CATALOGO DEI PRODOTTI DELLA RICERCA

VICENTINI, GIADA
 Distribuzione geografica
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Continente #
EU - Europa 7.360
NA - Nord America 4.440
AS - Asia 3.903
SA - Sud America 529
AF - Africa 249
Continente sconosciuto - Info sul continente non disponibili 216
OC - Oceania 122
Totale 16.819
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Nazione #
US - Stati Uniti d'America 4.224
IT - Italia 3.297
RU - Federazione Russa 1.614
SG - Singapore 1.231
CN - Cina 688
GB - Regno Unito 464
FR - Francia 443
BR - Brasile 365
HK - Hong Kong 365
DE - Germania 323
VN - Vietnam 293
IE - Irlanda 201
PH - Filippine 182
SE - Svezia 176
NL - Olanda 173
IN - India 161
ID - Indonesia 129
TR - Turchia 123
CA - Canada 121
FI - Finlandia 115
AU - Australia 108
KR - Corea 106
BD - Bangladesh 90
MY - Malesia 76
JP - Giappone 73
CY - Cipro 71
MX - Messico 69
RO - Romania 66
BE - Belgio 64
ES - Italia 60
IR - Iran 54
EG - Egitto 50
CH - Svizzera 46
PL - Polonia 42
ZA - Sudafrica 40
NG - Nigeria 39
AT - Austria 38
CO - Colombia 38
PK - Pakistan 38
AR - Argentina 37
PS - Palestinian Territory 37
TW - Taiwan 33
NO - Norvegia 29
LT - Lituania 28
CL - Cile 27
GR - Grecia 27
SA - Arabia Saudita 27
UA - Ucraina 26
TG - Togo 25
PT - Portogallo 21
VE - Venezuela 21
IL - Israele 20
IQ - Iraq 18
MA - Marocco 18
BJ - Benin 15
EC - Ecuador 15
GH - Ghana 15
NZ - Nuova Zelanda 14
AE - Emirati Arabi Uniti 12
BA - Bosnia-Erzegovina 12
EE - Estonia 12
ET - Etiopia 12
MK - Macedonia 12
UZ - Uzbekistan 11
HR - Croazia 10
AL - Albania 9
JO - Giordania 9
CZ - Repubblica Ceca 8
GY - Guiana 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
JM - Giamaica 5
KE - Kenya 5
KZ - Kazakistan 5
NP - Nepal 5
PY - Paraguay 5
UG - Uganda 5
BH - Bahrain 4
KG - Kirghizistan 4
MD - Moldavia 4
RS - Serbia 4
UY - Uruguay 4
GE - Georgia 3
TT - Trinidad e Tobago 3
DK - Danimarca 2
EU - Europa 2
GM - Gambi 2
GT - Guatemala 2
LK - Sri Lanka 2
Totale 16.575
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Città #
Dallas 789
Singapore 685
Moscow 615
Ashburn 563
Verona 546
San Jose 521
Rome 299
Chandler 292
Hong Kong 273
Los Angeles 259
Southend 248
Milan 229
Dublin 191
Council Bluffs 170
The Dalles 123
Beijing 113
Ho Chi Minh City 106
Naples 103
Helsinki 76
Turin 74
Munich 69
New York 69
Hanoi 62
Palermo 62
Bologna 61
Florence 59
Jakarta 43
Lawrence 42
Padova 42
Princeton 42
Santa Clara 41
Sydney 40
Boardman 39
Buffalo 38
Kuala Lumpur 36
Orem 36
Tokyo 36
Sindelfingen 35
Bari 34
Genoa 34
São Paulo 33
Frankfurt am Main 32
Columbus 31
Montreal 31
Jinan 30
Melbourne 29
Nicosia 29
Redondo Beach 29
Amsterdam 28
Ann Arbor 28
Famagusta 28
Istanbul 28
London 28
Central 26
Padua 26
Toronto 26
Lomé 25
Cairo 24
Shenyang 24
Houston 23
Modena 23
Vicenza 23
Warsaw 23
Catania 22
Johannesburg 22
Nanjing 22
Seattle 21
Vienna 21
Wilmington 21
Madrid 20
Venice 20
Ankara 19
Pescara 19
Sona 19
Stockholm 19
Trieste 19
Abuja 18
Bucharest 18
Chennai 18
Mumbai 18
Noida 18
Nuremberg 18
Quezon City 18
Turku 18
Athens 17
Berlin 17
Brisbane 17
Brooklyn 17
Chicago 17
Manchester 17
New Delhi 17
Oslo 17
Phoenix 17
Poplar 17
Brussels 16
Cagliari 16
Dammam 16
Denver 16
Leipzig 16
Prato 16
Totale 8.496
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Nome #
Higher education students' early perceptions of ChatGPT: Global survey data 804
Achievement emotions and well-being at school: Transitioning from primary to secondary school 611
A web application on earthquake-related emotional preparedness: The role of achievement emotions 605
Psicologia dell’emergenza in età evolutiva: Dall’infanzia all’adolescenza 547
A training on emotional competence with adolescents: Efficacy and role of personality 537
Predictors of performance in Programming: the moderating role of eXtreme Apprenticeship, sex and educational background 377
Emozioni e pandemia. Come aiutare bambini e adolescenti a gestire le emozioni durante e dopo una pandemia. 369
Disastri, prevenzione, preparazione. Un modello psicologico per promuovere la resilienza 330
Calore con l’insegnante, didattica positiva ed emozioni di riuscita a scuola 305
Competenze trasversali nella scuola primaria e PrEmT 289
Personalità, strategie di regolazione delle emozioni ed emozioni all’università: Uno studio in Italia e nel Regno Unito 280
Disastri naturali e strategie di coping: Una meta-analisi su bambini e adolescenti 270
Campagna di comunicazione pubblica su coronavirus, emozioni e strategie di coping: Un opuscolo per supportare bambini e adolescenti 268
Personalità, emozioni di riuscita e benessere a scuola 264
The usability of multiple devices for an ecological assessment in psychological research: Salience of reasons underlying usability 257
Coronavirus e studenti universitari: Costruzione di una scala per quantificare le strategie di coping in caso di pandemia 239
Un intervento per promuovere la competenza emotiva nella scuola secondaria di primo grado 237
Adults’ expectations on children’s earthquake-related emotions and coping strategies 231
Coping and emotions of global higher education students to the Ukraine war worldwide 228
A Rasch analysis of the School-Related Well-being (SRW) scale: Measuring well-being in the transition from primary to secondary school 222
Big Five personality traits and coping strategies of Italian university students during the COVID-19 pandemic first wave 220
Children’s psychological representation of earthquakes: Analysis of written definitions and Rasch scaling 219
Big Five Personality Traits, Achievement Emotions, and Emotion Regulation: Interplay in Learning Contexts for Children, Adolescents, and Adults 218
Coping strategies and psychological maladjustment/adjustment: A meta-analytic approach with children and adolescents exposed to natural disasters 211
L’impatto della pandemia da COVID-19 sugli studenti universitari: Autoefficacia, ansia ed emozioni di riuscita 210
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. 205
Uno studio pilota su Prevenzione Emotiva e Terremoti nella scuola primaria (progetto PrEmT): Come potenziare le strategie di regolazione delle emozioni 200
Leggere nella scuola del XXI secolo: Una web application per la prevenzione emotiva legata ai terremoti (Progetto PrEmT) 194
Achievement emotions in adolescence: Relations with Big Five personality traits in males and females 193
Technology-based trainings on emotions: A web application on earthquake-related emotional prevention with children 193
Traumatic effects of disasters and violent acts on youth 191
Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence from an international survey 191
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
Gestione delle emozioni e terremoti 183
Preparing children to cope with earthquakes: Building emotional competence 181
Emozioni di riuscita e didattica a distanza durante la pandemia da COVID-19: Una ricerca con 17.000 studenti universitari di 13 Paesi 181
Consistency of university students’ achievement emotions assessed through closed and open-questions 175
Development and Validation of the Robust - Pandemic Coping Scale (R-PCS) 174
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 168
Coping and emotions during the Ukraine war: A multi-country survey among higher education students indirectly exposed to the conflict 168
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 165
Scuola e coesione sociale: Processi psicologici coinvolti 165
Factors promoting learning with a web application on earthquake-related emotional preparedness in primary school 163
Research about socially constructed phenomenon in the workplace: The value of open-ended questions 152
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 149
Psicoeducazione e disastri: Campagne di comunicazione pubblica per la gestione delle emozioni di bambini/e e adolescenti 146
Preliminary data on PandHEMOT: An evidence-based web-application to promote children and adolescents’ resilience during pandemics 142
Open-ended questions in organizational surveys: some considerations from a Safety Climate research. 142
Primary and lower secondary school students’ achievement emotions associated with teachers’ feedback 140
Impacts of the Covid-19 pandemic on life of higher education students: Global survey dataset from the first wave 139
Can a web application foster emotional competence in children and adolescents? The case of PandHEMOT® 137
COVID-19 and university students: Development of the Robust – Pandemic Coping Scale (R-PCS) 134
Domande aperte: un valore aggiunto? Uno studio nel contesto di un’analisi del clima di sicurezza in azienda 133
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
Digital skills, self-efficacy and emotions: Impact of Covid-19 on Italian university students 126
Improving emotional competence in early adolescence: A school-based intervention 122
Interviews about pandemics and protective measures: Studying key informants’ representation to develop a web-application for fostering children and adolescents’ resilience 122
The Robust Incremental Beliefs about Emotions Scale for elementary school Children (RIBES-C). 115
Personality antecedents of achievement emotions: Sex differences in Italian middle school students 115
Eighteen Months of COVID-19 Pandemic Through the Lenses of Self or Others: A Meta-Analysis on Children and Adolescents’ Mental Health 115
Conclusione 113
Un modello teorico per la prevenzione emotiva 112
Presentazione del volume “Prevenzione emotiva e terremoti. Un percorso per bambini” 110
PrEmT – Prevenzione Emotiva e Terremoti nella scuola primaria: Il training 106
PandHEMOT®: An App for Children and Adolescents to Foster Pandemic-Related Emotional Competence 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 100
Positive and negative intergroup contact: Evidence of their interactions in a child sample 96
Stakeholders and experts’ opinion for developing a web-application for children and adolescents during pandemics 94
Un training evidence-based con lettura digitale: Apprendere nel progetto “Prevenzione Emotiva e Terremoti nella scuola primaria” (PrEmT) 93
Natura dei terremoti e comportamenti di sicurezza 91
PandHEMOT project: A secondary analysis of the meaning of health 88
Tecnologia e programmi di prevenzione 87
PANDHEMOT: AN EVIDENCE-BASED TRAINING TO INCREASE CHILDREN AND ADOLESCENTS’ KNOWLEDGE ON PANDEMICS AND EMOTIONS 86
Personality, achievement emotions, and school-related wellbeing in primary and lower-secondary school 82
Self-report questionnaires to measure Big Five personality traits in children and adolescents: A systematic review 75
Malleability of emotions: Developing the robust incremental beliefs about emotion scale for elementary school children (RIBES-C) 68
Le unità del training PrEmT 68
Emozioni e disastri: Attività del Centro di Ricerca in Psicologia HEMOT 66
Prefazione 66
Higher education and ChatGPT: A multi-country study on epistemic emotions and their antecedents 39
PandHEMOT®: An open science and free psychoeducational app for enhancing children and adolescents’ understanding of pandemics/epidemics, emotions, and emotion regulation 29
Achievement emotions in primary and middle school: The role of personality and emotion regulation 17
Emotions in learning and disaster contexts: Psychological research on affective processes 14
EmoRainbow: How Can Phygital Artefacts Support Emotional Regulation in Disaster Preparedness? 13
The Emotion Regulation Flexibility Questionnaire: A Rasch-Validated Version for Children 7
Correlates of adolescents' profiles of cognitive emotion regulation strategies in the school context 6
A Brief Self-Report Scale to Assess Personality in Children and Adolescents: The 15-Item Dichotomous Big Five Inventory-2 (BFI-2-15D) 4
Achievement emotions in primary and middle school: The role of sex, age, personality, and emotion regulation 4
How perceived control and task value relate to achievement emotions in academic study settings 3
Totale 16.819
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Categoria #
all - tutte 47.223
article - articoli 12.701
book - libri 1.780
conference - conferenze 19.762
curatela - curatele 540
other - altro 1.964
patent - brevetti 0
selected - selezionate 0
volume - volumi 10.476
Totale 94.446
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2021/2022584 0 114 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
2025/20268.368 571 387 965 1.167 1.659 457 760 709 638 513 282 260
2026/2027359 282 77 0 0 0 0 0 0 0 0 0 0
Totale 16.819