Prof ELISABETTA SAGONE, University of Catania-Dep Educational Sciences, Italy
Prof. Elisabetta Sagone is an esteemed academic in Psychology and Education, known for her significant contributions to understanding social cognition in learning environments. Based at the University of Catania, she has developed a rich portfolio of research centered on social categorization, stereotypes, and prejudice, particularly within schools. ๐ Through her interdisciplinary lens, she bridges developmental and educational psychology to foster inclusive educational practices. A dedicated educator and prolific author, Prof. Sagone has earned a reputation for impactful studies and active collaboration in international research networks. Her empirical work not only deepens our understanding of societal biases but also proposes practical, school-based interventions to improve student well-being. ๐ She has trained countless students and professionals in scientific methodology and educational psychology. Prof. Sagone’s work reflects a lifelong commitment to both scholarship and social betterment, making her a standout candidate for the Best Researcher Award. ๐
Publication Profile
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Education
Prof. Sagone began her academic journey with a Masterโs degree in Educational Sciences (2001) from the University of Catania ๐, where she later earned a Ph.D. in Fundamentals and Methods of Educational Processes (2006). ๐ Her graduate studies emphasized the interplay between psychological processes and educational outcomes, laying the foundation for her future research. She also pursued various postgraduate certifications in developmental and educational psychology, enhancing her expertise in empirical methods and intervention design. ๐ง Throughout her academic training, she demonstrated a strong aptitude for interdisciplinary study, integrating cognitive psychology, sociology, and pedagogy. Her doctoral dissertation focused on the mechanisms of stereotype formation and their implications in educational settings. Prof. Sagone has since remained committed to academic development, attending numerous workshops, symposiums, and international summer schools to stay at the forefront of psychological research and pedagogical innovation. ๐ Her academic path underscores a lifelong dedication to learning and impactful teaching.
Experience
Prof. Elisabetta Sagone has over 15 years of experience in academia, particularly within Italian universities, including a long-standing affiliation with the University of Catania. ๐ซ She has taught a wide range of undergraduate and postgraduate courses such as Psychology of Education, Developmental Psychology, Social Psychology, and Research Methods. ๐ Her teaching philosophy emphasizes active learning and critical thinking, consistently receiving high evaluations from students and peers. Beyond teaching, she has coordinated numerous academic programs and served on several institutional committees related to curriculum development and research ethics. ๐ Prof. Sagone is also a sought-after mentor, having supervised many theses and doctoral dissertations. In addition to her academic duties, she participates actively in international conferences and contributes as a reviewer and editor for prominent journals in psychology and education. Her professional journey reflects a harmonious blend of research, mentorship, and leadership.
Awards and Honors
Prof. Sagone has earned wide recognition for her research excellence, both in Italy and internationally. ๐
She has been honored as a reviewer and editorial board member for prestigious journals such as those indexed in Scopus and Web of Science, reflecting her expertise and reliability in scholarly evaluation. ๐ She has been part of numerous funded research projects, focusing on educational inclusion, gender stereotypes, and cognitive flexibility. Her collaborations with universities across Europe have enhanced the global relevance of her work. ๐ Additionally, she has received teaching awards and commendations for her contributions to student success and academic development. Her leadership in interdisciplinary research teams and conference organization further highlights her academic influence. ๐ฌ These honors acknowledge her ability to transform complex psychological theories into practical applications for educational systems, making her a deserving nominee for the Best Researcher Award.
Research Focus
Prof. Sagone’s research delves into the psychosocial mechanisms underlying social categorization, prejudice, and stereotyping, particularly within educational contexts. ๐ฉโ๐ซ Her studies explore how children and adolescents form group biases, how these affect interpersonal relations and academic outcomes, and how educational interventions can mitigate these effects. ๐ง She investigates variables such as gender stereotypes, social distance, and cognitive flexibility, offering empirically grounded insights to improve inclusivity in schools. Her work spans quantitative and qualitative methodologies, including experimental designs and longitudinal studies. ๐ A central theme is the development of prosocial attitudes and the promotion of diversity awareness through curriculum reforms and teacher training. ๐ธ Prof. Sagone also examines how teachersโ professional identities and attitudes influence classroom dynamics and student support. Her research has not only expanded theoretical understanding but also led to practical tools for educators. ๐ Her commitment to evidence-based educational reform places her at the forefront of socially impactful research.
Publication Top Notes
Relationships between psychological well-being and resilience in middle and late adolescents
A correlational study on dispositional resilience, psychological well-being, and coping strategies in university students
Relationships between resilience, self-efficacy, and thinking styles in Italian middle adolescents
Locus of control and academic self-efficacy in university students: The effects of self-concepts
Resilience and perceived self-efficacy in life skills from early to late adolescence
Generalized self-efficacy and well-being in adolescents with high vs. low scholastic self-efficacy
Mechanisms of moral disengagement: An analysis from early adolescence to youth