Fabio Sticca- Professor
- Professor (Full) at University of Teacher Education in Special Needs
Fabio Sticca
- Professor
- Professor (Full) at University of Teacher Education in Special Needs
Professor for Diagnostics and Support for Social-Emotional, and Psychomotor Development.
About
89
Publications
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Introduction
Topic: Digital media in early childhood.
Assessment Methods: Diaries.
Statistical methods: Person-centered methods.
Skills and Expertise
Current institution
Publications
Publications (89)
This study aimed to characterize digital media (DM) use in Swiss children aged 0 to 5 years, focusing on child access to different types of digital devices, duration of use, as well as the content and context of screen use. A sample of 4’173 parents living in Switzerland with at least one child aged 0 to 5 years (M = 38.4 months, SD=17.2 months) co...
This study aimed to characterize digital media (DM) use in Swiss children aged 0 to 5 years, focusing on child access to different types of digital devices, duration of use, as well as the content and context of screen use. A sample of 4’173 parents living in Switzerland with at least one child aged 0 to 5 years (M = 38.4 months, SD=17.2 months) co...
This study aimed to characterize digital media (DM) use in Swiss children aged 0 to 5 years, focusing on child access to different types of digital devices, duration of use, as well as the content and context of screen use. A sample of 4’173 parents living in Switzerland with at least one child aged 0 to 5 years (M = 38.4 months, SD=17.2 months) co...
The criteria for determining the need for intensified special education measures in the area of behavior are ambiguous. However, clear and uniform guidelines are needed for providing specific support services and adapting teaching offers and support measures to the individual needs of the learners. Based on a pedagogical definition by the Council...
Research on the associations between screen time and child development suggests that various forms of screen time might pose a risk for various aspects of child development. However, data on the impact of exposure to screen media on the development of children under 3 years of age is comparatively scarce. Although the evidence available on the topi...
In der EmTiK-Interventionsstudie wurden in 65 Klassen die mündlichen Textfähigkeiten der Kinder sowie das erwerbsunterstützende Handeln der Lehrpersonen untersucht. In diesem Beitrag wird das Instrument „Erwerbsunterstützendes Lehrpersonenhandeln“ (EULE) vorgestellt. Das Konstrukt besteht aus vier Facetten: Rahmung und Steuerung, Adaption, Anregung...
Die Plattform "Wissen, was wirkt!" wurde als praktische Ressource für alle Fachpersonen der Heil- und Sonderpädagogik entwickelt. Sie stellt eine Brücke dar, um Forschung und Praxis zu verbinden. Ziel ist es, einen niederschwelligen Zugang zu aktuellen Forschungsergebnissen und erprobten Massnahmen zu ermöglichen, die Eingang in den heil- und sonde...
Kinder sind beim Schuleintritt unterschiedlich vertraut mit mündlichen Textfähigkeiten wie Berichten, Erzählen oder Erklären. Für die Nutzung schulischer Bildungsangebote sind solche sprachlich-diskursiven Fähigkeiten grundlegend. Ihre gezielte Förderung im Kindergarten kann deshalb zu einer Stärkung der Bildungschancen aller Kinder beitragen. Mit...
Forschungsbericht. Erstmals werden in der Schweiz Standards zur Feststellung von Förderbedarf und für die universelle Förderung erprobt.
Sticca, F., Röösli, P., Link, P.-C., & Hövel, D. C. (2024). Am Anfang steht die Diagnostik. Heilpädagogik aktuell, 40, 6–6.
Mehrstufige Förderung am Beispiel des «Schoolwide Positive Behaviour Support»: 1. Das SWPBS-Konzept, 2. Die drei Förderstufen (universell, selektiv, indiziert), 3. Forschungsstand
Adolescent subcortical structural brain development might underlie psychopathological symptoms, which often emerge in adolescence. At the same time, sex differences exist in psychopathology, which might be mirrored in underlying sex differences in structural development. However, previous studies showed inconsistencies in subcortical trajectories a...
In special education there are different approaches as to what is meant by the term or con- struct of disability. The questionnaire “Concepts of Disability” [CoD] was developed from four common models (individual-medical, social, cultural, systemic). Version 0.3 of this questionnaire will be evaluated in this paper for its psychometric characterist...
Background
Early negative life events (NLE) have long‐lasting influences on neurodevelopment and psychopathology. Reduced orbitofrontal cortex (OFC) thickness was frequently associated with NLE and depressive symptoms. OFC thinning might mediate the effect of NLE on depressive symptoms, although few longitudinal studies exist. Using a complete long...
Die Fähigkeit, mündliche Texte (Berichte, Erzählungen, Erklärungen oderArgumentationen) zu verstehen und zu produzieren, ist für die Nutzung schulischer Bildungsangebotegrundlegend. Im Kindergarten können alle Kinder frühzeitig mit mündlichen Texten vertrautwerden. Dabei spielt die Erwerbsunterstützung durch die Lehrpersonen eine Schlüsselrolle.In...
Die Fähigkeit, mündliche Texte (Berichte, Erzählungen, Erklärungen oderArgumentationen) zu verstehen und zu produzieren, ist für die Nutzung schulischer Bildungsangebotegrundlegend. Im Kindergarten können alle Kinder frühzeitig mit mündlichen Texten vertrautwerden. Dabei spielt die Erwerbsunterstützung durch die Lehrpersonen eine Schlüsselrolle.In...
Das Krankheitsspektrum bei Kindern und Jugendlichen hat sich im letzten Jahrzehnt verändert. Es findet ein Übergang von körperlichen und akuten Erkrankungen zu psychischen und chronischen Erkrankungen statt. Dieser Wandel wird als "neue Morbidität" bezeichnet. Psychische Probleme bei Kindern und Jugendlichen haben negative Auswirkungen wie geringer...
Our work draws upon Foucault's idea that the order of things, defined as the way we categorise our world, matters for how we think about the world and ourselves. Specifically, and drawing upon Pekrun's control-value theory, we focus on the question of whether the way we individually order our world into categories influences how we think about our...
The research presented in this paper examined the relationships between academic procrastination and learning-specific emotions, and how these variables predict one another over time among undergraduate (n = 354) and graduate students (n = 816). Beyond findings showing expected valences of relations between procrastination and positive emotions (en...
Mental abilities and physical growth are important determinants of health across the lifespan. Here, the stability of these traits was assessed from 6 months to 65 years of age to investigate periods of stability and malleability. Mental abilities, height, and weight were assessed at 11 time-points in participants of the Zurich Longitudinal Studies...
The present study is a longitudinal extension (long-term follow-up) of a previous study examining the promotive and protective role of children’s narrative coherence in the association between early familial risk factors and children’s emotional problems from early to middle childhood. A total of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 18...
This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children's social pretend play quality fosters their social development. Twenty-seven Swiss playgroups (N = 211 children, age: M = 43.3 months, SD = 6.5, with a median of 7 children per group) were randomly assigned to one of three exp...
Little empirical data exist to guide ethical decisions when conducting research with vulnerable populations. The current study assesses a protocol designed to mitigate risks in a population-based cohort of 246 individuals placed in care institutions as infants in a non-selective 60-year follow-up. In total, 116 (47%) individuals chose to participat...
Training studies have shown the positive effects of play tutoring on children’s social skills. This study investigates whether the theoretically suggested mechanism of change—social pretend play quality—explains the effect of play tutoring on social pretend play competence and social skills. Twenty-seven Swiss playgroups ( N = 214 three- to four-ye...
This longitudinal study investigated different trajectories in the development of intrinsic value beliefs in the subjects Mathematics and French in Grades 9 to 11 and their correlations with career aspirations. Using data from 850 students from German-Swiss high schools (54% female, age T1: 15.6 years), five distinct growth classes were identified...
The present study aimed to examine the longitudinal promotive and protective role of process quality in regular early childhood education and care (ECEC) centers in the context of early cumulative family risks on children’s social–emotional development from early to middle childhood. The sample consisted of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3....
The study examined the effect of parenting-related depressiveness on the general self-efficacy of 189 children aged 9–11 years (Mage=9.69, SDage=0.48). Of particular interest was the promotive and protective role of children’s friendship quality to their best friend. Parenting-related depressiveness was assessed with the Parental Stress Index (ECI)...
The quality of a best friendship provides information about how developmentally beneficial it is. However, little is known about possible early risk factors that influence later friendship quality. The present study examined the role of family risks and social-emotional problems (behavioral problems, peer problems, anxious, and depressive symptoms)...
Zusammenfassung. Playfulness wird als die Fähigkeit, Bereitschaft und Freude von Kindern verstanden, sich auf das Spiel(en) einzulassen. Obwohl ihr eine hohe Relevanz für die kindliche Entwicklung zugeschrieben wird, ist die Forschungslage, insbesondere zur Rolle der Erwachsenen, dünn. Im Rahmen einer Pilotstudie wurden 76 Eltern (89.5% weiblich) z...
Adolescent subcortical structural brain development might underlie psychopathological symptoms, which often emerge in adolescence. At the same time, sex differences exist in psychopathology, which might be mirrored in underlying sex differences in structural development. However, previous studies showed inconsistencies in subcortical trajectories a...
Zusammenfassung. Kinder mit einem eingeschränkten Sprachverständnis haben ein erhöhtes Risiko für negative Peerbeziehungen. Die Förderung der Qualität von Fantasiespiel hat sich als wirksame Förderstrategie für die Peerbeziehungsqualität erwiesen. In der vorliegenden Studie wurde untersucht, ob die Förderung der Fantasiespielqualität auch bei Kinde...
A growing volume of research from global data demonstrates that institutional care under conditions of deprivation is profoundly damaging to children, particularly during the critical early years of development. However, how these individuals develop over a life course remains unclear. This study uses data from a survey on the health and developmen...
Pretend play may be beneficial for young children’s social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children’s social pretend play competence. The current study aimed to compare and validate different assessment methods for children’s social pr...
Attachment theory proposes that children's representations of interactions with caregivers guide information-processing about others, bridging interpersonal domains. In a longitudinal study (N = 165), preschoolers (M age = 5.19 years) completed the MacArthur Story Stem Battery to assess parent representations. At school-age (M age = 8.42 years), ch...
The present study aimed to examine the promotive and protective role of general self-efficacy and positive self-concept in the context of the effects of early familial risk factors on children’s development of emotional problems from early to middle childhood. A total of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (T3; Mage = 9.69) childr...
This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the exper...
Two longitudinal extensions of the classic internal/external frame of reference model (I/EM) have attracted researchers’ attention in recent years: The reciprocal I/EM (RI/EM) describes the reciprocal effects between students’ math and verbal achievements and self-concepts. The 2I/EM describes the effects of students’ math and verbal achievement le...
[This corrects the article DOI: 10.3389/fpsyg.2020.00498.].
The aim of the current study was to investigate pathways of the Environmental Stress Hypothesis concerning the role of peer relations in the context of poor motor skills. First, we examined (1) the mediating role of peer problems in the association between motor performance in daily activities and internalizing problems as a main pathway of the Env...
The quality of social pretend play may have a positive impact on children's development. This study investigated to what degree this quality is a characteristic of a child versus a function of the play partner or the specific pairing of two children. For this purpose, preschool children's general pretend play quality (actor effect), their general i...
Pretend play may be beneficial for young children’s social development. However, empirical results to date are inconsistent and limited, which is partly due to a lack of psychometrically sound measures for children’s social pretend play competence. The current study aimed to compare and validate different assessment methods for children’s social pr...
Social pretend play may have a positive impact on children’s social development because it involves positive peer interactions and challenges their social-cognitive abilities. The current study aimed to investigate whether variations in play tutors’ active support and play management are associated with variations in children’s social pretend play...
Human cooperative behavior has long been thought to decline under adversity. However, studies have primarily examined perceived patterns of cooperation, with little eye to actual cooperative behavior embedded within social interaction. Game‐theoretical paradigms can help close this gap by unpacking subtle differences in how cooperation unfolds duri...
Paper presentation in the symposium: “Let’s play together! The role of pretend play for children’s social-emotional and language skills” (Perren, S.).
Presentation in the symposium: “Let’s play together! The role of pretend play for children’s social-emotional and language skills” (Perren, S.). EARLI SIG 5 Conference 2018 in Freie Universität Berlin, 29.-31.08.18
The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-r...
Data used in the present study.
(SAV)
Peer victimization has been identified as a risk factor for depressive symptoms. The current study investigated the longitudinal interplay among social support, peer victimization and depressive symptoms in early adolescence. We specifically investigated the promotive and protective role of parental and friendship support on the longitudinal relati...
Social dilemmas are characterized by conflicts between immediate self-interest and long-term collective goals. Although such conflicts lie at the heart of various challenging social interactions, we know little about how cooperation in these situations develops. To extend work on social dilemmas to child and adolescent samples, we developed an age-...
The present study investigated whether teacher beliefs (self-efficacy and attitudes) mediate the impact of professional background on child-centred educational practice. We specifically investigated whether teacher beliefs related to self (self-efficacy) are a stronger predictor of educational practice than teacher beliefs related to teaching appro...
This study examined the short- and long-term effects of self-enhancement (i.e., overreporting of academic grades) on academic self-concept and academic achievement. A total of 916, 719, and 647 students participated in the first, second, and third waves of assessment, respectively (mean age at T1 = 15.6 years). At each assessment, students reported...
Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g., d...
Theories on the link between achievement goals and achievement emotions focus on their within-person functional relationship (i.e., intraindividual relations). However, empirical studies have failed to analyze these intraindividual relations and have instead examined between-person covariation of the two constructs (i.e., interindividual relations)...
Victims of cyberbullying report a number of undesirable outcomes regarding their well-being, especially those who are not able to successfully cope with cyber victimization. Research on coping with cyberbullying has identified a number of different coping strategies that seem to be differentially adaptive in cases of cyber victimization. However, k...
Cybermobbing kann als moderne Version von traditionellem Mobbing gesehen werden. Trotz der Unterschiede zwischen den beiden Mobbingformen zeigen die Ergebnisse aus vielen Studien, dass die Gemeinsamkeiten markanter sind als die Unterschiede. Insbesondere zeigen verschiedene internationale Studien, dass Cybermobbing oft einer Mobbingdynamik entsprin...
The present study investigated the longitudinal association between the development of bullying (traditional bullying and cyberbullying) and the development of moral deficiencies (moral disengagement, low moral responsibility, and weak feelings of remorse) during adolescence. A total of 960 Swiss adolescents completed an electronic questionnaire in...
In this paper we examined whether defenders of victims of school bullying befriended similar peers, and whether the similarity is due to selection or influence processes or both. We examined whether these processes result in different degrees of similarity between peers depending on teachers’ self-efficacy and the school climate. We analyzed longit...
Cybermobbing ist ein brisantes Thema, das seit über einem Jahrzehnt weltweit für Aufsehen sorgt. Es handelt sich um eine elektronische Mobbingvariante, die vom Versenden einer beleidigenden SMS bis hin zum Veröffentlichen von peinlichen Videos auf YouTube oder Facebook geht. Cybermobbing kann als ungünstiges Nebenprodukt des gesellschaftlichen Wand...
Cyberbullying has emerged as a new form of antisocial behaviour in the context of online communication over the last decade. The present study investigates potential longitudinal risk factors for cyberbullying. A total of 835 Swiss seventh graders participated in a short-term longitudinal study (two assessments 6 months apart). Students reported on...
Online bullying is a pressing topic that has been causing alarm worldwide for over a decade. It is an electronic form of bullying ranging from insulting private text messages to the publication of embarrassing videos on YouTube or Facebook. Cyberbullying can legitimately be regarded as an unedifying by-product of the social trend toward digital com...
Cyberbullying, a modern form of bullying performed using electronic forms of contact (e.g., SMS, MMS, Facebook, YouTube), has been considered as being worse than traditional bullying in its consequences for the victim. This difference was mainly attributed to some specific aspect that are believed to distinguish cyberbullying from traditional bully...
This longitudinal study investigated whether cybervictimisation is an additional risk factor for depressive symptoms over and beyond traditional victimisation in adolescents. Furthermore, it explored whether certain coping strategies moderate the impact of cybervictimisation on depressive symptoms. A total of 765 Swiss seventh graders (mean age at...
