CATALOGO DEI PRODOTTI DELLA RICERCA

RACCANELLO, Daniela
 Distribuzione geografica
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Continente #
EU - Europa 25.793
NA - Nord America 13.136
AS - Asia 10.633
SA - Sud America 1.428
Continente sconosciuto - Info sul continente non disponibili 597
AF - Africa 433
OC - Oceania 151
AN - Antartide 1
Totale 52.172
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Nazione #
IT - Italia 12.936
US - Stati Uniti d'America 12.690
RU - Federazione Russa 4.010
SG - Singapore 3.752
CN - Cina 2.935
GB - Regno Unito 2.927
FR - Francia 2.104
BR - Brasile 1.076
VN - Vietnam 841
HK - Hong Kong 817
DE - Germania 719
SE - Svezia 591
IE - Irlanda 551
NL - Olanda 454
FI - Finlandia 400
KR - Corea 310
CA - Canada 274
IN - India 267
BD - Bangladesh 244
TR - Turchia 238
PH - Filippine 222
ID - Indonesia 179
UA - Ucraina 145
CH - Svizzera 143
AU - Australia 134
ES - Italia 125
MX - Messico 124
JP - Giappone 123
MY - Malesia 116
AR - Argentina 108
BE - Belgio 101
RO - Romania 98
PL - Polonia 91
AT - Austria 83
NG - Nigeria 83
IR - Iran 79
EG - Egitto 76
CY - Cipro 72
PK - Pakistan 62
ZA - Sudafrica 62
CO - Colombia 57
CL - Cile 47
IQ - Iraq 46
EC - Ecuador 45
TW - Taiwan 45
IL - Israele 42
SA - Arabia Saudita 41
PS - Palestinian Territory 37
VE - Venezuela 37
NO - Norvegia 36
TG - Togo 36
LT - Lituania 34
PT - Portogallo 34
GR - Grecia 33
UZ - Uzbekistan 32
MA - Marocco 29
BJ - Benin 25
PE - Perù 23
BG - Bulgaria 22
AE - Emirati Arabi Uniti 21
NZ - Nuova Zelanda 17
KE - Kenya 16
BA - Bosnia-Erzegovina 15
EE - Estonia 15
GH - Ghana 15
JO - Giordania 15
ET - Etiopia 14
PY - Paraguay 14
CM - Camerun 13
CR - Costa Rica 13
HU - Ungheria 13
TN - Tunisia 13
AL - Albania 12
MK - Macedonia 12
TH - Thailandia 12
HR - Croazia 11
NP - Nepal 11
SK - Slovacchia (Repubblica Slovacca) 11
SM - San Marino 11
AZ - Azerbaigian 10
CZ - Repubblica Ceca 10
EU - Europa 10
LV - Lettonia 10
UY - Uruguay 10
DZ - Algeria 9
GY - Guiana 9
OM - Oman 8
JM - Giamaica 7
KZ - Kazakistan 7
LU - Lussemburgo 7
MD - Moldavia 7
SY - Repubblica araba siriana 7
TZ - Tanzania 7
DK - Danimarca 6
MO - Macao, regione amministrativa speciale della Cina 6
SI - Slovenia 6
TT - Trinidad e Tobago 6
AM - Armenia 5
BH - Bahrain 5
DO - Repubblica Dominicana 5
Totale 51.494
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Città #
Southend 2.436
Singapore 1.991
Ashburn 1.491
Dallas 1.472
San Jose 1.457
Verona 1.340
Moscow 1.299
Chandler 950
Rome 866
Milan 856
Council Bluffs 694
Hong Kong 690
Jacksonville 627
Dublin 525
Beijing 411
Los Angeles 388
The Dalles 342
Florence 330
Woodbridge 313
Naples 300
Ho Chi Minh City 294
Ann Arbor 290
Houston 243
Padova 228
Palermo 214
Bologna 213
Bari 207
Turin 202
Jinan 198
Princeton 183
Lawrence 182
New York 174
Wilmington 172
Nanjing 170
Hanoi 162
Helsinki 158
Shenyang 141
Buffalo 135
Santa Clara 121
Genoa 120
Orem 107
Munich 106
Hebei 101
Catania 99
São Paulo 99
Tianjin 96
Brescia 90
Boardman 89
Redondo Beach 88
Parma 84
Tokyo 78
Zhengzhou 77
Changsha 70
Columbus 70
Redwood City 69
Kuala Lumpur 68
Haikou 67
Trieste 67
Pescara 66
Vicenza 66
Hangzhou 65
Perugia 64
Toronto 64
Padua 62
Sindelfingen 62
Sydney 61
Frankfurt am Main 60
Chicago 58
Montreal 58
Nanchang 58
Guangzhou 57
Jakarta 57
Ningbo 56
Seattle 56
Chennai 55
San Francisco 55
Taizhou 55
Cagliari 54
Modena 54
Venice 54
Elora 52
London 52
Vienna 52
Abuja 51
Prato 51
Madrid 50
Warsaw 50
Amsterdam 48
Basingstoke 48
Jiaxing 48
Istanbul 43
Reggio Emilia 43
Trento 43
Brooklyn 42
Monza 42
Phoenix 42
Paris 41
Redmond 41
Atlanta 39
Brussels 39
Totale 26.324
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Nome #
Il ruolo delle emozioni morali nella prestazione accademica 3.048
Misurare le emozioni in bambini di scuola primaria: Validazione dell’Achievement Emotions Questionnaire-Elementary School (AEQ-ES) 2.560
Attenzione condivisa e qualità dell’interazione nella lettura congiunta con bambini con disturbo specifico di linguaggio 1.005
Higher education students' early perceptions of ChatGPT: Global survey data 815
Achievement emotions and well-being at school: Transitioning from primary to secondary school 612
A web application on earthquake-related emotional preparedness: The role of achievement emotions 612
Psicologia dell’emergenza in età evolutiva: Dall’infanzia all’adolescenza 554
A training on emotional competence with adolescents: Efficacy and role of personality 550
Emozioni di riuscita: uno studio qualitativo con studenti di scuola primaria e secondaria 541
La regolazione delle emozioni come antecedente delle emozioni di riuscita: Uno studio longitudinale nella scuola primaria 496
Emozioni di riuscita: specificità del setting 467
Achievement goals as antecedents of achievement emotions: The 3 X 2 achievement goal model as a framework for learning environments design 452
Pictorial representations of achievement emotions: Preliminary data with primary school children and adults 397
Psychology of programming: The role of creativity, empathy and systemizing 396
Psicologia dell’educazione 392
The assessment of motivation for technology-based learning environments: The Italian version of the Achievement Goal Questionnaire-Revised 385
“3 X 2 Achievement Goal Questionnaire”: uno studio esplorativo con studenti italiani 382
ANDAMENTO DI STATI EMOTIVI POSITIVI DURANTE UNA SETTIMANA: UN’APPLICAZIONE DELLA LATENT CLASS GROWTH ANALYSIS (LCGA) 379
Predictors of performance in Programming: the moderating role of eXtreme Apprenticeship, sex and educational background 379
Benessere ed emozioni di riuscita: Transizione dalla scuola primaria alla scuola secondaria e relazione col rendimento 374
Emozioni e pandemia. Come aiutare bambini e adolescenti a gestire le emozioni durante e dopo una pandemia. 370
Antecedents of Achievement Emotions: Mixed-Device Assessment with Italian and Australian University Students 360
On-line assessment of pride and shame: Relationships with cognitive dimensions in university students 344
Disastri, prevenzione, preparazione. Un modello psicologico per promuovere la resilienza 332
The Use of Different Multiple Devices for an Ecological Assessment in Psychological Research: An Experience with a Daily Affect Assessment 322
Emozioni di riuscita, TEC ed ERC: uno studio con bambini di scuola primaria 313
Emozioni e inclusione nel co-design a scuola 311
Psicologia dell’educazione 308
Calore con l’insegnante, didattica positiva ed emozioni di riuscita a scuola 306
Emojis’ psychophysics: Measuring emotions in technology enhanced learning contexts 302
Emotions and inclusion in co-design at school: Let’s measure them 293
Use of internet and wellbeing: A mixed-device survey 292
Competenze trasversali nella scuola primaria e PrEmT 291
Achievement emotions in technology enhanced learning: Development and validation of self-report instruments in the italian context 283
Personalità, strategie di regolazione delle emozioni ed emozioni all’università: Uno studio in Italia e nel Regno Unito 281
Compliance to eXtreme Apprenticeship in a programming course: Performance, achievement emotions, and self-efficacy 277
An estimation of a nonlinear dynamic process using Latent Class extended Mixed Models: Affect profiles after terrorist attacks 276
Achievement and social goals in Italian and mathematics: Interviews with fourth, seventh and eleventh graders 273
Achievement emotions in elementary, middle, and high school: How do students feel about specific contexts in terms of settings and subject-domains? 270
Campagna di comunicazione pubblica su coronavirus, emozioni e strategie di coping: Un opuscolo per supportare bambini e adolescenti 269
Personalità, emozioni di riuscita e benessere a scuola 265
Achievement Emotions Adjective List: Some data related to gender with Swiss secondary school students 263
Achievement emotions in job selection interviews: Interviewees’ and interviewers’ expectations 259
The usability of multiple devices for an ecological assessment in psychological research: Salience of reasons underlying usability 259
Achievement emotions and peer acceptance get together in game design at school 254
Children’s emotions and quality of products in participatory game design 254
The Emotion Regulation Checklist Italian Translation Validation of parents and teacher versions 251
The role of setting for university students’ achievement emotions 250
The role of the cognitive style in improving the learning to program 248
Emotion regulation and achievement emotions in elementary school children: longitudinal data 241
Antecedenti motivazionali, emozioni di riuscita e comprensione di testi multipli online in studenti di scuola primaria 241
Un intervento per promuovere la competenza emotiva nella scuola secondaria di primo grado 240
Children’s emotional experience two years after an earthquake: An exploration of knowledge of earthquakes and associated emotions 240
Coronavirus e studenti universitari: Costruzione di una scala per quantificare le strategie di coping in caso di pandemia 240
Emotion regulation abilities and achievement emotions in primary school children 237
Achievement emotions in different school tasks and subject-matters 233
Adults’ expectations on children’s earthquake-related emotions and coping strategies 233
Coping and emotions of global higher education students to the Ukraine war worldwide 229
Comprensione e regolazione delle emozioni 229
The challenge of learning to program: motivation and achievement emotions in an extreme apprenticeship experience 226
Assessing primary and secondary students’ achievement goals for Italian and mathematics domains: The Italian version of the Achievement Goal Questionnaire-Revised (AGQ-R) 226
Positive and Negative Affect over time: an application of Latent Class Growth Analysis (LCGA) and Growth Mixture Modeling (GMM) 225
A Rasch analysis of the School-Related Well-being (SRW) scale: Measuring well-being in the transition from primary to secondary school 222
Emotional competence in elementary years: Expressing, understanding, and regulating emotions 221
Children’s psychological representation of earthquakes: Analysis of written definitions and Rasch scaling 220
Adults’ representation of children’s emotions and coping strategies related to earthquakes 220
Big Five personality traits and coping strategies of Italian university students during the COVID-19 pandemic first wave 220
Salience of primary and secondary school students’ achievement emotions and perceived antecedents: Interviews on literacy and mathematics domains 215
An open-source estimation of latent class extended mixed models in R 214
Presentazione del volume “Psicologia dell’educazione” 214
Coping strategies and psychological maladjustment/adjustment: A meta-analytic approach with children and adolescents exposed to natural disasters 213
Disaster-related coping strategies: A meta-analysis on children 212
Emozioni, insegnamento e apprendimento 212
L’impatto della pandemia da COVID-19 sugli studenti universitari: Autoefficacia, ansia ed emozioni di riuscita 211
Achievement goals and achievement emotions: Preliminary longitudinal data on university students 210
A research study on the relationships between student achievement goals, perception of contextual achievement goals and academic performance in Italian and Mathematics 209
Salience of elementary, middle, and high school students’ achievement emotions and antecedents 209
The relative importance of setting versus domain for students’ achievement emotions 208
Prevenzione emotiva e terremoti. Un percorso per bambini. 208
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 207
The 3 X 2 achievement goal model for learning exam-relevant material: Links with emotions 205
A second version of a pictorial instrument assessing achievement emotions in children and adults 205
Uno studio pilota su Prevenzione Emotiva e Terremoti nella scuola primaria (progetto PrEmT): Come potenziare le strategie di regolazione delle emozioni 203
“Achievement Goal Questionnaire-Revised”: A preliminary study with Italian students 202
Can emojis mean “Earthquake”? 202
Stati di malessere e di benessere: cosa ne pensano i bambini? 201
Students’ expectations about interviewees’ and interviewers’ achievement emotions in job selection interviews 200
L'adozione dal punto di vista dei bambini: ruolo di età e coinvolgimento personale 199
Lessico psicologico in racconti di eventi fisici con valenza emotiva negativa reali e immaginati 197
Achievement emotions in adolescence: Relations with Big Five personality traits in males and females 196
Leggere nella scuola del XXI secolo: Una web application per la prevenzione emotiva legata ai terremoti (Progetto PrEmT) 196
Emozioni di riuscita e prove standardizzate in alunni di scuola primaria: dati preliminari su italiano e matematica 195
Three Kiwifruits a day keep the blues away? 195
Technology-based trainings on emotions: A web application on earthquake-related emotional prevention with children 195
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence from an international survey 193
Traumatic effects of disasters and violent acts on youth 192
Development and early implementation of a public communication campaign to help adults to support children and adolescents to cope with coronavirus-related emotions: A community case study 190
Achievement goal patterns: Relationships with self-efficacy, persistence, causal attribution and affect in a sample of Italian students 186
Comprensione di testi digitali nella scuola primaria: Contributo di componenti cognitive, motivazionali, e di uso delle fonti 186
Gestione delle emozioni e terremoti 186
Totale 33.981
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Categoria #
all - tutte 139.208
article - articoli 36.588
book - libri 3.333
conference - conferenze 71.818
curatela - curatele 546
other - altro 2.032
patent - brevetti 501
selected - selezionate 0
volume - volumi 24.390
Totale 278.416
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/20222.431 0 502 124 275 129 115 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
2026/20271.203 540 663 0 0 0 0 0 0 0 0 0 0
Totale 52.172