Alessia Macagno

Alessia Macagno
Politecnico e Università degli Studi di Torino · DIST - Interuniversity Department of Regional and Urban Studies and Planning

Psychologist and PhD in Psychological, Antropological and Educational Sciences

About

13
Publications
372
Reads
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3
Citations
Citations since 2017
11 Research Items
3 Citations
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Introduction
Developmental Psychologist and PhD in "Psychological, Anthropological and Educational Sciences" at University of Turin. Currently research fellow at Politecnico and at University of Turin (DIST Department). Adjunct Professor and Teacher Assistant at University of Turin. Research interest: multiple attachments; early childhood communication development; infant brain development; educational psychology; training courses for child care workers; children's well-being at daycare.
Additional affiliations
December 2019 - present
Università degli Studi di Torino
Position
  • Research Assistant
Description
  • Teaching Assistant at Bachelor's degree course in "Psychological Sciences", Teaching class: "Behaviour observation in group settings"
May 2019 - May 2019
Università degli Studi di Torino
Position
  • Research Assistant
Description
  • Teaching Assistant at Bachelor's degree course in "Psychological Sciences"; Teaching workshop: "Behavior Observation Techniques"
April 2018 - September 2018
Università degli Studi di Torino
Position
  • Congress Organizer
Description
  • Organizer of the annual national congress of developmental and educational psychologist: "XXXI Congresso Nazionale AIP sezione Psicologia dello Sviluppo e dell’Educazione", Turin 17-19 September 2018
Education
February 2020 - February 2020
Universidad Autónoma de Madrid
Field of study
  • Developmental Psychology
September 2014 - July 2015
Complutense University of Madrid
Field of study
  • Psychology
September 2013 - November 2016
Università degli Studi di Torino
Field of study
  • Clinical and Social Psychology

Publications

Publications (13)
Presentation
Conference ISBN: 978-88-6629-044-5. You can find the paper winner of the award "best scientific article 2020" here: https://doi.org/10.1080/1350293X.2020.1755491
Article
From their origins, Italian early childhood services paid attention to the transition from family to childcare centre, explicitly referring to attachment theory. In the present study, the Parent Attachment Diary was adapted and applied within a childcare centre context to examine the development of infants’ relationship with their professional care...
Article
Uno strumento per osservare il percorso di familiarizzazione: il Diario dell'Attaccamento all'Educatrice/Educatore (DAE)
Book
Full-text available
Questo volume contiene gli abstract dei contributi presentati al XXXI Congresso Nazionale della Sezione AIP di Psicologia dello Sviluppo e dell’Educazione tenutosi presso l’Università di Torino dal 17 al 19 settembre 2018. Sintetizzare in poche parole l’esperienza del convegno è difficile, perché è stato ricchissimo di partecipazione e interesse, c...

Questions

Question (1)
Question
Hi everyone, I need help for what analysis is better for this longitudinal study. In my study, I measured the attachment security of children at 5 time points. My dubts are that: 1) spacing between time points is not equal (T1 = beginning; T2 = after 1 month; T3 = after 2 months; T4 = after 6 months; T5 = after 15 months); 2) the total sample is 148 children but not all of them have the 5 observations/scores (T1 = 148; T2 = 140; T3 = 112; T4 = 20; T5 = 50) so there are many missing, especially at T4.
Aim: I would like to examine if attachment scores change significantly over time and if these are affected by other variables such as gender, age, etc.
My questions are:
- focusing on the first period of time, as preliminary analysis for T1-2-3 I used the Repeated Measures ANOVA, because the spacing between time points are equal (however, there are some missing and I lose some information). Then, I analyzed means with the Repeated Measures ANOVA analysis and Post-hoc tests (Bonferroni) with e.g. "gender" as between-subjects factor. Does that work?
- then the study has continued at T4 and T5. Which analysis can I use now? Does it make sense to quit T4 with so few subjects?
- what analysis considering the role played by other variables? Growth Curve Model?
Thanks so much

Network

Cited By

Projects

Projects (2)
Project
Psychological, pedagogical and teaching factors that could improve university students' academic success.
Project
Validation of “Professional Caregiver Attachment Diary” for both research and practice. The aims of this project are: 1 – observe and examine the formation of children’s attachment relationship during the earlier month of childcare; 2 - offer to professional caregivers a method and a tool (the PC Attachment Diary) to do it autonomously, as vocational training.