AT SCHOOL: LEARNING AND PSYCHOLOGICAL WELL-BEING (Q1950747): Difference between revisions
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(Created claim: summary (P836): IF YOU ARE A SCHOOL, YOU WILL BE THE PLACE OF LEARNING, PERSONAL AND SOCIAL GROWTH, AND LEARNING NOT PUò BEING DISCONNECTED FROM THE MULTIPLE COGNITIVE DIMENSIONS, NEUROSPISCOLOGHT, EMOTIONAL EMOTIONAL AND RELATIONSHIP FORMING THE PERSON. EMOTIONAL OR ADOLESCENT HARDSHIP OFTEN HAS A SIGNIFICANT IMPACT ON MOTIVATION, SELF-EFFECTIVENESS AND SELF-ESTEEM, UNDERMINING THE SCOPE OF LEARNING AND RELATIONS IN THE SHORT, MEDIUM AND LONG TERM. L? analysi...) |
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| Property / summary | |||
IF YOU ARE A SCHOOL, YOU WILL BE THE PLACE OF LEARNING, PERSONAL AND SOCIAL GROWTH, AND LEARNING NOT PUò BEING DISCONNECTED FROM THE MULTIPLE COGNITIVE DIMENSIONS, NEUROSPISCOLOGHT, EMOTIONAL EMOTIONAL AND RELATIONSHIP FORMING THE PERSON. EMOTIONAL OR ADOLESCENT HARDSHIP OFTEN HAS A SIGNIFICANT IMPACT ON MOTIVATION, SELF-EFFECTIVENESS AND SELF-ESTEEM, UNDERMINING THE SCOPE OF LEARNING AND RELATIONS IN THE SHORT, MEDIUM AND LONG TERM. L? analysis OF the detection of the NOSTRA SCUO * individual * ST? year SSCOLASTICO HAS POTO IN HIGHLIGHTS THE ALWAYS AND DISTRIBUTION FRAGGILIT: ON THE ONE HAND, AN INCREASING EMOTIONAL HARDSHIP IN THE FIELD, AND TO ADDRESS THE SCHOOL TESTS, WHICH ARE OFTEN FACED WITH PANIC OR IN ANXIETY PERFORMANCE, INCLUDING BY EXCELLENT STUDENTS; FROM THE OTHER SIDE, SERIOUS EMOTIONAL TIES. DOES IT APPLY, PARTICULARLY WITH REGARD TO SPECIFIC PROBLEMS FOR LEARNING? LEARNING AND SPECIAL EDUCATIONAL NEEDS, OUR SCHOOL IN AN INCLUSIVE PERSPECTIVE, RIT (English) | |||
| Property / summary: IF YOU ARE A SCHOOL, YOU WILL BE THE PLACE OF LEARNING, PERSONAL AND SOCIAL GROWTH, AND LEARNING NOT PUò BEING DISCONNECTED FROM THE MULTIPLE COGNITIVE DIMENSIONS, NEUROSPISCOLOGHT, EMOTIONAL EMOTIONAL AND RELATIONSHIP FORMING THE PERSON. EMOTIONAL OR ADOLESCENT HARDSHIP OFTEN HAS A SIGNIFICANT IMPACT ON MOTIVATION, SELF-EFFECTIVENESS AND SELF-ESTEEM, UNDERMINING THE SCOPE OF LEARNING AND RELATIONS IN THE SHORT, MEDIUM AND LONG TERM. L? analysis OF the detection of the NOSTRA SCUO * individual * ST? year SSCOLASTICO HAS POTO IN HIGHLIGHTS THE ALWAYS AND DISTRIBUTION FRAGGILIT: ON THE ONE HAND, AN INCREASING EMOTIONAL HARDSHIP IN THE FIELD, AND TO ADDRESS THE SCHOOL TESTS, WHICH ARE OFTEN FACED WITH PANIC OR IN ANXIETY PERFORMANCE, INCLUDING BY EXCELLENT STUDENTS; FROM THE OTHER SIDE, SERIOUS EMOTIONAL TIES. DOES IT APPLY, PARTICULARLY WITH REGARD TO SPECIFIC PROBLEMS FOR LEARNING? LEARNING AND SPECIAL EDUCATIONAL NEEDS, OUR SCHOOL IN AN INCLUSIVE PERSPECTIVE, RIT (English) / rank | |||
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Revision as of 23:28, 24 March 2020
Project in Italy financed by DG Regio
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | AT SCHOOL: LEARNING AND PSYCHOLOGICAL WELL-BEING |
Project in Italy financed by DG Regio |
Statements
9,500.0 Euro
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19,000.0 Euro
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50.0 percent
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22 December 2015
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31 August 2016
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31 December 2016
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LICEO CLASSICO "G. SIOTTO PINTOR" CAGLIARI
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LA SCUOLA Ê LUOGO DI APPRENDIMENTO E DI CRESCITA PERSONALE E SOCIALE E L?APPRENDIMENTO NON PUò ESSERE SLEGATO DALLE MOLTEPLICI DIMENSIONI COGNITIVE, NEUROSPSICOLOGICHE, AFFETTIVO EMOZIONALI E RELAZIONALI CHE COSTITUISCONO LA PERSONA. IL DISAGIO EMOTIVO O ADOLESCENZIALE SPESSO PRODUCE RICADUTE SIGNIFICATIVE SULLA MOTIVAZIONE, IL SENSO DI AUTOEFFICACIA E L?AUTOSTIMA, COMPROMETTENDO LA SFERA DEGLI APPRENDIMENTI E DELLE RELAZIONI A BREVE, MEDIO E LUNGO TERMINE. L?ANALISI DELLA SITUAZIONE DELLA NOSTRA SCUO*individuo*ST?ANNO SCOLASTICO HA POSTO IN EVIDENZA UNA SEMPRE PIù DIFFUSA FRAGILITà PSICOLOGICA: DA UN LATO, UN CRESCENTE DISAGIO EMOTIVO NELL?AFFRONTARE LE PROVE SCOLASTICHE, CHE SPESSO SI MANIFESTA IN CRISI DI PANICO O IN ANSIA DA PRESTAZIONE ANCHE DA PARTE DI STUDENTI ECCELLENTI; DALL?ALTRO LATO, GRAVI DISAGI AFFETTIVO RELAZIONALI. PERCIò, CON PARTICOLARE RIGUARDO AI DISTURBI SPECIFICI PER L?APPRENDIMENTO E AI BISOGNI EDUCATIVI SPECIALI, LA NOSTRA SCUOLA IN UN?OTTICA INCLUSIVA, RIT (Italian)
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IF YOU ARE A SCHOOL, YOU WILL BE THE PLACE OF LEARNING, PERSONAL AND SOCIAL GROWTH, AND LEARNING NOT PUò BEING DISCONNECTED FROM THE MULTIPLE COGNITIVE DIMENSIONS, NEUROSPISCOLOGHT, EMOTIONAL EMOTIONAL AND RELATIONSHIP FORMING THE PERSON. EMOTIONAL OR ADOLESCENT HARDSHIP OFTEN HAS A SIGNIFICANT IMPACT ON MOTIVATION, SELF-EFFECTIVENESS AND SELF-ESTEEM, UNDERMINING THE SCOPE OF LEARNING AND RELATIONS IN THE SHORT, MEDIUM AND LONG TERM. L? analysis OF the detection of the NOSTRA SCUO * individual * ST? year SSCOLASTICO HAS POTO IN HIGHLIGHTS THE ALWAYS AND DISTRIBUTION FRAGGILIT: ON THE ONE HAND, AN INCREASING EMOTIONAL HARDSHIP IN THE FIELD, AND TO ADDRESS THE SCHOOL TESTS, WHICH ARE OFTEN FACED WITH PANIC OR IN ANXIETY PERFORMANCE, INCLUDING BY EXCELLENT STUDENTS; FROM THE OTHER SIDE, SERIOUS EMOTIONAL TIES. DOES IT APPLY, PARTICULARLY WITH REGARD TO SPECIFIC PROBLEMS FOR LEARNING? LEARNING AND SPECIAL EDUCATIONAL NEEDS, OUR SCHOOL IN AN INCLUSIVE PERSPECTIVE, RIT (English)
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Identifiers
C23G15004050002
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