The present study examines the relationships between generalized problematic Internet use (GPIU) and two regulatory modes (RMs) namely Locomotion and Assessment. Through an on-line survey conducted on two hundred and forty six participants we found that Locomotion and Assessment regulatory orientations have opposite effects on the likelihood of developing GPIU, with the former reducing and the latter increasing it. Specifically, while Assessment orientation positively correlates with each GPIU dimension, Locomotion orientation negatively correlates with preference for online social interaction (POSI), compulsive Internet use and negative outcome. Results also show that deficient self-regulation mediates the effect Assessment has on Negative outcome. Conversely, the effect of Locomotion remained significant. Potential practical implications are discussed.

The present study analyses the relation between personal values and justice sensitivity in a group of adolescents and late adolescents (13-20 years). Participants to the research are 124 (62.1% female adolescents), who were asked to individually fill out a questionnaire. The results of the regression analysis showed that self-transcendence and self-enhancement values had the strongest relations with justice sensitivity; these relations, however, varied in their direction and strength according to the perspective (i.e., victim, observer or author perspective) adopted by the adolescent in evaluating the injustice. In the case of the relation between self-enhancement and observer justice sensitivity, it also emerged a moderation effect of adolescents’ sex.

We studied a set of individual differences associated with perceived employability (PE) of youngsters who dropped out of the educational system. Amongst big-five personality traits, we found that high levels of neuroticism meant a reduced PE. Controlling for personality, we found that those who had a high need for cognitive closure (NFCC; high desire for certainty) had higher PE, especially when they also reported low (vs. high) system justification beliefs. Higher levels of NFCC may serve to cope with an uncertain labor market leading youngster to higher levels of PE, especially when they perceive the societal status quo as not rigidly legitimate.

Being targets of an "objectifying gaze" increases women's objectified body consciousness and self-objectification. Little is known about what can protect women from such effects. Here we investigated the role of perceived personal and interpersonal control. Study 1 examined the relations between personal and interpersonal control with self-objectification and the dimensions of the objectified body consciousness. Results showed that personal control was negatively correlated with body shame and positively with body control beliefs. Study 2 tested whether recalling a situation of perceived control would reduce the negative effects of experiencing an objectifying gaze. Results showed that being target of an objectifying gaze elicited higher self-objectification, body surveillance and body shame in women. These effects were not attenuated by recalling of being in control. Still, personal control was positively correlated with body control beliefs but negatively related with body surveillance. Altogether these preliminary findings suggest that the perception of personal control could protect women from engaging in negative self-evaluations and appearance-related behaviours. Future interventions could aim to strengthen the power women perceive to have and hence reduce the negative impact of sexual objectification.

L’acronimo NEET indica i giovani (15-29 anni) non impegnati in attività lavorative, formative o di aggiornamento/tirocinio. La presente ricerca ha approfondito tale questione come rappresentazione sociale, conducendo due studi convergenti rivolti all’analisi di cinque quotidiani nell’arco di dieci anni e di interviste episodiche a venti protagonisti. I risultati mostrano che la stampa presenta la questione in termini di assenza di lavoro e con aspetti emotivamente negativi; meno evidenti sono i riferimenti alla formazione e all’educazione permanente. Secondo i protagonisti, questi aspetti sono in parte bilanciati da richiami alla possibilità di avere tempo per sé e all’opportunità di mettersi in gioco. Lo sguardo dell’Altro si riverbera tuttavia nei vissuti personali, alimentando una spirale negativa nei meccanismi di autodefinizione.