Conditions of success and political problems of a ‘media‐mediated personality‐party’: The case of Forza Italia

The emergence of Forza Italia should not be exclusively reduced to specific Italian conditions. This article attempts to explain the development and establishment of Forza Italia as part of a general change of politics in a modern, highly media‐oriented western society. The type of party represented by Forza Italia can be defined as a ‘media‐mediated personality‐party’. With regard to its structural organisation, it presents itself as an answer to tendencies of differentiation, individualisation and consumerisation in modern society. The leading organisational principle is not inner‐party democracy but inter‐party capability to compete. This model of organisation is seen as functional for a marketing‐based, media‐orientated political strategy. It represents a challenge for the type of democratic, mass‐membership party in western Europe. The 1996 elections in Italy, however, have also pointed out the limits of the model of the media‐mediated personality‐party.     

The Relationship Between School Engagement and Delinquency in Late Childhood and Early Adolescence

Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys; 66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional, behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for policy are discussed.