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Melfi, Giuseppe
Résultat de la recherche
On the Impact of Digital Boosts on Perceived Stress in a Self-Regulated Learning Experiment
2024-01-03, Ouaazki, Abdessalam, Macko, Vladimir, Bergram, Kristoffer, Marika Fenley, Michael Fuchs, Melfi, Giuseppe, Holzer, Adrian
Self-regulated learning (SRL) has been adopted as a successful strategy for promoting deeper learning and improving academic performance. In this context, digital boosts have been used to empower learners by expanding their competencies and helping them reach their objectives. However, existing literature has primarily focused on the academic performance-related outcomes of digital boosts, while their potential effects on emotional and psychological aspects like stress and well-being remain comparatively under-explored. In this study, we address this gap by studying the impact of digital boosts on perceived stress, in addition to study time. We have designed a digital SRL support system, through which we have delivered digital feedback boosts. To evaluate this system, we conducted a pilot study with 60 university students. Our digital boosts have helped students keep a steady study time. However, they have caused an increase in perceived stress, especially among students who did not attain their study time plans.
Les usages du numérique, le sentiment d’auto-efficacité et les stratégies d’ajustement des étudiants en formation en alternance
2022-11-1, Boéchat-Heer, Stéphanie, Padiglia, Sheila, Melfi, Giuseppe
Quand les "no vax" font le jeu des Big Farma
2021-11-9, Melfi, Giuseppe
Le focus group comme innovation pour le soutien du stage en emploi
2020, Melfi, Giuseppe, Arcidiacono, Francesco, Iannaccone, Antonio, Gremion, François
The role of private and institutional support to favor work-family integration in pre-service and in-service teachers: self-related vs. context-related arguments
2022-12-15, Arcidiacono, Francesco, Bova, Antonio, Ben Uri, Ina, Melfi, Giuseppe
Work-family conflict and facilitation among teachers in Israel and Switzerland
2022, Melfi, Giuseppe, Arcidiacono, Francesco, Ben Uri, Ina, Bova, Antonio
Le rôle des enseignant.e.s dans la perception de la diversité culturelle par les élèves
2020, Melfi, Giuseppe, Arcidiacono, Francesco, Miserez-Caperos, Céline, Bergamaschi, Alessandro, Blaya, Catherine
Entrer dans le métier en temps de pandémie : formation, recherche d’emploi et vécu professionnel des enseignant·es
2022-11-1, Rey, Jeanne, Balslev, Kristine, Hascoët, Marine, Charmillot, Samuel, Melfi, Giuseppe, Vanini De Carlo, Katja, Voirol-Rubido, Isabel, Waroux, Elisabeth
Oral proficiency development of K-4 learners of the Swiss two-way immersion program FiBi (Filière Bilingue) in a highly multicultural context
2022, Buser, Melanie, Melfi, Giuseppe
Étude sociodémographique sur la profession enseignante dans l’espace BEJUNE 2019
2020, Melfi, Giuseppe, Miserez-Caperos, Céline, González-MartÃnez, Ester