Saglietti Marzia, Marini Mara, Livi Stefano
Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy.
Department of Neuroscience, Imaging and Clinical Sciences, University of Chieti-Pescara, Chieti, Italy.
Front Psychol. 2024 Oct 23;15:1448443. doi: 10.3389/fpsyg.2024.1448443. eCollection 2024.
While much of the worldwide contemporary research on sensory processing sensitivity (SPS) and environmental sensitivity (ES) has relied on the participation of university students, there remains a significant gap in understanding the academic social experiences of those scoring high in SPS (i.e., highly sensitive individuals).
To address this gap, this exploratory study aimed to investigate in detail students' academic socialization through their narratives. We conducted nine interviews with Italian university students who self-identified as highly sensitive.
Through thematic reflexive analysis, we identified and analyzed 6 themes (with subthemes and versions of subthemes) concerning their self-definitions, their university experience (in classroom, before, during, and after exams), and socialization with peers and teachers.
After 20 years of research on SPS, this study integrates the relevant literature into the field of social psychology and academic socialization, emphasizing the importance of understanding SPS within real-life educational contexts and considering highly sensitive students' perspectives on their resources and challenges in attending university. By contributing to the emerging qualitative literature on SPS and ES, this study provides practical implications for educators and policymakers seeking to foster inclusive learning environments for all students.
虽然全球范围内关于感官处理敏感性（SPS）和环境敏感性（ES）的当代研究大多依赖于大学生的参与，但在理解SPS得分高的人群（即高敏感个体）的学术社交经历方面仍存在重大差距。
为了弥补这一差距，这项探索性研究旨在通过学生的叙述详细调查他们的学术社会化情况。我们对九名自称高敏感的意大利大学生进行了访谈。
通过主题反思分析，我们识别并分析了6个主题（包括子主题和子主题的不同版本），这些主题涉及他们的自我定义、大学经历（课堂上、考试前、考试期间和考试后）以及与同龄人和教师的社交。
在对SPS进行了20年的研究之后，本研究将相关文献整合到社会心理学和学术社会化领域，强调在现实生活的教育背景下理解SPS的重要性，并考虑高敏感学生对他们上大学时的资源和挑战的看法。通过为关于SPS和ES的新兴定性文献做出贡献，本研究为寻求为所有学生营造包容性学习环境的教育工作者和政策制定者提供了实际启示。
