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Prof. Dr. Michele Biasutti
Department of Education, University of Padova, Via Beato Pellegrino, 28, 35137 Padova, Italy

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0 Professional Development
0 Social Sustainability
0 online learning
0 Education For Sustainable Development
0 Teacher Education

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Short Biography

Michele Biasutti, Full Professor at Padova University, is scientific Director of research projects financed by EU Institutions and worked in project evaluation for international organisations such as UNESCO. He built quantitative tools that were published in impact factor journals such as Environmental Education Research, Computers & Education, Creativity Research Journal and others. Member of the editorial board of journals (Journal of Teacher Education for Sustainability, Frontiers in Psychology, International Journal of Sustainability in Higher Education; Sustainability), he was conference director and author of eight books and more than 200 articles, chapters and conference proceedings papers. More infos at: https://scholar.google.com/citations?hl=it&user=zJTOMRkAAAAJ

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Journal article
Published: 30 July 2021 in Children
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The current study presents the validation process of a measure of institutional identity for university students. The research is composed of two studies. Study I consisted of the generation of an item pool based on the literature review, semi-structured interviews, and expert opinion, which were administered to a convenient sample of university students (n = 707; 300 males and 407 females) in Pakistan. Exploratory factor analysis yielded a two-factor structure with 20 items, and the factors were named commitment (α = 0.84) and crisis (α = 0.74). The two-factor solution was confirmed through confirmatory factor analysis, which revealed an excellent model fit with the two-factor structure. Study II reports on the convergent and divergent validity of the scale which was carried out on an independent sample (n = 120). Results provided evidence of convergent validity as depression correlated negatively with the commitment subscale and positively with the crisis subscale. Divergent validity was ensured by a non-significant correlation between the subscales of the newly developed scale and a measure of religious belief. Moreover, the implications and limitations of the study are discussed.

ACS Style

Zunaira Bilal; Saba Ghayas; Taram Naeem; Sumaira Kayani; Ruibo Xie; Michele Biasutti. Construction and Validation of Institutional Identity Scale for University Students. Children 2021, 8, 665 .

AMA Style

Zunaira Bilal, Saba Ghayas, Taram Naeem, Sumaira Kayani, Ruibo Xie, Michele Biasutti. Construction and Validation of Institutional Identity Scale for University Students. Children. 2021; 8 (8):665.

Chicago/Turabian Style

Zunaira Bilal; Saba Ghayas; Taram Naeem; Sumaira Kayani; Ruibo Xie; Michele Biasutti. 2021. "Construction and Validation of Institutional Identity Scale for University Students." Children 8, no. 8: 665.

Journal article
Published: 30 June 2021 in International Journal of Environmental Research and Public Health
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The purpose of this study was to explore individual, interpersonal, and organizational factors that may influence the physical activity of adolescents (ages 10–14) in Pakistani schools. A set of questionnaires that included individual, interpersonal, and organizational factors and PA behavior was completed by the 618 students selected from Pakistani schools. Stepwise forward regression model was applied to check the possible effects of multilevel variables on physical activity and to extract the stronger predictors. The results showed that physical activity was significantly predicted by individual level factors such as self-efficacy, motivation, and attitude. Among the demographic correlates, gender, age, and BMI did not affect physical activity, while socioeconomic status and geographic characteristics had a meaningful association with PA. At the interpersonal level, adolescents’ perception of family support had a potential influence on physical activity, while there was no impact of friends/peers and teachers support on adolescents’ PA. A school environmental characteristic, such as PA facility, was positively related to PA; however, the impact of PA equipment, safety, and policy and PA culture were statistically non-significant. The findings suggest that public health intervention strategies aimed at promoting PA in adolescents should recognize multiple levels of influences that may either enhance or impede the likelihood of PA among adolescents.

ACS Style

Tayyaba Kiyani; Sumaira Kayani; Saima Kayani; Iffat Batool; Si Qi; Michele Biasutti. Individual, Interpersonal, and Organizational Factors Affecting Physical Activity of School Adolescents in Pakistan. International Journal of Environmental Research and Public Health 2021, 18, 7011 .

AMA Style

Tayyaba Kiyani, Sumaira Kayani, Saima Kayani, Iffat Batool, Si Qi, Michele Biasutti. Individual, Interpersonal, and Organizational Factors Affecting Physical Activity of School Adolescents in Pakistan. International Journal of Environmental Research and Public Health. 2021; 18 (13):7011.

Chicago/Turabian Style

Tayyaba Kiyani; Sumaira Kayani; Saima Kayani; Iffat Batool; Si Qi; Michele Biasutti. 2021. "Individual, Interpersonal, and Organizational Factors Affecting Physical Activity of School Adolescents in Pakistan." International Journal of Environmental Research and Public Health 18, no. 13: 7011.

Research article
Published: 25 June 2021 in Research in Dance Education
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The present study uses a qualitative approach to focus on dance improvisation and flow. Dance instructors with wide experience in performing and teaching dance improvisation took part in semi–structured interviews that featured questions about dance improvisation and flow, including issues of flow in dance education with children. The data were analyzed using a grounded theory approach, and the findings highlighted the following macro areas: characteristics of flow, conditions for flow, educational issues, and outcomes. Participants emphasized several connections between flow and dance improvisation and demonstrated their awareness of the potentialities of flow during dance improvisation and its usefulness for dance education with children. Participants considered the teacher a facilitator who has to inspire pupils and adopted a process orientation and a learner-centered approach for guiding children to exploring multiple ways of knowing. Physical and psychological wellbeing influenced performing excellence, as a global condition induced by flow and creative transfer emerged in the multidimensional framework in which improvisation and flow operate. The findings are discussed in the framework of general theories of flow to highlight the implications of adopting improvisation in general education.

ACS Style

Michele Biasutti; Katarina Habe. Teachers’ perspectives on dance improvisation and flow. Research in Dance Education 2021, 1 -20.

AMA Style

Michele Biasutti, Katarina Habe. Teachers’ perspectives on dance improvisation and flow. Research in Dance Education. 2021; ():1-20.

Chicago/Turabian Style

Michele Biasutti; Katarina Habe. 2021. "Teachers’ perspectives on dance improvisation and flow." Research in Dance Education , no. : 1-20.

Earlycite article
Published: 30 April 2021 in International Journal of Educational Management
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Purpose The aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children. Design/methodology/approach The method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis. Findings The following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs. Research limitations/implications The number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors. Practical implications The findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered. Social implications Stakeholders could consider the findings before making decisions and developing policy actions countrywide. Originality/value The key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

ACS Style

Michele Biasutti; Eleonora Concina. Including migrant students in the primary school: perspectives of Italian principals. International Journal of Educational Management 2021, 35, 984 -999.

AMA Style

Michele Biasutti, Eleonora Concina. Including migrant students in the primary school: perspectives of Italian principals. International Journal of Educational Management. 2021; 35 (5):984-999.

Chicago/Turabian Style

Michele Biasutti; Eleonora Concina. 2021. "Including migrant students in the primary school: perspectives of Italian principals." International Journal of Educational Management 35, no. 5: 984-999.

Journal article
Published: 22 April 2021 in International Journal of Environmental Research and Public Health
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The present study examined the role of self-enhancement and self-criticism in the relationship between physical activity and anxiety. A total of 305 students from Chinese universities, ranging in age from 18 to 36, completed a questionnaire package comprising a physical activity questionnaire, a self-enhancement strategies scale, a level of self-criticism scale, and a short form of state and trait anxiety scale. Findings highlighted that physical activity had a significant negative correlation with anxiety (r = −0.31, p < 0.01), a significant positive association with self-enhancement (r = 0.43, p < 0.01), and a significant negative relationship with self-criticism (r = −0.14, p < 0.05). It was also found that anxiety was significantly predicted by self-enhancement (−0.21, p < 0.01) and self-criticism (0.44, p < 0.01). Moreover, the mediation model supports the mediation of self-enhancement and self-criticism between physical activity and anxiety in university students. The findings suggest that interventions aimed at promoting physical activity and enhancing the self-system should be worthy strategies for reducing students’ anxiety.

ACS Style

Sumaira Kayani; Tayyaba Kiyani; Saima Kayani; Tony Morris; Michele Biasutti; Jin Wang. Physical Activity and Anxiety of Chinese University Students: Mediation of Self-System. International Journal of Environmental Research and Public Health 2021, 18, 4468 .

AMA Style

Sumaira Kayani, Tayyaba Kiyani, Saima Kayani, Tony Morris, Michele Biasutti, Jin Wang. Physical Activity and Anxiety of Chinese University Students: Mediation of Self-System. International Journal of Environmental Research and Public Health. 2021; 18 (9):4468.

Chicago/Turabian Style

Sumaira Kayani; Tayyaba Kiyani; Saima Kayani; Tony Morris; Michele Biasutti; Jin Wang. 2021. "Physical Activity and Anxiety of Chinese University Students: Mediation of Self-System." International Journal of Environmental Research and Public Health 18, no. 9: 4468.

Journal article
Published: 08 April 2021 in Sustainability
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The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.

ACS Style

Michele Biasutti; Eleonora Concina; Sara Frate; Ibrahim Delen. Teacher Professional Development: Experiences in an International Project on Intercultural Education. Sustainability 2021, 13, 4171 .

AMA Style

Michele Biasutti, Eleonora Concina, Sara Frate, Ibrahim Delen. Teacher Professional Development: Experiences in an International Project on Intercultural Education. Sustainability. 2021; 13 (8):4171.

Chicago/Turabian Style

Michele Biasutti; Eleonora Concina; Sara Frate; Ibrahim Delen. 2021. "Teacher Professional Development: Experiences in an International Project on Intercultural Education." Sustainability 13, no. 8: 4171.

Journal article
Published: 01 April 2021 in The Arts in Psychotherapy
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Scarce research to date has addressed the aspect of Continuing Professional Development (CPD) as a key requirement for qualified music therapists. The present study investigated the benefits of a CPD course based on cognitive neuropsychology, which aimed to develop music therapists’ knowledge and skills in care home settings. The course included 32 h of activities spread across 3 months and was attended by 31 music therapists. This course was evaluated using a mixed-methods approach including a semi-structured interview and a quantitative questionnaire. The results revealed that the CPD course brought different benefits meeting the needs of the therapists working in the care homes, which, included: i) improved general knowledge of music cognition, ii) broadened thinking about music therapy practice and clients’ abilities, and iii) an additional clinical and theoretical framework. These results are consistent with previous literature, highlighting the importance of providing advanced training for music therapists. Crucially, the findings highlighted the need for different strategies, techniques and pedagogical approaches in CPD courses, in function of the work setting, to improve attendees’ clinical skills. In addition, the study outlines how a CPD course may be tailored to enhance specific skills and transfer of learning in line with workplace demands.

ACS Style

Anthony M.A. Mangiacotti; Fabia Franco; Ming Hung Hsu; Michele Biasutti. Evaluating a continuing professional development course on cognitive functions for Music Therapists working in care homes. The Arts in Psychotherapy 2021, 74, 101800 .

AMA Style

Anthony M.A. Mangiacotti, Fabia Franco, Ming Hung Hsu, Michele Biasutti. Evaluating a continuing professional development course on cognitive functions for Music Therapists working in care homes. The Arts in Psychotherapy. 2021; 74 ():101800.

Chicago/Turabian Style

Anthony M.A. Mangiacotti; Fabia Franco; Ming Hung Hsu; Michele Biasutti. 2021. "Evaluating a continuing professional development course on cognitive functions for Music Therapists working in care homes." The Arts in Psychotherapy 74, no. : 101800.

Research article
Published: 08 March 2021 in Musicae Scientiae
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The recent COVID-19 health emergency has forced many music teachers to adopt remote teaching methods. The present paper investigates the practices and strategies used by conservatory-level music teachers to give lessons online in different European countries and the USA. Data from an exploratory qualitative study were collected using semi-structured interviews covering aspects such as curriculum design, lesson implementation, evaluation, examination organization, and time management skills. Interviewees offered rich descriptions of their experiences of teaching both music theory and instrumental lessons. Findings were analyzed using an inductive method, giving rise to the following categories: COVID-19 and the music school, technology, curriculum planning, managing instrumental lessons, examinations, strengths, and limitations. Participants discussed their ability to manage technology, and they employed skills such as flexibility, problem solving, and creativity in their curriculum planning and in using a variety of remote learning tools. They revised curricular activities and online teaching strategies and methods were associated with the musical instruments played. They argued that online teaching was very time consuming (e.g., planning activities, preparing materials, and exploring the new possibilities of technical tools) and that it was stressful to have lost a satisfactory work-life balance. They reported becoming more organized in the management of their activities. Internet platforms were found useful for sharing material, communicating, exchanging messages, and keeping records of all the work done. Participants learnt to use video clips systematically for modelling and teaching. They were aware of the strengths and limitations of e-learning, and they called for more institutional support and opportunities for professional development.

ACS Style

Michele Biasutti; Roberta Antonini Philippe; Andrea Schiavio. Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period. Musicae Scientiae 2021, 1 .

AMA Style

Michele Biasutti, Roberta Antonini Philippe, Andrea Schiavio. Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period. Musicae Scientiae. 2021; ():1.

Chicago/Turabian Style

Michele Biasutti; Roberta Antonini Philippe; Andrea Schiavio. 2021. "Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period." Musicae Scientiae , no. : 1.

Research article
Published: 12 February 2021 in Music Education Research
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The present paper reports data from an original qualitative study that investigates how music students reacted to novel remote teaching strategies that emerged during the COVID-19 pandemic. A population of twenty learners enrolled at an Italian conservatory responded to an open-ended survey, verbalising their recent learning experiences concerning three complementary aspects of their everyday practice: (i) how efficiently new remote education settings were implemented, (ii) what novel musical activities have been creatively developed with the help of technology, and (iii) how peer interaction was transformed by the lockdown period. By providing concrete examples, our participants offered insights into the benefits, challenges, and transformations this sudden pedagogical change has produced. Our findings show how different approaches to rehearsal and time management have emerged, in turn impacting on how students prioritise short-term and long-term goals, enhance their creative potential, and establish and renew interactions with peers.

ACS Style

Andrea Schiavio; Michele Biasutti; Roberta Antonini Philippe. Creative pedagogies in the time of pandemic: a case study with conservatory students. Music Education Research 2021, 23, 167 -178.

AMA Style

Andrea Schiavio, Michele Biasutti, Roberta Antonini Philippe. Creative pedagogies in the time of pandemic: a case study with conservatory students. Music Education Research. 2021; 23 (2):167-178.

Chicago/Turabian Style

Andrea Schiavio; Michele Biasutti; Roberta Antonini Philippe. 2021. "Creative pedagogies in the time of pandemic: a case study with conservatory students." Music Education Research 23, no. 2: 167-178.

Journal article
Published: 10 February 2021 in Thinking Skills and Creativity
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The aim of the study was to explore emotional and cognitive aspects of subjective wellbeing and flow in music and sports students during the lockdown imposed by the COVID-19 pandemic. Participants (314 higher education sports and music students) answered questions about measure of flow, satisfaction with life, satisfaction with studying, positive and negative affect, and COVID-19 impact. The results revealed differences in eight flow dimensions and a global flow score in favor of sports students. Differences were also found in affect: sports students experienced more positive affect and less negative affect than musicians. However, there were no significant differences with regard to satisfaction with life or satisfaction with study, and music and sports students perceived the COVID-19 impact equally. Gender differences were found for three flow dimensions and the global flow score (female students experienced flow less frequently than males) and satisfaction with studying (higher scores for female students). However, no gender differences were detected for satisfaction with life, positive and negative affect, or COVID-19 impact. The results of regression analyses showed that satisfaction with life and studying, positive and negative affect, and COVID-19 impact could all be predicted on the basis of flow dimensions.

ACS Style

Katarina Habe; Michele Biasutti; Tanja Kajtna. Wellbeing and flow in sports and music students during the COVID-19 pandemic. Thinking Skills and Creativity 2021, 39, 100798 -100798.

AMA Style

Katarina Habe, Michele Biasutti, Tanja Kajtna. Wellbeing and flow in sports and music students during the COVID-19 pandemic. Thinking Skills and Creativity. 2021; 39 ():100798-100798.

Chicago/Turabian Style

Katarina Habe; Michele Biasutti; Tanja Kajtna. 2021. "Wellbeing and flow in sports and music students during the COVID-19 pandemic." Thinking Skills and Creativity 39, no. : 100798-100798.

Journal article
Published: 27 October 2020 in Creativity Research Journal
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ACS Style

Michele Biasutti; Katarina Habe. Dance Improvisation and Motor Creativity in Children: Teachers’ Conceptions. Creativity Research Journal 2020, 33, 47 -62.

AMA Style

Michele Biasutti, Katarina Habe. Dance Improvisation and Motor Creativity in Children: Teachers’ Conceptions. Creativity Research Journal. 2020; 33 (1):47-62.

Chicago/Turabian Style

Michele Biasutti; Katarina Habe. 2020. "Dance Improvisation and Motor Creativity in Children: Teachers’ Conceptions." Creativity Research Journal 33, no. 1: 47-62.

Research article
Published: 06 October 2020 in Psychology of Music
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Effective music teachers have several skills that influence the learning processes of their students. Music teachers’ effectiveness is a multidimensional construct that includes professional and personal features; it is a complex phenomenon characterized by several hidden variables that contribute in an interrelated way. Variables like professional self-efficacy could be good indicators of teachers’ effectiveness and are used to analyze professional and personal factors. The aim of this study is to examine music teachers’ professional self-efficacy and to define a predictive model based on their psychological and professional attitudes. Participants were 335 music teachers from several European countries who completed a set of questionnaires that included measures for professional self-efficacy, professional motivation, professional satisfaction, resilience, coping strategies, and self-esteem. A regression analysis was used to define a predictive model of professional self-efficacy. The results show that professional self-efficacy was positively predicted by professional satisfaction, intrinsic motivation and regulation attitudes toward teaching activity, perceived resilience, coping strategies based on planning solutions, and self-esteem. Conversely, coping strategies based on passive acceptance of critical situations had a negative impact on music teachers’ professional self-efficacy. The educational implications of these findings are discussed.

ACS Style

Michele Biasutti; Eleonora Concina; Ciaran Deloughry; Sara Frate; Gabriela Konkol; Anthony Mangiacotti; Branka Rotar Pance; Sabina Vidulin. The effective music teacher: A model for predicting music teacher’s self-efficacy. Psychology of Music 2020, 1 .

AMA Style

Michele Biasutti, Eleonora Concina, Ciaran Deloughry, Sara Frate, Gabriela Konkol, Anthony Mangiacotti, Branka Rotar Pance, Sabina Vidulin. The effective music teacher: A model for predicting music teacher’s self-efficacy. Psychology of Music. 2020; ():1.

Chicago/Turabian Style

Michele Biasutti; Eleonora Concina; Ciaran Deloughry; Sara Frate; Gabriela Konkol; Anthony Mangiacotti; Branka Rotar Pance; Sabina Vidulin. 2020. "The effective music teacher: A model for predicting music teacher’s self-efficacy." Psychology of Music , no. : 1.

Journal article
Published: 02 September 2020 in British Journal of Music Education
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This pilot study analysed the learning strategies of advanced students and professional electroacoustic composers engaged in creating new musical pieces through online collaboration. The participants were divided into three groups and interacted in a virtual setting using synchronous (chat and Skype) and asynchronous tools (forum, compositional software) to perform the compositional activities. A multiple case study design was used to describe and interpret the actions of the participants. Forum discussions, Skype dialogues and e-mail exchanges were examined to explore the participants’ interactions and understand their actions during the online activities. Individual semi-structured interviews focusing on the processes and working approaches were conducted. The following themes were considered for the analysis of the collaborative compositional activity: working approach, relational model, leadership, organisation and compositional process. The participants effectively completed the compositional activities on the online platform, and based on the results, the following phases emerged as: (a) context definition; (b) planning/organising; (c) experimenting/generating musical ideas; (d) constructing and (e) evaluating. The findings are discussed regarding the educational implications of developing didactic activities based on collaborative composition.

ACS Style

Michele Biasutti; Eleonora Concina. Online composition: strategies and processes during collaborative electroacoustic composition. British Journal of Music Education 2020, 38, 58 -73.

AMA Style

Michele Biasutti, Eleonora Concina. Online composition: strategies and processes during collaborative electroacoustic composition. British Journal of Music Education. 2020; 38 (1):58-73.

Chicago/Turabian Style

Michele Biasutti; Eleonora Concina. 2020. "Online composition: strategies and processes during collaborative electroacoustic composition." British Journal of Music Education 38, no. 1: 58-73.

Research article
Published: 08 August 2020 in Musicae Scientiae
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In a qualitative study, we explored the range of reflections and experiences involved in the composition of score-based music by administering a 15-item, open-ended, questionnaire to seven professional composers from Europe and North America. Adopting a grounded theory approach, we organized six different codes emerging from our data into two higher-order categories ( the act of composing and establishing relationships). Our content analysis, inspired by the theoretical resources of 4E cognitive science, points to three overlapping characteristics of creative cognition in music composition: it is largely exploratory, it is grounded in bodily experience, and it emerges from the recursive dialogue of agents and their environment. More generally, such preliminary findings suggest that musical creativity may be advantageously understood as a process of constant adaptation – one in which composers enact their musical styles and identities by exploring novel interactivities hidden in their contingent and historical milieux.

ACS Style

Andrea Schiavio; Nikki Moran; Dylan van der Schyff; Michele Biasutti; Richard Parncutt. Processes and Experiences of Creative Cognition in Seven Western Classical Composers. Musicae Scientiae 2020, 1 .

AMA Style

Andrea Schiavio, Nikki Moran, Dylan van der Schyff, Michele Biasutti, Richard Parncutt. Processes and Experiences of Creative Cognition in Seven Western Classical Composers. Musicae Scientiae. 2020; ():1.

Chicago/Turabian Style

Andrea Schiavio; Nikki Moran; Dylan van der Schyff; Michele Biasutti; Richard Parncutt. 2020. "Processes and Experiences of Creative Cognition in Seven Western Classical Composers." Musicae Scientiae , no. : 1.

Editorial
Published: 17 June 2020 in Frontiers in Psychology
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Editorial: The Impact of Music on Human Development and Well-Being

ACS Style

Graham F. Welch; Michele Biasutti; Jennifer MacRitchie; Gary E. McPherson; Evangelos Himonides. Editorial: The Impact of Music on Human Development and Well-Being. Frontiers in Psychology 2020, 11, 1 .

AMA Style

Graham F. Welch, Michele Biasutti, Jennifer MacRitchie, Gary E. McPherson, Evangelos Himonides. Editorial: The Impact of Music on Human Development and Well-Being. Frontiers in Psychology. 2020; 11 ():1.

Chicago/Turabian Style

Graham F. Welch; Michele Biasutti; Jennifer MacRitchie; Gary E. McPherson; Evangelos Himonides. 2020. "Editorial: The Impact of Music on Human Development and Well-Being." Frontiers in Psychology 11, no. : 1.

Journal article
Published: 29 April 2020 in Sustainability
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A plethora of research has explored the benefits of physical activities on several variables such as academic performances, quality of life, fitness, levels of stress, and depression. However, less research considered the impact of physical activity on academic anxiety, self-enhancement, and self-criticism. This study examines the influence of physical activity on academic anxiety with self-enhancement and self-criticism playing a mediating role. Data for this model has been collected by using structured questionnaires administered to 418 Pakistani university students (undergraduate, graduate and post-graduate) aged between 18 and 36 years old. Structural equation modeling through analysis of moment structures (AMOS) was applied to find that physical activity significantly reduces academic anxiety and self-criticism, and it develops self-enhancement. Further, self-enhancement was negatively associated with academic anxiety while self-criticism is directly related to academic anxiety. More importantly, self-enhancement and self-criticism partially mediated between physical activity and academic anxiety of university students in Pakistan. This research recommends governments to support physical activity programs for university students.

ACS Style

Sumaira Kayani; Jin Wang; Michele Biasutti; María Luisa Zagalaz Sánchez; Tayyaba Kiyani; Saima Kayani. Mechanism Between Physical Activity and Academic Anxiety: Evidence from Pakistan. Sustainability 2020, 12, 3595 .

AMA Style

Sumaira Kayani, Jin Wang, Michele Biasutti, María Luisa Zagalaz Sánchez, Tayyaba Kiyani, Saima Kayani. Mechanism Between Physical Activity and Academic Anxiety: Evidence from Pakistan. Sustainability. 2020; 12 (9):3595.

Chicago/Turabian Style

Sumaira Kayani; Jin Wang; Michele Biasutti; María Luisa Zagalaz Sánchez; Tayyaba Kiyani; Saima Kayani. 2020. "Mechanism Between Physical Activity and Academic Anxiety: Evidence from Pakistan." Sustainability 12, no. 9: 3595.

Research article
Published: 08 December 2019 in The International Journal of Aging and Human Development
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The effectiveness of music training on depressed mood and general cognitive function in elderly participants is verified in this study. Music activities consisted of improvisation exercises for stimulating interpersonal skills, mood, and cognitive functions. A mixed research method was adopted, including standardized measures (Mini-Mental State Examination and Geriatric Depression Scale) and follow-up semistructured interviews. The research design included pre- and postevaluation with randomized experimental and control groups. Participants were 45 care residents aged 62 to 95, healthy and with cognitive impairment. Results revealed a significant improvement in depression index (Geriatric Depression Scale) for the experimental period ( t = 1.450; p < .005; d = 0.453) while the control group had no improvement ( t = 0.080; p > .1; d = 0.025). In addition, a significant improvement was found in the cognitive level (Mini-Mental State Examination) for the experimental ( t = 2.300; p < .005; d = 0.668) than the control group that had a significant reduction ( t = 1.240; p < .05; d = 0.273). This study provides evidence that music training has a positive impact on depressed mood and general cognitive function in elderly participants. These types of music training sessions could provide aid to control the symptoms of depression, delay the deterioration of cognitive function, and enhance social–cognitive function, especially in individuals presenting with cognitive impairment.

ACS Style

Michele Biasutti; Anthony Mangiacotti. Music Training Improves Depressed Mood Symptoms in Elderly People: A Randomized Controlled Trial. The International Journal of Aging and Human Development 2019, 92, 115 -133.

AMA Style

Michele Biasutti, Anthony Mangiacotti. Music Training Improves Depressed Mood Symptoms in Elderly People: A Randomized Controlled Trial. The International Journal of Aging and Human Development. 2019; 92 (1):115-133.

Chicago/Turabian Style

Michele Biasutti; Anthony Mangiacotti. 2019. "Music Training Improves Depressed Mood Symptoms in Elderly People: A Randomized Controlled Trial." The International Journal of Aging and Human Development 92, no. 1: 115-133.

Articles
Published: 30 April 2019 in Pedagogy, Culture & Society
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The current study analysed teachers’ methodologies, practices and needs to promote the integration of newly arrived migrant/refugee pupils in educational contexts. Twentynine Italian primary and middle school teachers answered a qualitative survey analysed with ATLAS.ti software. In analysis, seven categories emerged: teaching values and beliefs; students’ cognitive, emotional, and linguistic skills; inclusive class activities and resources; intercultural communication; social interactions in classroom; networking with the local community; and teachers’ needs. Teaching strategies and methods reported included inclusive approaches for supporting the integration of migrant/refugee students and promoting the well-being of the whole class. Creativity and flexibility emerged as two of the main features of teachers’ work. Further needs reported included training, didactic counselling, resources for supporting teaching, economic resources and school organisation. Evidence was found for the complexity of teaching in an intercultural context suggesting a multidimensional approach for analysing educational issues.

ACS Style

Michele Biasutti; Eleonora Concina; Sara Frate. Working in the classroom with migrant and refugee students: the practices and needs of Italian primary and middle school teachers. Pedagogy, Culture & Society 2019, 28, 113 -129.

AMA Style

Michele Biasutti, Eleonora Concina, Sara Frate. Working in the classroom with migrant and refugee students: the practices and needs of Italian primary and middle school teachers. Pedagogy, Culture & Society. 2019; 28 (1):113-129.

Chicago/Turabian Style

Michele Biasutti; Eleonora Concina; Sara Frate. 2019. "Working in the classroom with migrant and refugee students: the practices and needs of Italian primary and middle school teachers." Pedagogy, Culture & Society 28, no. 1: 113-129.

Journal article
Published: 11 March 2019 in The Arts in Psychotherapy
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Several questionnaires were designed to accomplish specific research objectives in music therapy research without always reporting the psychometric properties of these questionnaires. A lack of valid and reliable instruments to self-assess music therapy practice emerged. In the current paper is reported the development and validation of the Music Therapy Practice Scale (MTPS) a quantitative 15-item scale for self-assessing music therapy practice. A total of 247 participants completed MTPS. The validity and reliability of the scale were assessed, calculating descriptive statistics, exploratory factor analysis, Cronbach’s alpha and confirmatory factor analysis. To demonstrate its utility, the scale was used to observe differences between music therapy students and post-graduate music therapists. The exploratory factor analysis focused on the following three dimensions for MTPS: 1. designing the treatment; 2. managing the sessions; 3. administrative duties. These dimensions were proved by the confirmatory factor analysis. Internal reliability (Cronbach’s alpha) was high (values varied between .81 and .92) and significant group differences were shown between students and music therapists in all MTPS dimensions studied. Preliminary evidence supports the use of MTPS for understanding and self-assessing the practice of music therapy students and post-graduate music therapists. The scale could also be applied to further research investigating the correlation between music therapy practice and other constructs, such as self-esteem and self-efficacy.

ACS Style

Michele Biasutti. Self-assessing music therapy: The validity and reliability of the music therapy practice scale (MTPS). The Arts in Psychotherapy 2019, 63, 40 -45.

AMA Style

Michele Biasutti. Self-assessing music therapy: The validity and reliability of the music therapy practice scale (MTPS). The Arts in Psychotherapy. 2019; 63 ():40-45.

Chicago/Turabian Style

Michele Biasutti. 2019. "Self-assessing music therapy: The validity and reliability of the music therapy practice scale (MTPS)." The Arts in Psychotherapy 63, no. : 40-45.

Journal article
Published: 26 February 2019 in Sustainability
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Background: World-wide migration is one of the most important issues of the 21st century. One crucial problem that has arisen as a result of mass migration is how school teachers are taught to use methods and tools that both support intercultural education and the promotion of inclusion as a core pedagogical construct. For these reasons, it is unsurprising that there is an increased need for studies within the field of social sustainability that consider the effects of professional development for teachers. Methods: The current paper presents the assessment of a professional development training course on intercultural education addressed to Italian primary and middle school teachers. The course was framed within a sociocultural approach and had a learner-centered focus. The research methodology used within our research involved a qualitative method to assess the effects of the training course activities. The perceived professional development was analyzed through the administration of an open question survey addressed to the teachers that attended the training course. Results: The qualitative analysis revealed the following themes: Teachers’ attitudes, teaching methods and instruments, community of practice, positive features of the course, course weaknesses, and suggestions for improvement. The results of this analysis showed that the training course was an occasion for teachers to discuss different pedagogical approaches, teaching strategies, and practices in intercultural education. Conclusion: The findings suggest that the activities created an environment for teachers to reflect upon their teaching approaches and practices. Our research shows that professional development interventions of this kind may help to improve intercultural pedagogical abilities among primary and middle school teachers.

ACS Style

Michele Biasutti; Eleonora Concina; Sara Frate. Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers. Sustainability 2019, 11, 1238 .

AMA Style

Michele Biasutti, Eleonora Concina, Sara Frate. Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers. Sustainability. 2019; 11 (5):1238.

Chicago/Turabian Style

Michele Biasutti; Eleonora Concina; Sara Frate. 2019. "Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers." Sustainability 11, no. 5: 1238.