Led On Line
Presentazione - About us
Novita' - What's new
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

Studenti svantaggiati e fattori di promozione della resilienza

Fabio Alivernini, Sara Manganelli, Fabio Lucidi, Ines Di Leo, Elisa Cavicchiolo


Many studies showed the impact that the socio-economic context and students’ characteristics, such as gender and migratory background, have on mathematical performance. This situation poses a problem of equity of the educational system: some groups of young people are in fact disadvantaged for reasons independent of their commitment to the study. The aim of this paper is to evaluate the presence of factors on which teachers can intervene, allowing disadvantaged students to achieve excellence. The contribution aims to identify associated factors not only to compensate for the disadvantage associated with student background conditions, but to a real reversal of predictions in terms of skills acquired. The results show the impact that geographic membership, the socio-economic-cultural background of schools and families and gender, in their interaction, exert in defining situations of major disadvantage for students. At the same time, there is evidence for the protective role played by some teaching strategies, student self-beliefs, and other factors related to specific background situations.


Disadvantaged students; Gender; PISA; Resilience; Socioeconomic background

Full Text:



Alivernini, F. (2013). An exploration of the gap between highest and lowest ability readers across 20 countries. Educational Studies, 39(4), 399-417. doi: 10.1080/03055698.2013.767187

Alivernini, F., Lucidi, F., & Manganelli, S. (2008). The assessment of academic motivation: A mixed methods study. Journal of Multiple Research Approaches, 2(1), 71-82. doi: 10.5172/mra.455.2.1.71

Alivernini, F., & Manganelli, S. (2011). Is there a relationship between openness in classroom discussion and students’ knowledge in civic and citizenship education? Procedia – Social and Behavioral Sciences, 15, 3441-3445. doi: 10.1016/j.sbspro.2011.04.315

Alivernini, F., & Manganelli, S. (2015). Country, school and students factors associated with extreme levels of science literacy across 25 countries. International Journal of Science Education, 37, 1992-2012. doi: 10.1080/09500693.2015.1060648

Alivernini, F., & Manganelli, S. (2016). The classmates social isolation questionnaire (CSIQ): An initial validation. European Journal of Developmental Psychology, 13, 264-274. doi: 10.1080/17405629.2016.1152174

Alivernini, F., Manganelli, S., Cavicchiolo, E., & Lucidi, F. (2017). Measuring bullying and victimization among immigrant and native primary school students: Evidence from Italy. Journal of Psychoeducational Assessment, 13, 073428291773289. http://doi.org/10.1177/0734282917732890

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, 51, 19-28. http://doi.org/10.1016/j.lindif.2016.08.010

Alivernini, F., Manganelli, S., & Lucidi, F. (2017). Dalla povertà educativa alla valutazione del successo scolastico. Concetti, indicatori e strumenti validati a livello nazionale. Educational, Cultural and Psychological Studies, 1(15), 1-32. http://doi.org/10.7358/ecps-2017-015-aliv

Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York: Freeman.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. doi: 10.3102/0002831209345157

Breiman, L., Friedman, J. H., & Olshen, R. A., Stone, C. J. (1984). Classification and regression trees. Belmount, CA: Wadsworth.

Cavicchiolo, E., Alivernini, F., & Manganelli, S. (2016). Immigrants are like … The representation of immigrants in Italy: The metaphors used by students and their family backgrounds. ECPS - Educational, Cultural and Psychological Studies, 13, 163-190. http://doi.org/10.7358/ecps-2016-013-cavi

Deci, E., & Ryan, R. (Eds.). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.

DeVellis, R. F. (2017). Scale development: Theory and applications. Los Angeles: Sage.

Elliot, A. J., & Dweck, C. S. (2005). Handbook of competence and motivation. New York: The Guilford Press.

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-234.

Ganzeboom, H. B. G., De Graaf, P. M., & Treiman, D. J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21, 1-56.

Goldstein, S., & Brooks, R. B. (Eds.). (2012). Handbook of resilience in children. doi: 10.1007/978-1-4614-3661-4_5

ILO – International Labour Organisation. (1990). International Standard Classification of Occupations: ISCO-88. Geneva: International Labour Office.

INVALSI (2014). OCSE PISA 2012 Rapporto Nazionale. Roma: Istituto Nazionale per la valutazione del sistema educativo di istruzione e di formazione.

INVALSI (2017). Rilevazione nazionale degli apprendimenti 2016-17. Rapporto risultati. Roma: Istituto Nazionale per la valutazione del sistema educativo di istruzione e di formazione.

Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137-160). Münster: Waxmann.

Lucidi, F., Grano, C., Barbaranelli, C., & Violani, C. (2006). Social-cognitive determinants of physical activity attendance in older adults. Source of the Document Journal of Aging and Physical Activity, 14(3), 344-359.

Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal of Research on Mathematics Education, 30, 520-540.

Ma, X., & Cartwright, F. A. (2003). Longitudinal analysis of gender differences in affective outcomes in mathematics during middle and high school. School Effectiveness and School Improvement, 14, 413-439.

Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27, 165-179.

Manganelli, S., Lucidi, F., & Alivernini, F. (2014). Adolescents’ expected civic participation: The role of civic knowledge and efficacy beliefs. Journal of Adolescence, 37(5), 632-641. doi: 10.1016/j.adolescence.2014.05.001

Manganelli, S., Lucidi, F., & Alivernini, F. (2015). Italian adolescents’ civic engagement and open classroom climate: The mediating role of self-efficacy. Journal of Applied Developmental Psychology, 41, 8-18. doi: 10.1016/j.appdev.2015.07.001

Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370. doi: 10.1080/03054980902934639

Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality and Individual Differences, 37, 591-606.

Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. Retrieved from Boston College, TIMSS & PIRLS International Study Center http://timssandpirls.bc.edu/timss2015/international-results/

Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus User’s Guide (7th ed.). Los Angeles: Muthén & Muthén.

OECD (2011). Against the odds: Disadvantaged students who succeed in school. OECD Publishing. http://dx.doi.org/10.1787/9789264090873-en

OECD (2012). PISA 2009 technical report. PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264167872-en

OECD (2013a). PISA 2012 Assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. OECD Publishing. http://dx.doi.org/10.1787/9789264190511-en

OECD (2013b). PISA 2012 results. Ready to learn: Students’ engagement, drive and self-beliefs (Volume III). PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264201170-en

OECD (2014). PISA 2012 results. What Students know and can do: Student performance in mathematics, reading and science (Volume I, Revised edition, February 2014). PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264201118-en

OECD (2016). PISA 2015 Results (Volume I): Excellence and equity in education. Paris: PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264266490-en

Onwuegbuzie, A. J., Jiao, Q. G., & Bostick, S. L. (2004). Library anxiety: Theory, research, and applications. Landham, MD: Scarecrow Press, Inc.

Ricolfi, L. (1993). Tre variabili. Roma: FrancoAngeli.

Ryan, M. R. (2012). The Oxford handbook of human motivation. New York: Oxford University Press.

Stigler, J., & Hiebert, J. (2004). Improving mathematics teaching. Educational Leadership, 61(5), 12-17.

UNESCO (2006). International Standard Classification of Education: ISCED 1997. Montréal - Québec: UNESCO Institute for Statistics.

Vaughn, B. K., & Wang, Q. (2008). Classification based on tree-structured allocation rules. Journal of Experimental Education, Spring, 315-340.

Violani, C., Lucidi, F., Robusto, E., Devoto A., Zucconi, M., & Strambi, L. F.

(2003). The assessment of daytime sleep propensity: A comparison between the Epworth Sleepiness Scale and a newly developed Resistance to Sleepiness Scale. Clinical Neurophysiology, 114(6), 1027-1033.

Warm, T. A. (1989). Weighted likelihood estimation of ability in item response theory. Psychometrika, 54(3), 427-450. http://dx.doi.org/10.1007/BF02294627

Waxman, H. C., Huang, S. L., & Padron, Y. N. (1997). Motivation and learning environment differences between resilient and non-resilient Latino middle school students. Hispanic Journal of Behavioral Sciences, 19, 137-155.

Wayman, J. C. (2002). The utility of educational resilience for studying degree attainment in school dropouts, Journal of Educational Research, 95, 167-178.

Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80, 210-216.

Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum.

Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34(12), 2295-2303. doi: 10.1016/j.childyouth.2012.08.009

DOI: https://doi.org/10.7358/ecps-2017-016-aliv

Copyright (©) 2017 Journal of Educational, Cultural and Psychological Studies (ECPS Journal) – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi 

Referee List

© 2001 LED Edizioni Universitarie di Lettere Economia Diritto