratici che possano supportare gli studenti migranti nel loro percorso educativo, contribuendo così a un ambiente scolastico più inclusivo e accogliente.

Pubblicazioni

  • Albarello F., Moscatelli S., Menegatti M., Lucidi F., Cavicchiolo E., Manganelli S., Diotaiuti P., Chirico A., Alivernini F. (2024). Prejudice towards Immigrants: A Conceptual and Theoretical Overview on Its Social Psychological Determinants. SOCIAL SCIENCIES, 13 (1), art. no. 24

  • Albarello F., Manganelli S., Cavicchiolo E., Lucidi F., Chirico A., Alivernini F. (2023). Addressing Adolescents’ Prejudice toward Immigrants: The Role of the Classroom Context. JOURNAL OF YOUTH AND ADOLESCENCE, 52 (5), pp. 951 – 966

  • Cavicchiolo E., Manganelli S., Bianchi D., Biasi V., Lucidi F., Girelli L., Cozzolino M., Alivernini F. (2023). Social inclusion of immigrant children at school: the impact of group, family and individual characteristics, and the role of proficiency in the national language. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, 27 (2), pp. 146 – 166

  • Manganelli S., Cavicchiolo E., Lucidi F., Galli F., Cozzolino M., Chirico A., Alivernini F. (2021). Differences and similarities in adolescents’ academic motivation across socioeconomic and immigrant backgrounds. PERSONALITY AND INDIVIDUAL DIFFERENCES, 182, art. no. 111077

  • Bianchi D., Cavicchiolo E., Manganelli S., Lucidi F., Girelli L., Cozzolino M., Galli F., Alivernini F. (2021). Bullying and Victimization in Native and Immigrant Very-Low-Income Adolescents in Italy: Disentangling the Roles of Peer Acceptance and Friendship. CHILD AND YOUTH CARE FORUM, 50 (6), pp. 1013 – 1036

  • Alivernini F., Cavicchiolo E., Manganelli S., Chirico A., Lucidi F. (2020). Students’ psychological well-being and its multilevel relationship with immigrant background, gender, socioeconomic status, achievement, and class size. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 31 (2), pp. 172 – 191

  • Cavicchiolo E., Manganelli S., Girelli L., Chirico A., Lucidi F., Alivernini F. (2020). Immigrant Children’s Proficiency in the Host Country Language is More Important than Individual, Family and Peer Characteristics in Predicting Their Psychological Well-Being. JOURNAL OF IMMIGRANT AND MINORITY HEALTH, 22 (6), pp. 1225 – 1231

  • Cavicchiolo E., Alivernini F., Lucidi F. (2020). The study of the academic adjustment and social inclusion of immigrant students in Italy: Methodological challenges and empirical evidence [Lo studio dell’adattamento scolastico e dell’inclusione sociale degli studenti immigrati in Italia: sfide metodologiche ed evidenze empiriche]. RICERCHE DI PSICOLOGIA, 43 (1), pp. 301 – 326

  • Alivernini, F., Manganelli S., Cavicchiolo, E., Lucidi F. (2019) Measuring bullying and victimization among immigrant and native primary school students: Evidence from Italy. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 37. http://doi.org/10.1177/0734282917732890 
  • Alivernini, F., Cavicchiolo, E., & Manganelli, S. (2019). Brothers, ants or thieves: students’ complex attitudes towards immigrants and the role of socioeconomic status and gender in shaping them. SOCIAL PSYCHOLOGY OF EDUCATION, 1–19.      
  • Alivernini, F., Cavicchiolo, E., Manganelli, S., Chirico, A., & Lucidi, F. (2019). Students’ psychological well-being and its multilevel relationship with immigrant background, gender, socioeconomic status, achievement, and class size. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 0(0), 1–20. http://doi.org/10.1080/09243453.2019.1642214
  • Alivernini, F., Manganelli, S., Cavicchiolo, E., Chirico, A., & Lucidi, F. (2018). The Use of Self-Regulated Cognitive Strategies Across Students With Different Immigrant Backgrounds and Gender. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 51, 073428291878507–13. http://doi.org/10.1177/0734282918785072 
  • Alivernini, F., Cavicchiolo, E., Manganelli, S., Chirico, A., & Lucidi, F. (2018). Support for Autonomy at School Predicts Immigrant Adolescents’ Psychological Well-being. JOURNAL OF IMMIGRANT AND MINORITY HEALTH, 13(1), 264–8. http://doi.org/10.1007/s10903-018-0839-6) 
  • Alivernini F, Manganelli S, Lucidi F (2018). Personal and Classroom Achievement Goals: Their Structures and Relationships. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, p. 1-12, ISSN: 0734-2829, http://doi.org/10.1177/0734282916679758 
  • Alivernini F, Manganelli S, Lucidi F (2017). From educational poverty to the assessment of academic success: concepts, indicators and tools. JOURNAL OF EDUCATIONAL, CULTURAL AND PSYCHOLOGICAL STUDIES, vol. 15, p. 21-52, ISSN: 2037-7932, http://doi.org/10.7358/ecps-2017-015-aliv
  • Alivernini F, Manganelli S, Cavicchiolo E, Girelli L, Biasi V, Lucidi F (2017). Immigrant background and gender differences in primary students’ motivations toward studying. JOURNAL OF EDUCATIONAL RESEARCH, p. 1-10, ISSN: 0022-0671, http://doi.org/10.1080/00220671.2017.1349073
  • Alivernini F, Manganelli S, Lucidi F (2016). The last shall be the first: Competencies, equity and the power of resilience in the Italian school system. LEARNING AND INDIVIDUAL DIFFERENCES, vol. 51, p. 19-28, ISSN: 1041-6080, http://doi.org/10.1016/j.lindif.2016.08.010
  • Alivernini F, Manganelli S (2016). The classmates social isolation questionnaire (CSIQ): An initial validation. THE EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, vol. 13, p. 264-274, ISSN: 1740-5629, http://doi.org/10.1080/17405629.2016.1152174
  • Di Leo I, Alivernini F, Lucidi F (2015). Psychometric Properties and Validity of an Instrument Measuring Lower Secondary Students’ Perceived Competence in Educational Decision-making Process. PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES, vol. 205, p. 173-177, ISSN: 1877-0428