This article presents the results of a study carried out with the aim to:(1) analyze secondary school students' and their teachers' ideal representations of classroom justice, (2) deepen the topic of students' sense of injustice, and (3) explore the links between students' perceived injustice and their psychological engagement in school, measured on different aspects (identification with one's own class, learning motivation, dialogue with teachers). A questionnaire was distributed to 400 Italian secondary school students and their 79 teachers. Results show that the representations of ideal classroom justice refer to communication, principle of equality and principles of effort/need, and that the positions of teachers and students on these representations differ. Moreover, students report a rather diffuse and shared feeling of being treated in an unjust manner by their teachers, and this affects their psychological engagement in school. Results are commented on their theoretical, methodological and applicative implications.

Time perspective is crucial in adolescence and youth, when individuals make important decisions related to their present and future. The focus of this research was to use the six-factor short version Zimbardo Time Perspective Inventory (S-ZTPI) scale in a sample of adolescents and young adults, and to analyse its associations with decision-making, relational styles and engagement. A structural equation model of the effects of S-ZTPI on these variables was computed, and its psychometric properties were found adequate. The results underline that young people’s present orientation is associated with a relational style based on confidence in oneself and others, and with active engagement in terms of responsibility and trust in a better future. Our findings suggest a positive description of adolescents’ views, as they are able to enjoy the time they are living in without giving up their responsibilities for making a better world for the future.

The issue of cleanliness in its clean/dirty and pure/impure antinomies definitely has a social and cultural dimension. Some daily cleaning practices are indeed quite common actions in every culture and society, even if some differences in the frequency and quality of the practices and in the value attributed to them do exist. In this article, we will discuss how cleaning practices and contamination fears sink their roots in the social context and in cultural practices. In particular, we will explore the connections between one's own sense of cleanliness and attitudes of prejudice and intolerance toward other groups. First, the issue of cleanliness over the centuries and the exaggerations of cleanliness referring to individual psychopathology will be examined. Then, the psychosocial meaning of cleanliness will be considered in revealing the impact of the clean/dirty and pure/impure antinomies on day-today social interactions with others.

No abstract

No abstract