A case study inspired by the pedagogical principles of the “Student Voice” perspective was carried out. Twenty-five university students participated in two activities between november 2015 and february 2016: three expressive writing sessions and four individual interviews of peer-tutoring. It was verified whether the performing of these activities would facilitate the development of three soft skills that promote student participation in the teaching practices of teachers and academic success: the ability to manage exam anxiety, the sense of self-efficacy and the image of «oneself» in the present. The initial assessment of the considered skills was carried out in october 2015, the final one in march 2016. Comparing initial and final scores, significant differences occurred in the «emotionality» dimension (p = 0.01) of the ability to manage anxiety, in the «self-efficacy» (p = 0.01), in the «energy» (p = 0.02) and «positive affectivity» (p = 0.02) dimensions of the image of «oneself» in the present.
|Numero di pagine||17|
|Stato di pubblicazione||Published - 2017|