2. The sample under analysis at the end of the scoring was made up of 99 participants as follows:
The second round is characterized by high concentration of participants in the Italian group

3. Target
What kind of students
have been involved in the project?

4. 55% of participants in the second round of training are women and 45% are men

5. 83% of Install participants fall into a category of Non -Traditional students

6. 76% of the participants have a Low Academic Performance (LAP)
The most interesting data however are observed if we compare the two indexes together (non- traditional and low academic performance).

7. The combination of the two indices generates 4 categories:
"pure" non traditional (NT) students, that are students who have difficulties in terms of the context which they belong to or concerning their background but do not demonstrate any delay in passing exams and do not encounter any difficulties in the university context (in terms of academic performance);
2) LAP "pure" students, that is students who have a difficulty in terms of academic performance but which do not present any difficulties in terms of the context which they belong to or in terms of their background;
3) "BOTH", that is students that have both features described above;
4) "NO", that is students who do not have either of the two features described above, not being non-traditional or LAP students.

8. 60% of participants fall both in a category of non-traditional student, and academic low performance, only12% in a category of LAP and 21% in a category of Non Traditional

9. What kind of satisfaction?

10. The overall satisfaction for the intervention is very high
The overall satisfaction for the intervention is very high. By aggregating the responses into three broad main categories we get the following distribution: nearly 90% of students are satisfied with the project, 7% are neutral, and only 6% are dissatisfied.

11. Criteria for the analysis of Satisfaction
SETTING
TRAINER
STRUCTURE
WELCOME
RELIABILITY OF THE TRAINER
COMFORTABLENESS OF THE CLASSROOM
TIMING
KINDNESS OF THE TRAINER
ROOM CLEANLINESS
INFORMATION RECEIVED
CLARITY OF THE TRAINER
ACCESSIBILITY OF THE VENUE
TRAINING COURSE GOALS
FRIENDLINESS OF THE TRAINER
DURATION OF THE COURSE
TRAINER'S COMPREHENSION
EFFECTIVENESS OF THE COURSE
POSSIBILITY TO DISCUSS WITH THE TRAINER
UTILITY OF THE COURSE
We read these dimensions on the basis of two distinct matters: Importance and Satisfaction
Which satisfaction criteria are relevant to the students?

12. In this chart it is possible to highlight the dimensions considered more relevant by students (to the right of the graph) and those considered less relevant (to the left of the graph). The most important aspects concern all variables related to the relationship with the trainer (in addition to the usefulness of the project), while the less relevant are related to the structure.

13. In terms of satisfaction we observe:
a higher satisfaction with all aspects relating to the functions of the trainer;
an average satisfaction with the aspects concerning the conditions of the setting and the structure.
c) a lower satisfaction with the aspects related to the effectiveness of the training
These data show a difficulty for students to translate the skills acquired through the training in operating criteria.

14. Reflexivity Outcome
Now we analyze the findings from the analysis of trends in the various groups from the beginning to the end of the Narrative Mediation Path summarizing the results on the basis of the mean value of each group at pre and post test.
It is relevant to observe that there is a strong increase in the values of the reflectivity scale. However, in different countries, there is a variation in main scores of reflexivity pre-test and post-test: in all countries we observe an increase in scores as a result of the training

15. In order to demonstrate the statistical significance in the different patterns, we performed a non-parametric analysis of the data using two tests.
A Wilcoxon test was performed to check whether there was an increase in the reflective capacity as an index of the success of the procedure and the learning methodology adopted. This test revealed that most probably there was a change in the results reported.

16. FOLLOW UP (6 months later)

17. After 6 months, 72% of students stated that the training produced an improvement in their academic performance. The 13% of students claim not to have changed the performance and the 15% reported a worsening

18. Change in actual performance (Italy)
On the basis of the percentage of credits obtained at pre-test and follow-up test, it was possible to construct a coefficient of variation that expresses the rate of change in Academic Performance. We present the data from Italy.
In Italy we evaluated the follow-up tests of 18 students. These students present high values ​​in terms of academic improvement, with an overall average of 20.5%. There is only one case in which the values ​​are negative, while the improvement in the first six students ranged from 40 to 70%: in absolute value, one student who had completed 13 to 60 credits at pre-test, then, at the follow-up scored 84/90 credits.

19. WE are satisfied with the results of the project
And finally ...
WE are satisfied with the results of the project
Thanks