Giulia Vettori. Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), Florence 50135, Italy. E-mail: giulia.vettori@unifi.it
Current theme of research: Students’ conceptions of learning and their relations with learning outcomes; Literacy processes; Oral and Written language; Spelling; Text-level processes; Development of theory of mind.
Most relevant publications in the field of Psychology of Education:
• Vettori, G., Vezzani, C., Bigozzi, L., Pinto, G (2020). Cluster profiles of university students’ conceptions of learning according to gender, educational level, and academic disciplines. Learning and Motivation, 70, 101628. Doi: 10.1016/j.lmot.2020.101628.
• Vettori, G., Bigozzi, L., Miniati, F., Vezzani, C., Pinto, G. (2019). Identifying preservice teachers’ profiles of conceptions of learning: a cluster analysis. Social Psychology of Education, 22, 1131-1152. Doi: 10.1007/s11218-019-09516-3.
• Vettori, G., Vezzani, C., Bigozzi, L., Pinto, G. (2018). The mediating role of conceptions of learning in the relationship between metacognition and academic outcomes among middle school students. Frontiers in Psychology, 9, 1-13. Doi: 10.3389/fpsyg.2018.01985.
• Pinto, G., Bigozzi, L., Vettori, G., Vezzani, C. (2018). The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences. Learning, Culture and Social Interactions, 16, 45-54. Doi: 10.1016/j.lcsi.2017.11.0.
• Vezzani, C., Vettori, G., Pinto, G. (2018). University students’ conceptions of learning across multiple domains. European Journal of Psychology of Education, 33, 665–684. Doi: 10.1007/s10212-017-0349-6.
• Bigozzi, L., Vettori, G. (2016). To tell a story, to write it: developmental patterns of narrative skills from pre-school to first grade. European Journal of Psychology of Education, 31, 461-477. Doi:10.1007/s10212-015-0273-6.
Claudio Vezzani. Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), Florence 50135, Italy. E-mail: claudio.vezzani@gmail.com
Current theme of research: Conceptions of learning; Instrument validation study; Longitudinal paths of literacy skills; Cluster analysis; Research methodology; Psychometry
Most relevant publications in the field of Psychology of Education:
• Donfrancesco, R., Vezzani, C., Pinto, G., Bigozzi, L., Dibenedetto, A., Melegari, M. G., ... & Tambelli, R. (2019). The validation of the Free Fantasy Questionnaire for Children and Adolescents: from Imaginary Playmate to “Dreamtime”. Frontiers in psychology, 10, 1343.
• Vezzani, C., Vettori, G., & Pinto, G. (2018). Assessing students’ beliefs, emotions and causal attribution: validation of ‘Learning Conception Questionnaire’. South African Journal of Education, 38, 1-18. Doi: 10.15700/saje.v38n2a1453.
• Vezzani, C., Vettori, G., & Pinto, G. (2018). University students’ conceptions of learning across multiple domains, European Journal of Psychology of Education, 33, 665–684. Doi: 10.1007/s10212-017-0349-6.
• Pinto, G., Bigozzi, L., Tarchi, C., Vezzani, C., & Accorti Gamannossi, B. (2016). Predicting reading, spelling, and mathematical skills: a longitudinal study from kindergarten through first grade. Psychological reports, 118, 413-440.
• Pinto, G., Bigozzi, L., Vezzani, C., & Tarchi, C. (2017). Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. European Journal of Psychology of Education, 32(4), 571-587.
• Pezzica, S., Pinto, G., Bigozzi, L., & Vezzani, C. (2016). Where is my attention? Children’s metaknowledge expressed through drawings. Educational psychology, 616-637, ISSN:0144-3410.
Lucia Bigozzi. Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), Florence 50135, Italy. E-mail: lucia.bigozzi@unifi.it
Current theme of research: Development of metacognition and theory of mind; Communicative and linguistic development, with special interest in lexical competence development and its relations with reading comprehension; Literacy processes; Learning disabilities; Dyslexia and predictors; Spelling disorders and predictors; Attention Deficit Hyperactivity Disorder; Psychodiagnosis; Learning (Creativity, metaknowledge, learning conceptions) in the educational contexts; School interventions; Teaching and learning processes; Effectiveness of teaching methods.
Most relevant publications in the field of Psychology of Education:
• Bigozzi, L., Pezzica, S., & Grazi, A. (2018). Attentional processes predictive of reading in second and third classes the role of selective/focused attention and planning. Educational Research Applications, vol. 2018, 1-10, ISSN:2575-7032
• Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P., & Stefanelli, F. (2018). The influence of teaching approach on students’ conceptual learning in physics. Frontiers in psychology, 9, 2474.
• Bigozzi, L., Tarchi, C., Vagnoli, L., Valente, E., & Pinto, G. (2017). Reading fluency as a predictor of school outcomes across grades 4-9. Frontiers in psychology, 8, 200-200
• Pinto, G., Bigozzi, L., Tarchi, C., Vezzani, C., & Accorti Gamannossi, B. (2016). Predicting reading, spelling, and mathematical skills: a longitudinal study from kindergarten through first grade. Psychological Reports, 118, 413-440.
• Bigozzi, L., Tarchi, C., & Pinto, G. (2017). Consistency and stability of Italian children’s spelling in dictation versus composition assessments. Reading & Writing Quarterly, 33, 109-122.
• Bigozzi, L., Vezzani, C., Tarchi, C., & Fiorentini, C. (2011). The role of individual writing in fostering scientific conceptualization. European Journal of Psychology of Education, 26, 45-59.
Giuliana Pinto. Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 12 Via di San Salvi, Building 26 (Psychology Section), Florence 50135 (Italy). E-mail: giuliana.pinto@unifi.it
Current theme of research: The development of literacy processes; The development of symbolic and notational systems; Learning to write; Comprehension and production of written text; Learning processes in formal and informal contexts; Children’s conceptions of interpersonal relationships.
Most relevant publications in the field of Psychology of Education:
• Pinto, G., Cameron, C. A., & Toselli, M. (2020). An old mechanism, imitation, geared for socio-material knowing in a “Day in the Life” of first graders. Frontiers in Psychology, 11, 177.
• Pinto, G., Tarchi, C., & Bigozzi, L. (2020). Improving children’s textual competence in kindergarten through genre awareness. European Journal of Psychology of Education, 35, 137-154.
• Cameron, C. A., Pinto, G., Stella, C., & Hunt, A. K. (2020). A day in the life of young children drawing at home and at school. International Journal of Early Years Education, 28, 97-113.
• Pinto, G., Tarchi, C., & Bigozzi, L. (2019). The impact of children’s lexical and morphosyntactic knowledge on narrative competence development: a prospective cohort study. The Journal of genetic psychology, 180, 114-129.
• Pinto, G., Tarchi, C., & Accorti Gamannossi, B. (2018). Kindergarteners’ narrative competence across tasks and time. The Journal of genetic psychology, 179, 143-155.
• Pinto, G.; Tarchi, C.; Bigozzi, L. (2018). Is two better than one? Comparing children’s narrative competence in an individual versus joint storytelling task. Social Psychology of Education, 21, 91-109.
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