PRIN 2022 PROJECTS- FUNDED BY THE EUROPEAN UNION – NEXT GENERATION EU

Title: The psychology of gender inequality: processes underlying the status quo and actions for social change
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Antonio Pierro 
ABSTRACT: prior research on gender discrimination has mainly adopted a two-dimensions model of social judgement, focusing on the attribution of competence/agency and warmth/ communion, neglecting that the picture of gender stereotypes might be more complex. Along this line, Moscatelli et al. (2020) have demonstrated that competence is the key dimension in evaluations of men, whereas multiple criteria are important in evaluating women. Such tendency has been named “Perfection Bias. Women are also at risk of being targeted by discrimination especially when they enact leadership roles as they stand in contrast to stereotypes of women as "soft and communal" whereas the stereotype of leader relies on being "hard and competent" (Eagly & Karau, 2002). Variations in stereotype endorsement can be strongly moderated by epistemic motivations which can enhance such prejudicial tendencies. In front of these discriminatory tendencies is there anything that can be investigated and understood in order to counteract the status quo? Collective action aimed to reduce gender discrimination can be a means of social change, especially when it may involve radical and moderate group of people such as feminists and women at large. In the light of these premises the project addresses four aims: AIM 1: To unveil processes and factors underlying the perfection bias when evaluating women in the workplace and strengthen the evidence on such tendency through multiple methods. AIM 2: To address factors and moderators underlying discrimination toward women in leadership positions. AIM 3: To address optimal conditions leading to social change of discrimination toward women, especially in relation to job opportunities. AIM 4: Scientific dissemination of the findings.

Title: Explicit and Implicit Investigation of LGBTQ Conspiracy Beliefs from an Intergroup and Intragroup Perspective
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Mauro Giacomantonio
ABSTRACT: Conspiracy beliefs (CBs) are often defined as simple explanations of complex events, whose consequences would arise from the deliberate will of a small group of people interested in keeping their plans secret. Research in this field has flourished recently. Studies showed that CBs affects individual citizens and society, producing a broad range of social and health consequences. These include distrust towards scientists and political institutions, social disengagement, hostile intergroup relations, hampering individual and public health (i.e., reducing vaccinations or pro environmental behaviors), and economic growth of a country. Despite the remarkable empirical work, the research on CBs presents a huge gap. Indeed, studies have quasi totally neglected CBs related to sexual and gender minority (LGBTQ) people. LGBTQ CBs support the existence of a ‘Gay Lobby’ aims at the spread of homosexuality, the indoctrination of children in schools, the subversion of the natural order, and the establishment of a dictatorship of single thought based on 'Gender Theory' (a neologism devoid of any scientific value). Contrary to Gender Equality Strategy 2020-2025 of the European Commission, LGBTQ CBs are often used as arguments in political debate in Italy and Europe to hinder the passing of laws and negatively affect popular consensus regarding the fight against discrimination towards LGBTQ people, the promotion of anti-discrimination policies in school and work contexts, and the advancement of civil rights. The present project aims at filling the research gap on LGBTQ CBs by a multidisciplinary and multi-method approach. Specifically, we aim at: 1) validating explicit and implicit measures of LGBTQ CBs in international contexts, involving both heterosexual and LGBTQ participants; 2) exploring antecedents (i.e., motives, individual differences, situational or social factors) of LGBTQ CBs in heterosexual and LGBTQ individuals by using both explicit and implicit measures; 3) investigating the consequences of LGBTQ CBs, using explicit and implicit measures, and innovative technologies such as heart rate variability tool and eye tracker to explore their physiological, affective, and behavioral reactions; 4) disseminating the results to distinct audiences (i.e., academia, policymakers, journalists, schools, general public, and social service agents) by seminars, symposia in national and international contexts, and a closing event of the project to reduce the detrimental impact of LGBTQ CBs on society. Dissemination will also occur through scientific and popular publications, presentations, interviews, and using a website specifically designed for this project.

Title: Pathways for Transversal Competencies and Orientation (PCTO) as a device for developing personal resources and contrasting
scholastic dispersion. Tools of analysis and paths of research training in upper secondary school
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Ms. Irene Stanzione
ABSTRACT: The research project aims to analyse the Pathways for Transversal Competencies and Orientation (in Italian: Percorsi per le Competenze Trasversali e per l’Orientamento – PCTO) active in Italian upper secondary schools to understand and enhance their strategic role in contrasting scholastic dispersion. The literature has so far broadly highlighted the elements hindering and facilitating these pathways, making evident their fragmented nature as they are subject to the planning of each school, and specifically of each Class Council, also involving the interests of the students themselves. At the same time, research analysing their effectiveness for students’ acquisition of transversal skills and the orientation’s processes are still not very widespread. In light of the recent Ministerial Guidelines (Ministerial Decree n.774/2019), aimed at facilitating the feasibility of PCTOs, the project has the following general objectives: 1) to analyse the design of PCTOs to capture the level of reception of the Guidelines; 2) to investigate the role of PCTOs in the upper secondary school students' development, through a multiple case study; 3) to analyse the role of PCTOs in the transition process, through a retrospective study involving first-year university students; 4) to set up an open-access digital platform with validated tools to support self-assessing and monitoring specific PCTOs' dimensions and aims.

Title: The Body as a Source of Evidence (BoSE): Characterizing dysfunctional interoception in Anorexia Nervosa
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Ilaria Bufalari 
ABSTRACT: An interdisciplinary effort points to the pivotal role of Interoception (i.e., the sense of the internal state of the body), in higher-order cognitive and affective processes up to the construction of consciousness and self experiences, in a way that its dysfunctions are increasingly recognized across psychopathological conditions. Interoception has recently been cast in the context of a predictive view of brain functions, according to which the brain uses internal models of (outer and inner) world to control and infer incoming sensory signals, using principles of Bayesian inference. Interoceptive predictions (or priors) about bodily states are flexibly integrated with interoceptive signals gathered from sensory modalities, generating a circular causality. Yet we still lack a unitary, empirically validated framework explaining what drives the correct functioning of interoception and its malfunctioning in psychopathologies. BoSE advances and validates a novel hypothesis on what renders interoceptive processing adaptive or maladaptive, within a predictive processing view of biological regulation. The hypothesis under scrutiny is that adaptive interoceptive processing requires the flexible integration of (top-down) interoceptive predictions with multiple (bottom-up) interoceptive sensations. Conversely, excessively rigid interoceptive processing can lead to dysregulations and psychopathological conditions. The specific objectives are: - To validate the hypothesis that flexible interoceptive processing is key to ensuring adaptive regulation and mental health. - To validate the hypothesis that mental disorders and psychopathological conditions can be productively understood in terms of maladaptive (excessively rigid) interoceptive processing. Anticipating a forthcoming sensory experience via prior knowledge facilitates the perception of the expected stimuli. The research will test whether newly developed interoceptive expectations increase the detection of interoceptive signals within the same sensory signal (Exp1.1 - cardiac expectations over cardioception) and across different (interoceptive) sensory signals (Exp1.2 - respiratory expectations over cardioception). We will unravel (in)flexible interoception in psychopathological conditions by delving into Anorexia Nervosa, with a new paradigm employing multisensory integration of interoceptive (breathing) and exteroceptive body-related signals and Virtual Reality to counteract Body Image Distortion(Exp2). Computational modeling will formally characterize interoceptive flexibility and its dysfunctions in anorectic patients. The project results will have a deep impact on a wide range of disciplines that study interoceptive processing from theoretical, cognitive, behavioral, physiological, and computational viewpoints; and will pave the way to novel clinical developments and models in psychotherapy and computational psychiatry.

Title: Di.Co.EACH. - Digital competence in Early Childhood: educating parents and teachers in conscious, critical and creative uses of digital media
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Renata Metastasio 
ABSTRACT: Over recent decades, the spread of digital technologies in daily life has brought digital media into children's lives as well. Despite recommendations by the American Academy of Pediatricians and other studies on the subject, they are often used at an early age, with long exposure times and without any adequate adult supervision. Concerning this hitherto little explored theme, this project intends to promote interdisciplinary research (combining medical, pedagogical, psychological and sociological perspectives) to enrich the literature and promote greater awareness among parents, educators and teachers about the risks and opportunities posed by the presence of electronic devices in children's lives, promoting approaches preparatory to the acquisition of digital skills as they develop and grow up. After a review of the most up-to-date theories and studies on the ways in which technologies interact with children and their possible consequences, the research will then develop in a quantitative and qualitative direction. In particular, a questionnaire will be administered to parents and educators to collect data concerning the presence, habits and uses by children of technology in the family environment. Focus groups will also be organized with educators, teachers and health personnel working in pediatric hospitals: the aim will be to understand their outlook, both with respect to the transformations they have observed in children in recent years and with respect to practices involving the use of technology in educational services. Pair interviews will also be conducted with parents of children aged 0 to 6. Following this, action/research paths will be set up with working groups of educators and teachers in order to collectively design interventions aimed at promoting information and training initiatives addressed both to children and parents, so as to promote more aware and creative use at school and at home. Family Labs will be organized in which parents will be able to participate in activities together with their children. In addition, the action/research project aims to identify “good practices” in the use of digital technologies in educational services, seeing them not as a substitute for traditional experiences, but as a way of integrating traditional languages with digital ones, and promoting the dissemination of the results of the research on the territory through the production of pediatric guidelines and guidelines for the staff of educational services for 0 to 6 year olds.

Title: Educational poverty, cultural disadvantage and social inclusion inside and outside the school. Teachers' professional development Research in the post-Covid era 
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Giorgio Asquini
ABSTRACT: The Covid-19 crisis and the difficulties that the Italian school has had to face in the last two years contributed to accelerating education inequalities in an unprecedented fashion, especially in contexts where before the pandemic it was already high. First studies available stress further access limitations to school and an increase in the so-called “implicit early school leaving” for children and young people in situations of educational poverty. Acting as soon as possible is essential to be able to create the conditions for the recovery of socio-cultural disadvantage in school contexts. To cope with this educational emergency this project proposal aims to define and to develop empirically grounded strategic models of teachers’ development intervention in Italian lower secondary schools, with specific reference to urban and suburban areas and their territorial contexts of three cities in Northern, Central and Southern Italy, in order to contrast phenomena of socio-cultural disadvantage and school failure worsened during the Covid19 crisis. Specific attention will be devoted to the transition between primary and secondary school level. Three lower secondary schools (grade 6 to 8) will be identified with the following objectives: 1. To analyze and deeply understand what happened in some urban and suburban school contexts during the Covid19 crisis and to focus on main social and educational factors that can widen inequalities in students' learning outcomes 2. To design and validate an integrated intervention model based on the participation of teacher community and focused on educators’ planning, instructional and assessment skills. In accordance with the Ricerca-Formazione (R-F) methodological approach (Teacher Professional Development Research, see https://centri.unibo.it/crespi/it/centro), the intervention model will help to overcome present obstacles in implementing active learning strategies for the development of key competences. In order to contrast socio-cultural disadvantage in lower secondary school in Italy, the project actions will target two groups: - approximately 1200-1500 lower secondary school students, in order to improve their literacy level in Italian and Mathematics key competences. - approximately 150-200 lower secondary school teachers (novice teachers and in-service teachers), in order to improve their planning, instructional and assessment practices and school climate. In addition to a positive impact on low achievers’ key competences levels in Italian Language and in Mathematics, project results will provide strategic actions for contrasting socio-cultural disadvantage for promoting integrated actions for school recovery and inclusion based on critical documentation of the research process, recommendations for policymakers, guidelines for schools and teacher

Title: Working for INclusion. The well-being of sexual minority people: Neurophysiological and Behavioral mechanisms (WIN-NB)
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Roberto Baiocco
ABSTRACT: Previous research has linked constant coping with discrimination with increased cardiovascular mortality and morbidity. Most studies have been conducted in ethnic minorities (e.g., African Americans), however, recent data point to the existence of a similar scenario in other minority groups, such as sexual minorities. Despite the social relevance of this phenomenon, a clear understanding of the underlying psychological and physiological mechanisms is lacking. The hypothesis is that these groups continually use emotional suppression to cope with minority stressors, and this leads to a similar dysfunctional physiological profile. Such a profile has been named the Cardiovascular Conundrum, which is a combination of greater heart rate variability (a measure of parasympathetic control of the heart) and increased total peripheral resistance (the force required to maintain blood flow), a pattern that is not compatible with the homeostatic regulation of blood pressure. The present project aims at unveiling the causal and correlational relationships between coping strategies and the Cardiovascular Conundrum by examining combining the experimental induction of a minority-related stress in the laboratory with more ecologically valid experience sampling techniques and simultaneous ambulatory physiological assessment (Unit 1). To understand the underlying neurobiological mechanisms, the minority group will also undergo a functional near-infrared spectroscopy paradigm, where the functional brain patterns associated with dispositional and momentary coping strategies to a stigma-related stressor will be investigated (Unit 2). The expected results will address a societal challenge that poses significant threats to the social, economic and health security of minorities, potentially leading to personalized prevention strategies to improve psychological and somatic health in “at risk” groups. The project will also advance our understanding of pathogenic mechanisms of coping with minority-related stress

Title: Fostering the Right to Equality in Education (FREE): Mental health and academic achievement among LGBTQI+ university students
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Ms. Jessica Pistella
ABSTRACT: The project aims to identify individual and contextual factors that may buffer disparities in mental health and academic achievement based on sexual orientation and gender identity among university students. Research has documented a high prevalence of risks for compromised mental health and educational achievement for lesbian, gay, bisexual, transgender, queer, and intersex youth, and those who otherwise identify as a minority in terms of sexual orientation and gender identity (LGBTQI+). These disparities are mostly explained by the greater exposition of LGBTQI+ youth to a unique set of stressors related to stigma and prejudice (i.e., minority stress) compared to non-LGBTQI+ youth. Previous studies on the experiences of minority stress among LGBTQI+ students have mostly focused on the secondary education level. Little is known about such experiences in higher education. To fill this gap, the research will propose three studies collecting data from LGBTQI+ and non-LGBTQI+ students and the university environments: STUDY 1 will analyze individual characteristics and experiences of LGBTQI+ university students that may be associated with minority stress, mental health, and academic achievement. Survey data will be collected from LGBTQI+ university students in faculties from five different academic fields. STUDY 2 will evaluate the potential correlates of discriminatory academic environments by identifying individual and contextual factors associated with anti-LGBTQI+ attitudes and behaviors among university students. Faculty information and survey data from non-LGBTQI+ students will be collected in the target faculties identified in Study 1. STUDY 3 will build upon the previous two studies to identify individual and contextual variables that may buffer disparities in mental health and academic achievement between LGBTQI+ and non-LGBTQI+ students. To that end, Study 1 and Study 2 data will be combined An interdisciplinary approach will be warranted through the collaboration of experts in clinical, developmental, social psychology, and cultural sociology from Sapienza University and Roma Tre University. This project will contribute to extending our theoretical knowledge about the mechanisms through which LGBTQI+ young adults are more likely to develop adverse mental health and poor achievement outcomes compared to their non-LGBTQI+ counterparts. Moreover, it would provide a unique opportunity to evaluate the incidence and the severity of minority stress for LGBTQI+ university students in Italy. The three studies would greatly inform research, policy, and intervention efforts with a greater understanding of the influence of cultural and societal norms on experienced minority stress at the university. Overall, findings from this research could potentially lead to modifications in current faculty policies and practices or suggest new lines or targets of intervention to foster the right to equality in education for LGBTQI+ and all youth.

Title: Indoor and outdoor school environment impact on students’ cognition, affect, socialization, and well-being
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Marino Bonaiuto
ABSTRACT: The project addresses the psychological impacts of the school physical environment on students, focusing on different relevant levels of analyses: cognitive, affective, and social. Four Research Units (RUs) are involved in approaching this issue from their disciplinary expertise. Developmental, educational, social and environmental psychology are pivotal, with some general psychology or work and organizational psychology components, and interdisciplinary contributions as well (physics, architecture). Starting from literature’s state of the art, on the basis of single studies, meta-analyses and reviews, four major gaps are identified. Each RU, on the basis of its specific expertise and disciplinary background, aims to fill one of those gaps. The four research lines together, cross-sectionally and longitudinally, encompass a continuum from indoor to outdoor school environments, moving from a micro to a macro environmental level, and including all major students’ social-psychological processes which are relevant for their development and adaptation both to school and, more broadly, to society. Importantly, RUs share a meta-theoretical view in terms of the Demand-Resource model, as well as general processes for a person-environment positive relation. Firenze RU - with a one year experimental study - addresses how the indoor classroom acoustics affects cognitive processing in primary school students. Cagliari RU - with one qualitative and one correlational study - addresses how school indoor design affects cognitive, affective, and social-psychological responses in primary school students and teachers. Padova RU - with three experimental studies - addresses how the school outdoor natural (vs. indoor built) space affects cognitive, academic, and affective functioning in primary school students. Rome RU - with a one year longitudinal study on a large-scale national sample - addresses how school activities in outdoor natural areas affects social-psychological functioning and environmental literacy in middle school students. Scientific collaboration and methodological synergy and complementarity across RUs is ensured by several assets: previous joint research projects and publications among members within and across RUs; existing relevant scientific networks and infrastructures linking members of different RUs (e.g., CIRPA, the Interuniversity Research Centre on Environmental Psychology); ongoing relevant joint ventures among RUs (e.g., co-membership in the working group on “Environment, territory and tourism” for the National Council of Professional Psychologists); measurement tools shared across RUs. Broader synergies are also ensured such as with the support of ADi (the Association of Italian teachers and principals) across the national territory targeting specific stakeholders. Scientific dissemination and third mission activities focus on scientific, technological and socio-economic impacts.

Title: Caring for Children with an Immigrant Background: A Cross-Sequential Longitudinal Study on Kindness Pillars and the Role of Dispositional and Contextual Factors in Early Childhood - Prendersi cura dei bambini con un background migratorio: Uno studio longitudinale “cross-sequenziale” sui pilastri della gentilizza e il ruolo dei fattori disposizionali e contestuali nella prima infanzia
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Stefania Sette
ABSTRACT: Identifying dimensions and antecedents of kindness toward children with an immigrant background (IB) is a fundamental educational goal to promote a climate of care and inclusion since preschool, especially in a period of conflicts and global crises (MI, 2022). According to Malti’s model (2021), being kind requires (1) feeling concern for others' conditions (i.e.,sympathy),(2)understanding other's mental perspectives (i.e., theory of mind – ToM), and (3)displaying voluntary behaviors to benefit others (i.e.,prosocial behavior). Despite accumulating evidence supporting Malti’s model (e.g., Eggum et al., 2011), there are still uninvestigated issues related to the emergence of kindness in early childhood. Firstly, most researchers have focused their attention on general sympathy, ToM, and prosocial behaviors, but less is known about how young children differentiate their emotions, perspectives, and prosocial behaviors as a function of the features of recipients (e.g., autochthonous vs. IB peers). Secondly, while theoretically most scholars emphasize that kindness depends on the interplay between child dispositions (e.g., temperamental characteristics) and contextual factors (e.g., educational and socialization practices) (Malti, 2021; Malti & Dys, 2018), this premise is so far largely unexplored. Given this state of the art of literature and the unquestionable developmental advantage of kindness throughout the lifespan (e.g., mental health development; Nantel‐Vivier et al., 2014), the project aims at longitudinally investigating the emergence of the three pillars of kindness. Innovatively, the study considers young children in preschool, when they begin to differentiate others based on specific characteristics of social groups (e.g., skin color; Nesdale, 2004). Moreover, it aims at enlarging the focus to the role of dispositional (i.e., temperamental characteristics, sleep regularity) and contextual factors (i.e., the relationships with parents, teachers, and peers; parents’ and teachers’ socio-cognitive and emotional competence and attitudes towards immigrants) on preschool children's kindness toward IB peers. By implementing a cross-sequential design (Schaie & Strother, 1968), the Units will conduct a two-wave longitudinal study (12 months apart) with 3- and 4-year-olds, recruited in three different geographic areas in Italy (North, Centre, South). Children will participate in tasks to assess sympathy, ToM, and prosociality toward autochthonous vs. IB peers. Dispositional factors and contextual ones related to the family and school will be assessed. Of these, some will constitute the core of the project and they will be common to all Units; others will be targeted by each Unit, according to the local scientific expertise. Results will lead to a comprehensive kindness model to better support teachers, parents, and practitioners in developing new intervention practices to promote inclusive and respectful classroom contexts since preschool years.

Titolo: Virtual Immersive Training in Aging (VITA): A Dual Cognitive/Motor Training in Virtual Immersive Reality for Successful Aging.
Funding programme: Call PRIN 2022 – Funded by European union – Next Generation EU
Scientific coordinator: Prof. Fabio Lucidi
ABSTRACT: Average life expectancy and the number of older adults destined to live alone in the future has increased and society is facing a strong positive correlation between health costs and age. Because of this, the health system, and welfare in general, must be reformed, focusing on the prevention of cognitive and physical impairment, social isolation, and promotion of successful aging in innovative ways. It is increasingly important to reevaluate what it means to be older today, what older adults need, and what variables contribute to achieving lifestyles and strategies that will ensure successful aging. Developing a new concept of health and aging that incorporates both physical and psychological factors is necessary to guarantee the potential of these new older adults. Longevity, therefore, is the result of a dynamic relationship, operating between health, cognition and social abilities of older adults. This implies that we need to consider the impact that the integrity of cognitive and physical processes have on longevity and to help older adults train cognitive, physical, and social skills fundamental to daily life and wellbeing. Indeed, training modifiable risk factors such as physical activity (e.g. balance, coordination and muscle strength) and different cognitive abilities (e.g. Working memory, attention, executive functions), as well as social abilities, togetheer estimated to account for about 40% of the risk of developing dementia. In particular, dual training interventions may be particularly effective since benefits deriving from physical training that enhance hemodynamic brain activity or specific brain networks associated with improved cognition may further enhance specific gains from cognitive training. Moreover, virtual environments have added important innovations and can stimulate functional activities and promote social interactions as well as aid adhesion to and maintenance of training programs by increasing motivation through immersion in stimulating environments. Accordingly, the VITA project aims to develop an innovative dual cognitive/motor training for healthy older adults in a virtual immersive environment intended to foster behavioral change processes, promote general cognitive and physical functioning and social interactions and to carry out a pilot study on the efficacy and feasibility of the training. The project aims to assess general training transfer gains and their maintenance through the comparison of performance on basic mental abilities and performance-based tests pre and post training as well as transfer gains on measures of lifestyles considered indexes of successful aging (sleep, quality of life, anxiety, depression, alimentation, social functioning). Biofeedback data will also be compared pre and post training. Finally, the project aims to assess brain connectivity modifications by comparing EEG recordings pre and post training.