Ricerc@Sapienza

The theme of educational poverty is becoming increasingly central to the national and international
scientific and pedagogical debate, but also to the public and political one. The concept is
multidimensional and presents the characteristics of scale necessary to frame the complexity of
social and educational situations related to inequalities and issues of equity, social justice and access to rights not relegated to the economic sphere alone. The contribution aims to initiate a

The study was designed to test the impact of study interests on achievement, considering the mediating role of future time perspective and basic positive affect (attentiveness, joviality and selfassurance). A total of 675 Italian students attending 10th and 11th grade of high school (F = 342, 50.7%) were involved in the current study. Students’ ages ranged from 16 to 19 years (Mage = 17.44 years; SD = .84 years).

The study examines the mediational role of self-efficacy in school achievement and self-efficacy in regulatory learning practice in the relationship between the severity of parental and school rules, and academic achievement during adolescence. School and family help adolescents develop self-efficacy in regulatory learning. Although self-regulation strategies play a central role in the individual's adaptive development, research on how these skills are acquired is scanty.