Neuromyths: Misconceptions about neurodevelopment by Italian teachers.

BACKGROUND: Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population. METHOD: The current study investigated the prevalence of teachers' general and neurodevelopmental neuromyths among 820 Italian teachers. RESULTS: Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths. CONCLUSION: In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.

Measuring the psychosocial impact of COVID-19 by means of the "international student well-being study questionnaire": Evidence on Italian university students.

Background: The COVID-19 pandemic appeared as an unpredictable disruption of daily activities. This situation produced a unique mental health impact for the general population, youth, and vulnerable groups. A documented consequence has been alcohol abuse and impaired mental health. To our knowledge, no published study has yet evaluated the rates of depressive symptoms, academic frustration, and substance abuse in the Italian student population in the COVID era linking them to sociodemographic variables. Aims: To investigate the incidence of depressive symptoms, academic frustration, and substance abuse students developed in one university in Northern Italy during the first COVID-19 outbreak, using a student wellbeing framework borrowed from Allardt's and Bronfenbrenner's theories. Methods: Descriptive statistics, correlations, Wilcoxon test and factorial ANOVA were performed on data gathered through an online questionnaire sent to a convenience sample of university students. Data collection occurred between 18 May and June 21, 2020. Results: According to the framework used, Being was the dimension of sociodemographic variables, Having was economic support and Loving was social support. Students experienced academic frustration and related depressive symptoms. Male gender seemed to be less affected by the depressive syndrome. With regard to economic support and related repercussions on depressive symptoms, students who reported that they could not obtain a loan showed significantly higher depressive symptoms. Students benefiting from greater financial support showed less academic frustration. Age appeared to be a predictor of academic frustration since young students proved to be the most frustrated. The examined students' population showed a significant decrease in alcohol and cigarettes consumption. Conclusions: Having and Being dimensions influenced depression and academic frustration. Having and Loving dimensions were related with use of substances. The study findings support the implementation of interventions to help students, at a psychological, social, financial level aiming at fostering the quality of students' educational life.

The opportunities and risks of mobile phones for refugees' experience: A scoping review.

Although mobile phones (MPs) are inexorably changing the forced migration experience, the realm of digital migration studies is still fragmented and lacking an analytical focus. Many research areas are still unexplored, while no narrative, scoping or systematic reviews have been conducted on this topic to date. The present review analyzed scientific contributions in Humanistic and Social Sciences with the aim to provide an overview of existing studies on the role of mobile phones (MPs) on refugees' experience, and to inform practice and policymaking for advancing the use of MPs for the protection of migrants' human rights. A scoping review was conducted using the Arksey and O'Malley framework and the JBI Reviewer's Manual recommendations. A three-step search was carried out in four bibliographic databases by three independent reviewers. Review selection and extraction were performed using an interactive team approach. Forty-three theoretical and empirical contributions were selected, and their content analyzed. The contributions ranged from 2013 to 2018 and varied in terms of disciplines, objectives, methodology, contexts, and migrants' origin, with the most studied group being Syrians. Five different topics concerning refugees' experience and MPs' usage emerged: (a) media practices in refugees' everyday lives; (b) opportunity and risks of MPs during the migration journey; (c) the role of MPs in maintaining and developing social relations; (d) potential of MPs for refugees" self-assertion and self-empowerment; (e) MPs for refugees' health and education. The results showed that modern devices, such as mobile phones, bring both risks and opportunities for refugees' experience, thereby both favouring and threatening asylum seekers' and refugees' human rights. Recommendations to policymaking and services and associations for advancing the use of MPs for the protection of the rights of migrants have been proposed.