CATALOGO DEI PRODOTTI DELLA RICERCA

VICENTINI, GIADA
 Distribuzione geografica
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Continente #
EU - Europa 7.217
NA - Nord America 4.298
AS - Asia 3.837
SA - Sud America 519
AF - Africa 247
OC - Oceania 122
Continente sconosciuto - Info sul continente non disponibili 2
Totale 16.242
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Nazione #
US - Stati Uniti d'America 4.093
IT - Italia 3.199
RU - Federazione Russa 1.614
SG - Singapore 1.225
CN - Cina 675
GB - Regno Unito 460
FR - Francia 443
HK - Hong Kong 362
BR - Brasile 361
DE - Germania 316
VN - Vietnam 293
IE - Irlanda 201
SE - Svezia 176
PH - Filippine 175
IN - India 157
NL - Olanda 150
ID - Indonesia 129
TR - Turchia 122
CA - Canada 117
FI - Finlandia 115
AU - Australia 108
KR - Corea 106
MY - Malesia 73
CY - Cipro 71
BD - Bangladesh 68
JP - Giappone 68
MX - Messico 68
BE - Belgio 64
RO - Romania 64
ES - Italia 57
IR - Iran 53
EG - Egitto 49
CH - Svizzera 46
PL - Polonia 42
ZA - Sudafrica 40
NG - Nigeria 39
AT - Austria 38
PK - Pakistan 38
AR - Argentina 37
CO - Colombia 37
PS - Palestinian Territory 37
TW - Taiwan 33
NO - Norvegia 29
LT - Lituania 28
CL - Cile 27
SA - Arabia Saudita 27
GR - Grecia 25
TG - Togo 25
UA - Ucraina 24
PT - Portogallo 21
VE - Venezuela 21
IL - Israele 20
IQ - Iraq 18
MA - Marocco 18
BJ - Benin 15
GH - Ghana 15
NZ - Nuova Zelanda 14
EC - Ecuador 13
AE - Emirati Arabi Uniti 12
BA - Bosnia-Erzegovina 12
EE - Estonia 12
ET - Etiopia 12
MK - Macedonia 12
UZ - Uzbekistan 11
AL - Albania 9
HR - Croazia 9
JO - Giordania 9
CZ - Repubblica Ceca 8
PE - Perù 8
CR - Costa Rica 7
HU - Ungheria 7
LV - Lettonia 7
TN - Tunisia 7
TZ - Tanzania 7
AZ - Azerbaigian 6
BG - Bulgaria 6
MO - Macao, regione amministrativa speciale della Cina 6
OM - Oman 6
SK - Slovacchia (Repubblica Slovacca) 6
SY - Repubblica araba siriana 6
TH - Thailandia 6
GY - Guiana 5
KE - Kenya 5
KZ - Kazakistan 5
NP - Nepal 5
PY - Paraguay 5
UG - Uganda 5
BH - Bahrain 4
KG - Kirghizistan 4
RS - Serbia 4
UY - Uruguay 4
GE - Georgia 3
JM - Giamaica 3
MD - Moldavia 3
DK - Danimarca 2
EU - Europa 2
GM - Gambi 2
GT - Guatemala 2
LU - Lussemburgo 2
MN - Mongolia 2
Totale 16.217
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Città #
Dallas 787
Singapore 684
Moscow 615
Ashburn 543
Verona 541
San Jose 508
Chandler 292
Rome 292
Hong Kong 270
Los Angeles 254
Southend 248
Milan 205
Dublin 191
Council Bluffs 166
The Dalles 123
Beijing 109
Ho Chi Minh City 106
Naples 103
Helsinki 76
Turin 72
Munich 69
New York 69
Hanoi 62
Palermo 62
Bologna 59
Florence 55
Jakarta 43
Lawrence 42
Padova 42
Princeton 42
Sydney 40
Boardman 38
Buffalo 38
Kuala Lumpur 36
Orem 36
Santa Clara 36
Sindelfingen 35
Tokyo 35
Bari 34
Genoa 34
São Paulo 33
Frankfurt am Main 32
Jinan 30
Montreal 30
Melbourne 29
Nicosia 29
Redondo Beach 29
Ann Arbor 28
Famagusta 28
Istanbul 28
London 28
Central 26
Columbus 26
Lomé 25
Padua 25
Toronto 25
Amsterdam 24
Cairo 24
Shenyang 24
Houston 23
Modena 23
Vicenza 23
Warsaw 23
Johannesburg 22
Nanjing 22
Catania 21
Vienna 21
Wilmington 21
Madrid 20
Seattle 20
Venice 20
Ankara 19
Pescara 19
Sona 19
Stockholm 19
Trieste 19
Abuja 18
Chennai 18
Mumbai 18
Nuremberg 18
Quezon City 18
Turku 18
Athens 17
Berlin 17
Brisbane 17
Manchester 17
Noida 17
Oslo 17
Phoenix 17
Poplar 17
Brussels 16
Bucharest 16
Cagliari 16
Chicago 16
Dammam 16
Denver 16
Leipzig 16
New Delhi 16
Prato 16
Seoul 16
Totale 8.373
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Nome #
Higher education students' early perceptions of ChatGPT: Global survey data 790
Achievement emotions and well-being at school: Transitioning from primary to secondary school 599
A web application on earthquake-related emotional preparedness: The role of achievement emotions 597
Psicologia dell’emergenza in età evolutiva: Dall’infanzia all’adolescenza 544
A training on emotional competence with adolescents: Efficacy and role of personality 530
Predictors of performance in Programming: the moderating role of eXtreme Apprenticeship, sex and educational background 375
Emozioni e pandemia. Come aiutare bambini e adolescenti a gestire le emozioni durante e dopo una pandemia. 367
Disastri, prevenzione, preparazione. Un modello psicologico per promuovere la resilienza 320
Calore con l’insegnante, didattica positiva ed emozioni di riuscita a scuola 298
Competenze trasversali nella scuola primaria e PrEmT 288
Personalità, strategie di regolazione delle emozioni ed emozioni all’università: Uno studio in Italia e nel Regno Unito 276
Disastri naturali e strategie di coping: Una meta-analisi su bambini e adolescenti 265
Personalità, emozioni di riuscita e benessere a scuola 260
The usability of multiple devices for an ecological assessment in psychological research: Salience of reasons underlying usability 255
Campagna di comunicazione pubblica su coronavirus, emozioni e strategie di coping: Un opuscolo per supportare bambini e adolescenti 247
Coronavirus e studenti universitari: Costruzione di una scala per quantificare le strategie di coping in caso di pandemia 234
Un intervento per promuovere la competenza emotiva nella scuola secondaria di primo grado 233
Adults’ expectations on children’s earthquake-related emotions and coping strategies 230
Coping and emotions of global higher education students to the Ukraine war worldwide 228
Children’s psychological representation of earthquakes: Analysis of written definitions and Rasch scaling 218
A Rasch analysis of the School-Related Well-being (SRW) scale: Measuring well-being in the transition from primary to secondary school 211
L’impatto della pandemia da COVID-19 sugli studenti universitari: Autoefficacia, ansia ed emozioni di riuscita 209
Coping strategies and psychological maladjustment/adjustment: A meta-analytic approach with children and adolescents exposed to natural disasters 209
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 206
Prevenzione emotiva e terremoti. Un percorso per bambini. 201
Uno studio pilota su Prevenzione Emotiva e Terremoti nella scuola primaria (progetto PrEmT): Come potenziare le strategie di regolazione delle emozioni 200
Big Five Personality Traits, Achievement Emotions, and Emotion Regulation: Interplay in Learning Contexts for Children, Adolescents, and Adults 199
Big Five personality traits and coping strategies of Italian university students during the COVID-19 pandemic first wave 197
Technology-based trainings on emotions: A web application on earthquake-related emotional prevention with children 193
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence from an international survey 191
Achievement emotions in adolescence: Relations with Big Five personality traits in males and females 190
Leggere nella scuola del XXI secolo: Una web application per la prevenzione emotiva legata ai terremoti (Progetto PrEmT) 189
Traumatic effects of disasters and violent acts on youth 188
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 188
Emozioni di riuscita e didattica a distanza durante la pandemia da COVID-19: Una ricerca con 17.000 studenti universitari di 13 Paesi 181
Gestione delle emozioni e terremoti 180
Preparing children to cope with earthquakes: Building emotional competence 179
Consistency of university students’ achievement emotions assessed through closed and open-questions 174
Development and Validation of the Robust - Pandemic Coping Scale (R-PCS) 173
Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey 173
An evidence-based training to enhance earthquake-related behavioural preparedness and emotional competence 169
Disastri, prevenzione ed emozioni: Le iniziative del Centro di Ricerca in Psicologia HEMOT 166
Addressing adults to support children and adolescents to cope with pandemic-related emotions: A public communication campaign 165
Well-being from primary to secondary school: Examining the School-Related Well-Being scale (SRW) with the Rasch model 163
Coping and emotions during the Ukraine war: A multi-country survey among higher education students indirectly exposed to the conflict 163
Factors promoting learning with a web application on earthquake-related emotional preparedness in primary school 162
Scuola e coesione sociale: Processi psicologici coinvolti 162
Research about socially constructed phenomenon in the workplace: The value of open-ended questions 151
Impacts of the COVID-19 pandemic on the academic and emotional life of higher education students in Italy 151
Development and evaluation of psychoeducational resources for adult carers to emotionally support young people impacted by wars: A community case study 148
Preliminary data on PandHEMOT: An evidence-based web-application to promote children and adolescents’ resilience during pandemics 142
Psicoeducazione e disastri: Campagne di comunicazione pubblica per la gestione delle emozioni di bambini/e e adolescenti 139
Open-ended questions in organizational surveys: some considerations from a Safety Climate research. 139
Impacts of the Covid-19 pandemic on life of higher education students: Global survey dataset from the first wave 137
Can a web application foster emotional competence in children and adolescents? The case of PandHEMOT® 134
COVID-19 and university students: Development of the Robust – Pandemic Coping Scale (R-PCS) 133
Domande aperte: un valore aggiunto? Uno studio nel contesto di un’analisi del clima di sicurezza in azienda 132
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 130
HEMOT®, Helmet for EMOTions: A web application for children on earthquake-related emotional prevention 128
Primary and lower secondary school students’ achievement emotions associated with teachers’ feedback 125
Digital skills, self-efficacy and emotions: Impact of Covid-19 on Italian university students 125
Interviews about pandemics and protective measures: Studying key informants’ representation to develop a web-application for fostering children and adolescents’ resilience 122
Improving emotional competence in early adolescence: A school-based intervention 120
Eighteen Months of COVID-19 Pandemic Through the Lenses of Self or Others: A Meta-Analysis on Children and Adolescents’ Mental Health 115
The Robust Incremental Beliefs about Emotions Scale for elementary school Children (RIBES-C). 113
Conclusione 112
Personality antecedents of achievement emotions: Sex differences in Italian middle school students 108
Presentazione del volume “Prevenzione emotiva e terremoti. Un percorso per bambini” 107
Un modello teorico per la prevenzione emotiva 105
PandHEMOT®: An App for Children and Adolescents to Foster Pandemic-Related Emotional Competence 104
PrEmT – Prevenzione Emotiva e Terremoti nella scuola primaria: Il training 104
METACOGNITIVE KNOWLEDGE AND CLASS LEVEL DIFFERENCES IN A MULTIMEDIA READING TASK: THE PANDHEMOT APP 101
Higher education students’ perceptions of ChatGPT: A global study of early reactions 98
Stakeholders and experts’ opinion for developing a web-application for children and adolescents during pandemics 94
Positive and negative intergroup contact: Evidence of their interactions in a child sample 93
Un training evidence-based con lettura digitale: Apprendere nel progetto “Prevenzione Emotiva e Terremoti nella scuola primaria” (PrEmT) 92
Natura dei terremoti e comportamenti di sicurezza 90
PandHEMOT project: A secondary analysis of the meaning of health 88
PANDHEMOT: AN EVIDENCE-BASED TRAINING TO INCREASE CHILDREN AND ADOLESCENTS’ KNOWLEDGE ON PANDEMICS AND EMOTIONS 86
Tecnologia e programmi di prevenzione 83
Personality, achievement emotions, and school-related wellbeing in primary and lower-secondary school 79
Self-report questionnaires to measure Big Five personality traits in children and adolescents: A systematic review 73
Le unità del training PrEmT 68
Prefazione 66
Emozioni e disastri: Attività del Centro di Ricerca in Psicologia HEMOT 63
Malleability of emotions: Developing the robust incremental beliefs about emotion scale for elementary school children (RIBES-C) 62
PandHEMOT®: An open science and free psychoeducational app for enhancing children and adolescents’ understanding of pandemics/epidemics, emotions, and emotion regulation 27
EmoRainbow: How Can Phygital Artefacts Support Emotional Regulation in Disaster Preparedness? 11
Emotions in learning and disaster contexts: Psychological research on affective processes 8
Higher education and ChatGPT: A multi-country study on epistemic emotions and their antecedents 4
Achievement emotions in primary and middle school: The role of personality and emotion regulation 2
How perceived control and task value relate to achievement emotions in academic study settings 2
Totale 16.449
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Categoria #
all - tutte 44.754
article - articoli 12.000
book - libri 1.740
conference - conferenze 18.557
curatela - curatele 522
other - altro 1.786
patent - brevetti 0
selected - selezionate 0
volume - volumi 10.149
Totale 89.508
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2020/202142 0 0 0 0 0 0 0 0 0 0 0 42
2021/2022621 37 114 52 92 31 19 21 21 34 14 87 99
2022/20231.111 65 94 77 174 72 273 10 72 103 25 85 61
2023/20241.845 63 79 167 188 156 173 140 275 28 219 242 115
2024/20253.875 160 180 298 465 246 207 290 261 461 433 375 499
2025/20268.357 571 387 965 1.167 1.659 457 760 709 638 513 282 249
Totale 16.449