Natural disasters, such as earthquakes, could have traumatic consequences on children’s psychological functioning. Few studies explored the efficacy of training aimed at improving children’s emotional preparedness and resilience, useful to prevent the negative impact of future disasters. Thus, the “Emotional Prevention and Earthquakes in primary school” project had the aim to promote earthquake-related emotional competence, also using a web application developed ad-hoc, i.e., HEMOT® (Helmet for EMOTions). In this work, we explored the relations between achievement emotions (i.e., pride, relaxation, sadness, anxiety) and the digital performance obtained in the web application, also considering class and gender differences. We considered the control-value theory as the theoretical framework. The participants were 64 second and fourth-graders from Northern Italy. The web application included nine levels focused on earthquakes, emotions, and emotion regulation strategies. We measured participants’ digital self-concept, digital performance (operazionalized as digital text comprehension), application-related achievement emotions, and text comprehension. We ran linear and generalized linear models, and path analyses to analyse the data. First, we found that pride was higher for second compared to fourthgraders and that digital performance was higher for fourth compared to second-graders. Second, digital selfconcept related positively with pride and relaxation; pride, relaxation, sadness, and text comprehension were linked to digital performance. On the whole, the obtained results confirmed the assumptions of the control-value theory within a digital context. This study represents a preliminary step to understand which factors are associated with children’s digital learning about earthquake-related emotional preparedness.

A web application on earthquake-related emotional preparedness: The role of achievement emotions

Vicentini G.;Raccanello D.;Florit E.;Barnaba V.;Rocca E.;Dal Corso E.;Burro R.
2022

Abstract

Natural disasters, such as earthquakes, could have traumatic consequences on children’s psychological functioning. Few studies explored the efficacy of training aimed at improving children’s emotional preparedness and resilience, useful to prevent the negative impact of future disasters. Thus, the “Emotional Prevention and Earthquakes in primary school” project had the aim to promote earthquake-related emotional competence, also using a web application developed ad-hoc, i.e., HEMOT® (Helmet for EMOTions). In this work, we explored the relations between achievement emotions (i.e., pride, relaxation, sadness, anxiety) and the digital performance obtained in the web application, also considering class and gender differences. We considered the control-value theory as the theoretical framework. The participants were 64 second and fourth-graders from Northern Italy. The web application included nine levels focused on earthquakes, emotions, and emotion regulation strategies. We measured participants’ digital self-concept, digital performance (operazionalized as digital text comprehension), application-related achievement emotions, and text comprehension. We ran linear and generalized linear models, and path analyses to analyse the data. First, we found that pride was higher for second compared to fourthgraders and that digital performance was higher for fourth compared to second-graders. Second, digital selfconcept related positively with pride and relaxation; pride, relaxation, sadness, and text comprehension were linked to digital performance. On the whole, the obtained results confirmed the assumptions of the control-value theory within a digital context. This study represents a preliminary step to understand which factors are associated with children’s digital learning about earthquake-related emotional preparedness.
web application, achievement emotions, earthquake
File in questo prodotto:
File Dimensione Formato  
program_abstracts_SIG8meetsSig16.pdf

accesso aperto

Licenza: Non specificato
Dimensione 4.07 MB
Formato Adobe PDF
4.07 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1073051
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact