Browsing by Author "Cirimele, Flavia"

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    Promoting prosocial behaviour among Colombian adolescents: the evaluation of a universal school-based program using a multi-informant perspective
    (2022) Cirimele, Flavia; Gomez Plata, Maryluz; Zuffiano, Antonio; Gerbino, Maria; Uribe Tirado, Liliana Maria; Tamayo Giraldo, Gonzalo; Paba Barbosa, Carmelina; Marin Londono, Beatriz; Narvaez Marin, Mariela; Ruiz Garcia, Marcela; Thartori, Eriona; Luengo Kanacri, Bernadette Paula; Pastorelli, Concetta
    The present study evaluated the efficacy of an Italian school-based intervention programme adapted in three Colombian sites (Medellin, Manizales, and Santa Marta) in promoting prosocial behaviour among adolescents. Using a pre-test-post-test design with a multi-informant approach, the present study assessed 451 students (M-age = 12.77, SD = 1.06) of the intervention group and 428 students (M-age = 12.64, SD = 1.01) by using self-report and peer rating measures of prosocial behaviour. After establishing the measurement invariance across time and informants, a latent difference score model showed the positive effect of the intervention programme in improving prosocial behaviour evaluated by peers (Cohen's d = .379) among Colombian adolescents, across all three sites. Implications of the study will be discussed.
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    Smartphone and social network addiction in early adolescents: The role of self-regulatory self-efficacy in a pilot school-based intervention
    (2024) Favini, Ainzara; Culcasi, Flavia; Cirimele, Flavia; Remondi, Chiara; Plata, Maryluz Gomez; Caldaroni, Silvia; Virzi, Alessia Teresa; Kanacri, Bernadette Paula Luengo
    Background: Youths' online problematic behaviors, such as smartphone or social network sites (SNS) addiction, gained increasing attention nowadays, due to their impact on concurrent and later adjustment, such as emotional and/or behavioral problems, academic impairments, or relational issues.Aims: This study aims to evaluate the effectiveness of a pilot school-based intervention to contrast online addictive behaviors while fostering adolescents' self-regulative abilities.Materials & Methods: The intervention started in January 2022 in an Italian junior high school located in Rome, and consisted of four meetings with students. A total sample of 462 15-year-old adolescents (M-age = 15.2; SD = 0.50; 41% females; N-control = 214; N-intervention = 248) was considered. Within the latent difference score framework, we examined short-term changes from the pre-to-the-postintervention levels of SNS and smartphone addiction, and self-regulatory self-efficacy (SRSE) beliefs as a possible booster of the intervention's effectiveness.Results: Results showed a significant decrease in both online addictions (SNS and smartphone addiction), controlling for age, gender, sexual orientation, and socioeconomic status, because of the short-term efficacy of the project. The buffering effect of SRSE beliefs was further supported.Conclusion: These findings emphasized the usefulness of promoting youths' self-regulative beliefs to contrast problematic tendencies, according to a Positive Youth Development perspective which focused on resources rather than only on the prevention of negative outcomes for youths' adjustment.
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    The effect of individual and classroom moral disengagement on antisocial behaviors in Colombian adolescents: A multilevel model
    (2022) Gomez Plata, Maryluz; Laghi, Fiorenzo; Pastorelli, Concetta; Paba Barbosa, Carmelina; Uribe Tirado, Liliana; Luengo Kanacri, Bernadette P.; Zuffiano, Antonio; Cirimele, Flavia; Ruiz Garcia, Marcela; Tamayo Giraldo, Gonzalo; Narvaez Marin, Mariela; Gerbino, Maria G.
    The present study examined the predictive effect of moral disengagement (within and between classrooms) on antisocial behaviors in Colombian adolescents, as well as the interaction of moral disengagement with classroom composition by age, socioeconomic status (SES), and perceived teacher-student relationship quality. Multilevel modeling was used to identify individual, compositional, and contextual effects on antisocial behaviors. The predictive variables were: (a) classroom mean score (i.e., between-classroom analysis), and (b) student deviation from the classroom mean score (i.e., within-classroom analysis). The sample included 879 students nested in 24 seventh-grade classrooms in three Colombian cities. The results showed that age, SES, and moral disengagement at the within-classroom level predicted antisocial behaviors. At the between-classroom level, antisocial behaviors were predicted by higher moral disengagement and lower aggregate SES. In addition, significant interactions were found between moral disengagement at the within-classroom level and SES at the between-classroom level. The findings expand our knowledge of the interdependence between individual and classroom contexts in the exercise of moral agency during adolescence.