CATALOGO DEI PRODOTTI DELLA RICERCA

RACCANELLO, Daniela
 Distribuzione geografica
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Continente #
EU - Europa 26.567
NA - Nord America 16.445
AS - Asia 10.764
SA - Sud America 1.527
Continente sconosciuto - Info sul continente non disponibili 619
AF - Africa 451
OC - Oceania 152
AN - Antartide 1
Totale 56.526
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Nazione #
US - Stati Uniti d'America 15.707
IT - Italia 13.518
RU - Federazione Russa 4.017
SG - Singapore 3.760
GB - Regno Unito 3.005
CN - Cina 2.945
FR - Francia 2.112
BR - Brasile 1.142
VN - Vietnam 851
HK - Hong Kong 820
DE - Germania 730
SE - Svezia 591
IE - Irlanda 561
NL - Olanda 472
CA - Canada 416
FI - Finlandia 402
KR - Corea 310
IN - India 270
BD - Bangladesh 263
TR - Turchia 244
PH - Filippine 240
ID - Indonesia 190
CH - Svizzera 153
UA - Ucraina 145
AU - Australia 135
ES - Italia 134
MX - Messico 127
JP - Giappone 125
MY - Malesia 120
AR - Argentina 114
BE - Belgio 102
RO - Romania 102
PL - Polonia 92
AT - Austria 84
NG - Nigeria 84
EG - Egitto 83
IR - Iran 80
CY - Cipro 72
CO - Colombia 70
PK - Pakistan 65
ZA - Sudafrica 62
EC - Ecuador 51
IL - Israele 49
CL - Cile 48
IQ - Iraq 46
LT - Lituania 46
SA - Arabia Saudita 45
TW - Taiwan 45
PS - Palestinian Territory 44
CR - Costa Rica 43
VE - Venezuela 41
GR - Grecia 37
PT - Portogallo 37
NO - Norvegia 36
TG - Togo 36
UZ - Uzbekistan 33
MA - Marocco 31
PE - Perù 26
BJ - Benin 25
AE - Emirati Arabi Uniti 23
SV - El Salvador 23
BG - Bulgaria 22
GT - Guatemala 20
TT - Trinidad e Tobago 18
CW - ???statistics.table.value.countryCode.CW??? 17
GH - Ghana 17
NZ - Nuova Zelanda 17
EE - Estonia 16
JO - Giordania 16
KE - Kenya 16
SK - Slovacchia (Repubblica Slovacca) 16
BA - Bosnia-Erzegovina 15
PR - Porto Rico 15
ET - Etiopia 14
HN - Honduras 14
PY - Paraguay 14
TH - Thailandia 14
CM - Camerun 13
HR - Croazia 13
HU - Ungheria 13
JM - Giamaica 13
MK - Macedonia 13
NI - Nicaragua 13
TN - Tunisia 13
AL - Albania 12
NP - Nepal 12
CZ - Repubblica Ceca 11
GP - Guadalupe 11
SM - San Marino 11
AZ - Azerbaigian 10
EU - Europa 10
LV - Lettonia 10
UY - Uruguay 10
DK - Danimarca 9
DZ - Algeria 9
GY - Guiana 9
AM - Armenia 8
KZ - Kazakistan 8
OM - Oman 8
SC - Seychelles 8
Totale 55.788
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Città #
Ashburn 3.090
Southend 2.436
Singapore 1.993
Dallas 1.586
San Jose 1.561
Verona 1.370
Moscow 1.299
Chandler 950
Rome 909
Milan 896
Council Bluffs 702
Hong Kong 693
Jacksonville 629
Dublin 527
Beijing 413
Los Angeles 406
Florence 346
The Dalles 344
Naples 316
Woodbridge 315
Ho Chi Minh City 299
Ann Arbor 290
Houston 257
Bologna 231
Palermo 229
Padova 228
Phoenix 224
Turin 214
Bari 212
Jinan 198
New York 187
Lawrence 185
Princeton 183
Santa Clara 182
Wilmington 173
Nanjing 170
Hanoi 163
Helsinki 158
São Paulo 150
Buffalo 142
Shenyang 141
Genoa 130
Toronto 111
Orem 108
Munich 107
Catania 103
Hebei 101
Brescia 99
Tianjin 96
Boardman 91
Redondo Beach 88
Parma 84
Tokyo 80
Montreal 78
Zhengzhou 77
Columbus 74
Chicago 71
Changsha 70
Kuala Lumpur 69
Redwood City 69
Trieste 69
Padua 68
Pescara 68
Haikou 67
Perugia 66
Vicenza 66
Hangzhou 65
Venice 63
Sindelfingen 62
Sydney 61
Frankfurt am Main 60
San Francisco 60
Jakarta 59
Seattle 59
Guangzhou 58
Modena 58
Nanchang 58
Cagliari 56
Ningbo 56
Chennai 55
Taizhou 55
London 53
Vienna 53
Amsterdam 52
Elora 52
Abuja 51
Madrid 51
Prato 51
Warsaw 51
Brooklyn 50
Atlanta 48
Basingstoke 48
Jiaxing 48
Istanbul 46
Monza 45
Reggio Emilia 45
Denver 44
Trento 44
Cairo 42
Paris 41
Totale 28.907
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Nome #
Il ruolo delle emozioni morali nella prestazione accademica 3.101
Misurare le emozioni in bambini di scuola primaria: Validazione dell’Achievement Emotions Questionnaire-Elementary School (AEQ-ES) 2.639
Attenzione condivisa e qualità dell’interazione nella lettura congiunta con bambini con disturbo specifico di linguaggio 1.044
Higher education students' early perceptions of ChatGPT: Global survey data 840
Achievement emotions and well-being at school: Transitioning from primary to secondary school 631
A web application on earthquake-related emotional preparedness: The role of achievement emotions 630
A training on emotional competence with adolescents: Efficacy and role of personality 608
Psicologia dell’emergenza in età evolutiva: Dall’infanzia all’adolescenza 591
Emozioni di riuscita: uno studio qualitativo con studenti di scuola primaria e secondaria 559
La regolazione delle emozioni come antecedente delle emozioni di riuscita: Uno studio longitudinale nella scuola primaria 521
Emozioni di riuscita: specificità del setting 506
Psicologia dell’educazione 499
Achievement goals as antecedents of achievement emotions: The 3 X 2 achievement goal model as a framework for learning environments design 474
Psychology of programming: The role of creativity, empathy and systemizing 418
Pictorial representations of achievement emotions: Preliminary data with primary school children and adults 414
“3 X 2 Achievement Goal Questionnaire”: uno studio esplorativo con studenti italiani 407
ANDAMENTO DI STATI EMOTIVI POSITIVI DURANTE UNA SETTIMANA: UN’APPLICAZIONE DELLA LATENT CLASS GROWTH ANALYSIS (LCGA) 406
Emozioni e pandemia. Come aiutare bambini e adolescenti a gestire le emozioni durante e dopo una pandemia. 397
Predictors of performance in Programming: the moderating role of eXtreme Apprenticeship, sex and educational background 395
The assessment of motivation for technology-based learning environments: The Italian version of the Achievement Goal Questionnaire-Revised 394
Benessere ed emozioni di riuscita: Transizione dalla scuola primaria alla scuola secondaria e relazione col rendimento 388
Antecedents of Achievement Emotions: Mixed-Device Assessment with Italian and Australian University Students 372
Stati di malessere e di benessere: cosa ne pensano i bambini? 371
On-line assessment of pride and shame: Relationships with cognitive dimensions in university students 354
Disastri, prevenzione, preparazione. Un modello psicologico per promuovere la resilienza 353
Emozioni di riuscita, TEC ed ERC: uno studio con bambini di scuola primaria 337
The Use of Different Multiple Devices for an Ecological Assessment in Psychological Research: An Experience with a Daily Affect Assessment 335
Emozioni e inclusione nel co-design a scuola 332
Calore con l’insegnante, didattica positiva ed emozioni di riuscita a scuola 322
Psicologia dell’educazione 320
Emojis’ psychophysics: Measuring emotions in technology enhanced learning contexts 316
Achievement emotions in technology enhanced learning: Development and validation of self-report instruments in the italian context 302
Emotions and inclusion in co-design at school: Let’s measure them 302
Use of internet and wellbeing: A mixed-device survey 302
Achievement and social goals in Italian and mathematics: Interviews with fourth, seventh and eleventh graders 299
Competenze trasversali nella scuola primaria e PrEmT 299
Personalità, strategie di regolazione delle emozioni ed emozioni all’università: Uno studio in Italia e nel Regno Unito 296
Compliance to eXtreme Apprenticeship in a programming course: Performance, achievement emotions, and self-efficacy 294
An estimation of a nonlinear dynamic process using Latent Class extended Mixed Models: Affect profiles after terrorist attacks 291
Campagna di comunicazione pubblica su coronavirus, emozioni e strategie di coping: Un opuscolo per supportare bambini e adolescenti 289
Achievement emotions in elementary, middle, and high school: How do students feel about specific contexts in terms of settings and subject-domains? 288
Achievement Emotions Adjective List: Some data related to gender with Swiss secondary school students 284
The role of setting for university students’ achievement emotions 280
Achievement emotions in job selection interviews: Interviewees’ and interviewers’ expectations 277
The Emotion Regulation Checklist Italian Translation Validation of parents and teacher versions 277
Achievement emotions and peer acceptance get together in game design at school 276
Assessing primary and secondary students’ achievement goals for Italian and mathematics domains: The Italian version of the Achievement Goal Questionnaire-Revised (AGQ-R) 275
Personalità, emozioni di riuscita e benessere a scuola 275
The usability of multiple devices for an ecological assessment in psychological research: Salience of reasons underlying usability 273
Achievement emotions in different school tasks and subject-matters 267
Children’s emotions and quality of products in participatory game design 266
Emotion regulation and achievement emotions in elementary school children: longitudinal data 262
The role of the cognitive style in improving the learning to program 260
Children’s emotional experience two years after an earthquake: An exploration of knowledge of earthquakes and associated emotions 258
Antecedenti motivazionali, emozioni di riuscita e comprensione di testi multipli online in studenti di scuola primaria 257
Emotion regulation abilities and achievement emotions in primary school children 255
Comprensione e regolazione delle emozioni 253
Emotional competence in elementary years: Expressing, understanding, and regulating emotions 250
Un intervento per promuovere la competenza emotiva nella scuola secondaria di primo grado 249
Adults’ expectations on children’s earthquake-related emotions and coping strategies 247
Coronavirus e studenti universitari: Costruzione di una scala per quantificare le strategie di coping in caso di pandemia 247
Positive and Negative Affect over time: an application of Latent Class Growth Analysis (LCGA) and Growth Mixture Modeling (GMM) 245
Adults’ representation of children’s emotions and coping strategies related to earthquakes 245
The relative importance of setting versus domain for students’ achievement emotions 244
Coping and emotions of global higher education students to the Ukraine war worldwide 243
Big Five personality traits and coping strategies of Italian university students during the COVID-19 pandemic first wave 241
An open-source estimation of latent class extended mixed models in R 238
A Rasch analysis of the School-Related Well-being (SRW) scale: Measuring well-being in the transition from primary to secondary school 238
Benessere psicologico nella transizione tra scuola primaria e secondaria: Un contributo alla validazione italiana della School-Related Well-Being Scale usando il modello di Rasch 237
Uno studio pilota su Prevenzione Emotiva e Terremoti nella scuola primaria (progetto PrEmT): Come potenziare le strategie di regolazione delle emozioni 235
The 3 X 2 achievement goal model for learning exam-relevant material: Links with emotions 234
Children’s psychological representation of earthquakes: Analysis of written definitions and Rasch scaling 234
Prevenzione emotiva e terremoti. Un percorso per bambini. 234
Presentazione del volume “Psicologia dell’educazione” 234
Emozioni, insegnamento e apprendimento 234
A research study on the relationships between student achievement goals, perception of contextual achievement goals and academic performance in Italian and Mathematics 233
The challenge of learning to program: motivation and achievement emotions in an extreme apprenticeship experience 233
Salience of elementary, middle, and high school students’ achievement emotions and antecedents 231
Disaster-related coping strategies: A meta-analysis on children 231
A second version of a pictorial instrument assessing achievement emotions in children and adults 229
Achievement goals and achievement emotions: Preliminary longitudinal data on university students 229
Salience of primary and secondary school students’ achievement emotions and perceived antecedents: Interviews on literacy and mathematics domains 229
“Achievement Goal Questionnaire-Revised”: A preliminary study with Italian students 228
Coping strategies and psychological maladjustment/adjustment: A meta-analytic approach with children and adolescents exposed to natural disasters 225
Leggere nella scuola del XXI secolo: Una web application per la prevenzione emotiva legata ai terremoti (Progetto PrEmT) 222
L'adozione dal punto di vista dei bambini: ruolo di età e coinvolgimento personale 220
Lessico psicologico in racconti di eventi fisici con valenza emotiva negativa reali e immaginati 217
Can emojis mean “Earthquake”? 217
Students’ expectations about interviewees’ and interviewers’ achievement emotions in job selection interviews 214
L’impatto della pandemia da COVID-19 sugli studenti universitari: Autoefficacia, ansia ed emozioni di riuscita 214
Achievement emotions in adolescence: Relations with Big Five personality traits in males and females 213
Disastro del Vajont: causalità nei racconti di alcuni sopravvissuti 210
Three Kiwifruits a day keep the blues away? 210
Achievement goal patterns: Relationships with self-efficacy, persistence, causal attribution and affect in a sample of Italian students 205
Traumatic effects of disasters and violent acts on youth 203
Emozioni di riuscita e prove standardizzate in alunni di scuola primaria: dati preliminari su italiano e matematica 203
Technology-based trainings on emotions: A web application on earthquake-related emotional prevention with children 203
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence from an international survey 203
"Feeling bad" and "feeling good": how do children differentiate them? 202
Comprensione di testi digitali nella scuola primaria: Contributo di componenti cognitive, motivazionali, e di uso delle fonti 201
Totale 36.285
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Categoria #
all - tutte 150.271
article - articoli 39.874
book - libri 3.638
conference - conferenze 77.432
curatela - curatele 591
other - altro 2.311
patent - brevetti 521
selected - selezionate 0
volume - volumi 25.904
Totale 300.542
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/20221.805 0 0 0 275 129 115 73 146 172 114 280 501
2022/20234.326 310 339 339 617 316 844 155 301 394 163 339 209
2023/20245.165 207 221 389 479 466 461 482 602 139 523 764 432
2024/202510.104 516 578 734 1.296 644 579 710 618 1.296 1.067 906 1.160
2025/202619.863 1.388 942 1.930 2.759 3.785 1.321 1.927 1.532 1.698 1.270 661 650
2026/20275.557 540 738 1.528 2.751 0 0 0 0 0 0 0 0
Totale 56.526