The analysis of Italian University system features cannot be addressed without examining factors that can foster both students’ integration and their chance of academic success, alarming university dropout rates indicate a deep interaction between personal and situational circumstances. This research shows the relationship between some variables and potential difficulties of italian student at his first year of University. Three hundred thirty-nine Italian first year undergraduates answered to the questions of a standardized instrument of assessment. In particular, this research was guided by a set of hypotheses which assume that there is a correlation between potential difficulties or had by the student (indecision in the choice of undergraduate degree and difficulties in the university entry) with some social and demographic and some psychological variables such as motivation, self-concept academic, self-regulation, time perspective and problemsolving skills. In addition, it is assumed that these psychological variables and potential difficultis are predictors of academic self. Data confirm largely the principal hypothesis. As regards the first hypothesis, a first significant data, is represented by the socio demographic variables. Similarly, a positive correlation merged between time elapsed between graduation and college enrollment and the same difficulties, it seems to be related to these factors. Another important data, was the negative correlation between verbal self-concept and academic self-concept in relation to the high number of difficulties encountered. Even more interesting appears emerged result concerning the verbal self-concept. The emerged negative correlation, it is certainly consistent with the type of the sample studies examined, in which a high level is verbal selfconcept, therefore, lead to a reduction of the difficulties. It is found to be a negative correlation between problem solving and difficulties.The extrinsic motivation was negatively correlated with the difficulties both in the type identified adjustment, both in the type introjected regulation. The amotivation has proved to be positively correlated with the difficulties. Specifically, data show a negative correlation of the two types identified regulation and introjected regulation. The future perspective has a negative correlation with the difficulties taken into consideration. One last interesting fact, is represented on the ability of its processing to the style of self-regulation, which was negatively correlated with the difficulties. In order to evaluate the effect of the variables under examination taken on the student academic itself, is a hierarchical linear regression is applied, with Stepwise Backward method. It turns out that grade Diploma, problem solving, Verbal Self Motivation Extrinsic Motivation Extrinsic Identified introjected and can be considered predictors of academic self. The temporal Perspective has an inverse relationship with the criterion variable of academic self. In summary, the Italian university system would seem a system that works for people who already have basic is a "functional" student, who knows how to fit into the school context and know we stand. This has given us once again to reflect on the importance of an approach that is open to all, but especially to those who have greater need for support.

### Academic Italian Students Difficulties

#####
*M. A. Zanetti;*

##### 2017-01-01

#### Abstract

The analysis of Italian University system features cannot be addressed without examining factors that can foster both students’ integration and their chance of academic success, alarming university dropout rates indicate a deep interaction between personal and situational circumstances. This research shows the relationship between some variables and potential difficulties of italian student at his first year of University. Three hundred thirty-nine Italian first year undergraduates answered to the questions of a standardized instrument of assessment. In particular, this research was guided by a set of hypotheses which assume that there is a correlation between potential difficulties or had by the student (indecision in the choice of undergraduate degree and difficulties in the university entry) with some social and demographic and some psychological variables such as motivation, self-concept academic, self-regulation, time perspective and problemsolving skills. In addition, it is assumed that these psychological variables and potential difficultis are predictors of academic self. Data confirm largely the principal hypothesis. As regards the first hypothesis, a first significant data, is represented by the socio demographic variables. Similarly, a positive correlation merged between time elapsed between graduation and college enrollment and the same difficulties, it seems to be related to these factors. Another important data, was the negative correlation between verbal self-concept and academic self-concept in relation to the high number of difficulties encountered. Even more interesting appears emerged result concerning the verbal self-concept. The emerged negative correlation, it is certainly consistent with the type of the sample studies examined, in which a high level is verbal selfconcept, therefore, lead to a reduction of the difficulties. It is found to be a negative correlation between problem solving and difficulties.The extrinsic motivation was negatively correlated with the difficulties both in the type identified adjustment, both in the type introjected regulation. The amotivation has proved to be positively correlated with the difficulties. Specifically, data show a negative correlation of the two types identified regulation and introjected regulation. The future perspective has a negative correlation with the difficulties taken into consideration. One last interesting fact, is represented on the ability of its processing to the style of self-regulation, which was negatively correlated with the difficulties. In order to evaluate the effect of the variables under examination taken on the student academic itself, is a hierarchical linear regression is applied, with Stepwise Backward method. It turns out that grade Diploma, problem solving, Verbal Self Motivation Extrinsic Motivation Extrinsic Identified introjected and can be considered predictors of academic self. The temporal Perspective has an inverse relationship with the criterion variable of academic self. In summary, the Italian university system would seem a system that works for people who already have basic is a "functional" student, who knows how to fit into the school context and know we stand. This has given us once again to reflect on the importance of an approach that is open to all, but especially to those who have greater need for support.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.