Students with callous-unemotional (CU) traits, characterised by callousness/meanness, uncaring andunemotional features, manifest both cognitive and behavioural dysfunctions that can increase the effect of the CU riskfactor itself. As a matter of fact, such problems include learning difficulties, lower academic achievement and schooldropout. The aim of this paper is to investigate the common pattern of learning styles exhibited by students with CU traitsand to propose a discussion about the use of this preference. The study has been conducted on a sample of 689 high schoolstudents, 14 to 19 years old, using the Tandem analysis. The investigation highlights a specific learning style pattern forstudents with CU traits: verbal visual, analytic and individual. The findings will have surely important pedagogicalimpacts, shifting the problem to how their school results could be improved by encouraging their inclusion.
The learning style of Teenagers with CallousUnemotional Traits
Zanetti M
2023-01-01
Abstract
Students with callous-unemotional (CU) traits, characterised by callousness/meanness, uncaring andunemotional features, manifest both cognitive and behavioural dysfunctions that can increase the effect of the CU riskfactor itself. As a matter of fact, such problems include learning difficulties, lower academic achievement and schooldropout. The aim of this paper is to investigate the common pattern of learning styles exhibited by students with CU traitsand to propose a discussion about the use of this preference. The study has been conducted on a sample of 689 high schoolstudents, 14 to 19 years old, using the Tandem analysis. The investigation highlights a specific learning style pattern forstudents with CU traits: verbal visual, analytic and individual. The findings will have surely important pedagogicalimpacts, shifting the problem to how their school results could be improved by encouraging their inclusion.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
