Technology-Based Trainings on Emotions: A Web Application on Earthquake-Related Emotional Prevention with Children

Raccanello, Daniela; Vicentini, Giada; Brondino, Margherita; Burro, Roberto

doi:10.1007/978-3-030-23990-9_7

Cited by 9 publications

(30 citation statements)

References 22 publications

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“…This study refers to the pilot phase of the PrEmT project (Raccanello et al, 2019b(Raccanello et al, , 2020. The data were gathered between February 2019 and May 2019 during regular school hours.…”

Section: Methodsmentioning

confidence: 99%

“…We operationalized children's ability to understand digital texts in terms of their performance at HEMOT R (Raccanello et al, 2020), a web application developed ad hoc. The digital task consisted in reading written information, supported by a digital voice and accompanied by images or sounds.…”

Section: Digital Text Comprehensionmentioning

confidence: 99%

“…Several studies focused on psychological interventions following natural disasters with children (Kar, 2009;Pfefferbaum et al, 2019), but little is known about interventions aimed at building children's emotional resilience to combat the psychological trauma associated with future earthquakes. Therefore, within a larger project (Emotional Prevention and Earthquakes in primary school project, PrEmT project, in Italian Prevenzione Emotiva e Terremoti nella scuola primaria; Raccanello et al, 2019bRaccanello et al, , 2020Vicentini et al, 2019), we developed a web application called HEMOT R (Helmet for EMOTions, patent pending; Raccanello et al, 2020) 1 , promoting earthquake-related knowledge, emotions, and emotion regulation.…”

Section: Introductionmentioning

confidence: 99%

“…A recent systematic review (Raccanello et al, 2020) revealed the existence of a number of applications aiming to enhance people's knowledge on earthquakes, referring to earthquake characteristics and/or safety behaviors. Some applications promote game-based learning and include interactive games, while others are based on lecture-based learning and present written information, oral contents, or sounds typical of earthquakes.…”

Section: Introductionmentioning

confidence: 99%

“…The efficacy of socio-emotional trainings for children's emotions has been demonstrated (Durlak et al, 2011), also for trainings on preparedness toward earthquakes (Raccanello et al, 2019b(Raccanello et al, , 2020. However, scarce attention has been paid at the relevance of emotional factors promoting children's learning through web applications.…”

Section: Introductionmentioning

confidence: 99%

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Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

et al. 2020

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Little is known about interventions aimed at building children's emotional resilience to combat the psychological trauma associated with future earthquakes. However, natural disasters have potentially a highly traumatic impact on children's psychological functioning. Therefore, within the Emotional Prevention and Earthquakes in a primary school project, we developed a web application promoting earthquake-related emotional preparedness called HEMOT R (Helmet for EMOTions). We studied the role of achievement emotions as factors associated to learning using the web application, coherently with the assumptions of the control-value theory. We also took into account class level and gender. We involved 64 second and fourth graders who used a nine-level web application focused on earthquake-related knowledge, emotions, and emotion regulation. We assessed children's digital self-concept, learning at the web application (operationalized as digital text comprehension), application-related achievement emotions, and text comprehension. We analyzed the data through linear and generalized linear models, and path analyses. First, our findings documented class differences in some of the examined constructs: Pride was higher for younger compared to older children, while the digital performance was higher for older compared to younger students. Second, digital self-concept was positively linked to application-related pride and relaxation. In turn, pride, relaxation, and sadness, and also text comprehension, were linked to the digital performance. With some exceptions, these relations were in line with the assumptions of the control-value theory, extending it to a context disregarded within the current literature. This knowledge is a first step to develop further interventions fostering children's resources to promote learning related to emotional preparedness.

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Section: Methodsmentioning

confidence: 99%

Section: Digital Text Comprehensionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

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HEMOT®, Helmet for EMOTions: A Web Application for Children on Earthquake-Related Emotional Prevention

Vicentini

Brondino

Burro

et al. 2020

Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference

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Coping Strategies and Psychological Maladjustment/Adjustment: A Meta-Analytic Approach with Children and Adolescents Exposed to Natural Disasters

Raccanello

Rocca

Barnaba

et al. 2022

Child Youth Care Forum

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Background Following disasters, children and adolescents can use coping strategies to feel better. A growing body of studies investigated the relation between them and maladjustment/adjustment, i.e., negative symptomatology/positive indicators of development. Yet, these constructs are studied separately. Objective We conducted two meta-analyses to examine the mean correlation between disaster-related coping strategies and indicators of maladjustment/adjustment following natural disasters in children and adolescents, considering the role of some moderators. Methods We used PsycINFO, PubMed, Eric, and Scopus databases to identify articles on natural disasters (filters: participants ≤ 18 years at the disaster, peer-review, English language). Inclusion required investigating the relation between at least one coping strategy and at least one indicator of maladjustment (e.g., post-traumatic stress disorder, depression) and/or adjustment (e.g., self-efficacy, emotion understanding), for a total of 26 studies (k = 64, n = 9692, for maladjustment; k = 37, n = 3504, for adjustment). Results There were global positive significant correlations between coping strategies and negative symptomatology (rpooled = .23) for maladjustment, and positive indicators (rpooled = .17) for adjustment. Negative symptomatology positively correlated with escape (r = .19), social isolation (r = .15), submission (r = .64), and opposition (r = .16); positive indicators positively correlated with problem solving (r = .31), social support (r = .22), and submission (r = .30). We found a moderating role of age, disaster type, and continent for maladjustment. Conclusions The study presented an analysis of the coping strategies that can be effective for children and adolescents dealing with natural disasters.

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Technology-Based Trainings on Emotions: A Web Application on Earthquake-Related Emotional Prevention with Children

Cited by 9 publications

References 22 publications

Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School

HEMOT®, Helmet for EMOTions: A Web Application for Children on Earthquake-Related Emotional Prevention

Coping Strategies and Psychological Maladjustment/Adjustment: A Meta-Analytic Approach with Children and Adolescents Exposed to Natural Disasters

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