Ricerc@Sapienza

The present study aims to validate an Italian version of the Narcissistic Admiration and Rivalry Questionnaire (NARQ), which operationalizes the two-dimensional model of grandiose narcissism recently proposed by Back et al. (2013). The model differentiates between Admiration and Rivalry, two dimensions that entail the agentic and antagonistic aspects of narcissism, respectively. Three hundred individuals participated in the study (mean age = 31.20, SD = 11.6, 30% males). A confirmatory factor analysis supported the expected two-factor structure.

Introduction: Currently in Italy gender diversity has assumed a remarkable resonance and visibility both scientific and literary and this has facilitated the development of studies regarding treatments and support for children and adolescents with gender related issues.
Aim: This study has been articulated in three stages. First: Make a preliminary evaluation of the number of cases of gender variant youth seen by mental health professionals (psychologists, psychotherapists and paediatricians).

Regulatory mode theory (Kru glanski et al., 2000) assumes the existence of two regulatory modes orientation: (1) assessment reflecting the propensity to evaluate goals and means and to find the best option; (2) locomotion concerning the tendency to move from a state to another. A relevant number of studies has examined the relationship between regulatory mode and organizational well-being. However, none of them allows any certain causal direction inference.

Locomotion mode is the aspect of self-regulation that is concerned with initiating goal-related movement and maintaining it without interruption in order to effect change, whereas assessment mode is the aspect of self-regulation that is concerned with critical evaluation of alternative goals and means in order to make the right choices.

The present paper explored the idea that forgiveness of others may be related with the victims’ individual differences in three motivational factors, as described in the regulatory mode theory (Higgins et al. 2003) and in the need for cognitive closure theory (Kruglanski 2004): (1) individuals’ tendencies towards psychological motion (as captured in the locomotion construct); (2) individuals’ tendencies towards evaluation and comparison (as captured in the assessment construct); and (3) individuals’ sensitivity to epistemic uncertainty (as captured in the need for closure construct).

The present study examines the relationships between generalized problematic Internet use (GPIU) and two regulatory modes (RMs) namely Locomotion and Assessment. Through an on-line survey conducted on two hundred and forty six participants we found that Locomotion and Assessment regulatory orientations have opposite effects on the likelihood of developing GPIU, with the former reducing and the latter increasing it.

This study aimed to examine the ability of a new clinician-report tool, the Parent-Child Relationship Scale (P-CRS), to assess the individual contributions that parents and their children make within the parent-child relationship, as well as interactions between parents and children in terms of developmental psychopathology. As clinical diagnoses in early childhood is both important and difficult, it is necessary to identify tools that can effectively contribute to evaluating parent-child relationships during the diagnostic process.

Objective: Internet pornography addiction typically involves viewing, downloading and trading online pornography or engagement in adult fantasy role-play. There are some well-validated inventories measuring perceived addiction to internet pornography but these instruments are often too long for a functionally use and fast scoring.

I disturbi della nutrizione e dell’alimentazione (da) sono disturbi complessi, che comportano deficit in varie aree di funzionamento dell’organismo e che, pertanto, necessitano di una valutazione multi- disciplinare che fornisca un quadro chiaro sia dei sintomi che delle risorse.

Here we discuss a framework (OpenAnswer) providing support to the teacher's activity of grading answers to open ended questions. OpenAnswer implements a teacher mediated peer-evaluation approach: the marking results obtained from peer assessments are tuned by the grades explicitly assigned by the teacher, the teacher grades only a subset of the answers, suggested by the system. When a termination criterion is met, for the process managing the amount of teacher grading work, the remaining answers are automatically graded.