MOLINARI Luisa Maria Emilia Edoarda

Professore di I fascia
Via M. D'Azeglio, 85 43125 PARMA
  • Curriculum Vitae
  • Teaching
  • Appointments
  • Research


Full Professor of Developmental and Educational Psychology
University of Parma
Department of Humanities, Social Sciences and Cultural Industries
Borgo Carissimi 10
43100 PARMA
tel. 0521-034821

Full Professor of Developmental and Educational Psychology
Coordinator of the PhD program in Psychology, University of Parma, Italy

Main teaching
Advanced Developmental Psychology (BA students)
Foster Care and Social Parenting (MA students)

MA in Educational studies, University of Bologna, Italy
PhD in Psychology, University of Bologna, Italy

Membership of Associations
Italian Psychological Association
Professional Board of Psychologists in Italy

Editorial activity
Co-editor of the Journal: Psicologia Clinica dello Sviluppo (Il Mulino Press)

Visiting Professor
Indiana University, USA (1998; 2003)
Department of Psychology, Umeä, Sweden (2012)
Department of Teacher Education, Helsinki, Finland (2013)

Research topics
Discursive interactions in primary and secondary schools
Children’s peer cultures
Preschool and school services
Children’s rights
Responsibility in education
Classroom justice

International conferences (a selection of the most recent)
International Conferences on Social Representations
Conferences of the European Association for Research on Adolescence (EARA)
Congresses of the European Society on Family Relations (ESFR)
World Conferences on Educational Sciences
Conferences of the International Society for Cultural and Activity Research (ISCAR)

Invited speaker
Interazioni discorsive in classe
Convegno Nazionale di Psicologia e Scuola, Giunti Editore, Firenze, 2015.
A system approach to the study of discursive interactions: Microtransitions and pupils’ participation.
European Symposium on Dialogic Teaching, Masaryk University, Brno, Czech Republic, 2014.
A systems approach for studying families with adolescents.
Faculté de Sciences Sociales et politiques, Università di Lausanna, 2014.
A process-oriented approach for the analysis of educational quality in classroom discourse. Department of Teacher Education, University of Helsinki, Finlandia, 2013.
“Peeking” into families during adolescence. The stance taking process in families with adolescents. Department of Psychology, University of Umeä, Svezia, 2012.

Impact of publications on Scopus (03/2019):
Documents: 37
Citations: 378
h-index: 11
Impact of publications on Google Scholar (03/2019):
Citazioni: 1913
Indice H: 22
i10-index: 38

Selection of publications

Cornoldi, C., Molinari, L. (2019). Lo psicologo scolastico. Bologna, Il Mulino.
Molinari, L., Corsano, P., Cigala, A. (2018). Psicologia dei processi di sviluppo e di adattamento in classe. Bologna, Il Mulino.
Molinari, L., Mameli, C. (2015). Gestire la classe. Bologna, Il Mulino.
Molinari, L. (2010). Alunni e insegnanti. Costruire culture a scuola. Bologna, Il Mulino.
Corsaro, W.A., Molinari, L. (2005). I compagni: Understanding children’s transition from preschool to elementary school. New York, Teachers College Press.
Grazia, V., Molinari, L. (in stampa). School climate multidimensionality and measurement: A systematic literature review. Research Papers in Education.
Corsano, P., Grazia, V., Molinari, L. (in stampa). Solitude and loneliness profiles in early adolescents: A person-centred approach. Journal of Child and Family Studies.
Molinari, L., Grazia, V., Corsano, P. (in corso di stampa). School relations and solitude in early adolescence: A mediation model involving Rejection Sensitivity. Journal of Early Adolescence.
Mameli, C., Molinari, L., Passini, S. (2019). Agency and responsibility in adolescent students: A challenge for the societies of tomorrow. British Journal of Educational Psychology, 89, 41-56.
Canovi, A.G., Rajala, A., Kumpulainen, K., Molinari, L. (2018). The dynamics of class mood and student agency in classroom interactions. Journal of Classroom Interaction, 53(2), 18-39.
Mameli, C., Molinari, L. (2017). Teaching practices and burnout: A study on Italian teachers. European Journal of Psychology of Education, 32(2), 219-234.
Mameli, C., Molinari, L. (2017). Teaching practices and burnout: A study on Italian teachers. European Journal of Psychology of Education, 32(2), 219-234.
Berti, C., Mameli, C., Speltini, G., Molinari, L. (2016). Teacher justice and parent support as predictors of learning motivation and visions of a just world. Issues in Educational Research, 26(4), 543-560.
Molinari, L., Speltini, G., Passini, S., Carelli, M.G. (2016). Time perspective in adolescents and young adults: Enjoying the present and trusting in a better future. Time & Society, 25(3), 594-612.
Molinari, L., Canovi, A. G. (2016). Seizing the unexpected and creative meaning making in the unfolding of classroom interaction. Educational Process: An International Journal, 5(3), 254-263.
Mameli, C., Mazzoni, E., Molinari, L. (2015). Patterns of discursive interactions and their effectiveness in primary classrooms: An application of Social Network Analysis. Research Papers in Education, 30(5), 546-566.
Passini, S., Molinari, L., Speltini, G. (2015). A validation of the questionnaire on teacher interaction in Italian secondary school students: Effect of positive relations on motivation and academic achievement. Social Psychology of Education, 18, 547-559.
Everri, M., Fruggeri, L., Molinari, L. (2014). Microtransitions and the dynamics of family functioning. Integrative Psychological and Behavioral Science, 48(1), 61-78.
Mameli, C., Molinari, L. (2014). Seeking educational quality in the unfolding of classroom discourse: A focus on microtransitions. Language & Education, 28(2), 103-119.
Molinari, L., Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities. International Journal of Educational Research, 62, 249-258.
Molinari, L., Mameli, C., Gnisci, A. (2013). A sequential analysis of classroom discourse in Italian primary schools. The many faces of the IRF pattern. British Journal of Educational Psychology, 83(3), 414-430.
Mameli, C., Molinari, L. (2013). Interactive micro-processes in classroom discourse: Turning points and emergent meanings. Research Papers in Education, 28(2), 196-211.
Molinari, L., Speltini, G., Passini, S. (2013). Do perceptions of being treated fairly increase students’ outcomes? Teacher-student interactions and classroom justice in Italian adolescents. Educational Research and Evaluation, 19(1), 58-76.
Berti, C., Molinari, L., Speltini, G. (2010). Classroom justice and psychological engagement: Students’ and teachers’ representations. Social Psychology of Education: An International Journal, 13, 4, 541-556.
Molinari, L., Everri, M., Fruggeri, L. (2010). Family microtransitions. Observing the process of change in families with adolescent children. Family Process, 49, 2, 236-250.
Molinari, L., Cigala, A., Corsano, P. (in press). Triadic interactions for the development of social and emotional competences. In D. Whitebread (Ed.), The Sage Handbook of Developmental Psychology and Early Childhood Education. Thousand Oaks, CA: SAGE.
Molinari, L., Cigala, A., Corsano, P., Venturelli, E. (2017). The observation of children’s triadic play. In T. Bruce, P. Hakkarainen & M. Bredikyte (Eds), The Routledge International Handbook of Early Childhood Play (pp. 216-229). London, Routledge.
Corsaro, W. A., Molinari, L. (2017). Entering and observing in children’s worlds: A reflection on a longitudinal ethnography of early education in Italy. In P. Christensen e A. James (Eds.), Research with children. Perspectives and practices (pp. 11-30). London, Routledge.

Completion accademic year: 2019/2020

Completion accademic year: 2018/2019

Completion accademic year: 2017/2018

Completion accademic year: 2016/2017

Completion accademic year: 2015/2016

Completion accademic year: 2014/2015

Completion accademic year: 2013/2014


Ultime pubblicazioni:


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