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Selected publications

Helmet for EMOTions

In this page you can find some selected publications related to HEMOT® and PrEmT projects.

Scientific articles

  • Raccanello, D., Vicentini, G., Rocca, E., Barnaba, V., Hall, R., & Burro, R. (2020). 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. Frontiers in Psychology, 11, 2184. https://doi.org/10.3389/fpsyg.2020.02184
  • Vicentini, G., Brondino, M., Burro, R., & Raccanello, D. (2020). HEMOT®, Helmet for EMOTions: A web application for children on earthquake-related emotional prevention. Advances in Intelligent Systems and Computing, 1241, 10–19. https://doi.org/10.1007/978-3-030-52538-5_2
  • Raccanello, D., Barnaba, V., Rocca, E., Vicentini, G., Hall, R., & Burro, R. (2020). Adults’ expectations on children’s earthquake-related emotions and coping strategies. Psychology, Health & Medicine. Advance online publication. https://doi.org/10.1080/13548506.2020.1800057
  • Raccanello, D., Vicentini, G., Florit, E., & Burro, R. (2020). Factors promoting learning with a web application on earthquake-related emotional preparedness in primary school. Frontiers in Psychology, 11, 621. https://doi.org/10.3389/fpsyg.2020.00621
  • Raccanello, D., Vicentini, G., Brondino, M., & Burro, R. (2020). Technology-based trainings on emotions: A web application on earthquake-related emotional prevention with children. Advances in Intelligent and Soft Computing, 1007, 53–61. https://doi.org/10.1007/978-3-030-23990-9
  • Raccanello, D., & Hall, R. (2020). An intervention promoting understanding of achievement emotions with middle school students. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-020-00498-x
  • Raccanello, D., Hall, R., & Burro, R. (2020). Can emojis mean “Earthquake”? Applied Ergonomics, 89, 103214. https://doi.org/10.1016/j.apergo.2020.103214
  • Raccanello, D., Gobbo, C., Corona, L., De Bona, G., Hall, R., & Burro, R. (2019). Long-term intergenerational transmission of memories of the Vajont disaster. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. https://doi.org/10.1037/tra0000528
  • Vicentini, G., Rocca, E., Barnaba, V., Dal Corso, E., Burro, R., & Raccanello, D. (2019). Uno studio pilota su Prevenzione Emotiva e Terremoti nella scuola primaria (progetto PrEmT): Come potenziare le strategie di regolazione delle emozioni. In Castelli, L., Marcionetti, J., Plata, A., & Ambrosetti, A. (Eds.), Well-being in Education Systems. Conference abstract book. Locarno 2019 (pp. 217–221). Bern: Hogrefe. ISBN: 978-3-456-86026-8
  • Burro, R., Raccanello, D., & Pasini, M. (2019). Emojis’ psychophysics: Measuring emotions in technology enhanced learning contexts. Advances in Intelligent and Soft Computing, 804, 70–78. https://doi.org/10.1007/978-3-319-98872-6_9
  • Raccanello, D., Brondino, M., Moè, A., Stupnisky, R., & Lichtenfeld, S. (2019). Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement. Advance online publication. The Journal of Experimental Education, 87(3), 449–469. https://doi.org/10.1080/00220973.2018.1448747
  • Raccanello, D., Vicentini, G., & Burro, R. (2019). Children’s psychological representation of earthquakes: Analysis of written definitions and Rasch scaling. Geosciences, 9(5), 208. https://doi.org/10.3390/geosciences9050208
  • Burro, R., Raccanello, D., Pasini, M., & Brondino, M. (2018). An estimation of a nonlinear dynamic process using Latent Class extended Mixed Models. Affect profiles after terrorist attacks. Nonlinear Dynamics, Psychology, & Life Sciences, 22(1), 35–52.
  • Raccanello, D., Burro, R., Brondino, M., & Pasini, M. (2018). Relevance of terrorism for Italian students not directly exposed to it: The affective impact of the 2015 Paris and the 2016 Brussels attacks. Stress and Health, 34(2), 338–343. https://doi.org/10.1002/smi.2793
  • Raccanello, D., Hall, R., & Burro, R. (2018). Salience of primary and secondary school students’ achievement emotions and perceived antecedents: Interviews on literacy and mathematics domains. Learning and Individual Differences, 65(7), 65–79. https://doi.org/10.1016/j.lindif.2018.05.015
  • Gennari, R., Melonio, A., Raccanello, D., Brondino, M., Dodero, G., Pasini, M., & Torello, S. (2017). Children’s emotions and quality of products in participatory game design. International Journal of Human-Computer Studies, 101, 45–61. https://doi.org/10.1016/j.ijhcs.2017.01.006
  • Raccanello, D., Burro, R., & Hall, R. (2017). Children’s emotional experience two years after an earthquake: An exploration of knowledge of earthquakes and associated emotions. PLoS One, 12(12), e0189633. https://doi.org/10.1371/journal.pone.0189633
  • Raccanello, D., & Gobbo, C. (2015). Understanding coexistence of internal states in children and adults. European Journal of Developmental Psychology, 12(2), 158–176. https://doi.org/10.1080/17405629.2014.972358
  • Raccanello, D., Brondino, M., & De Bernardi, B. (2013). Achievement emotions in elementary, middle, and high school: How do students feel about specific contexts in terms of settings and subject-domains? Scandinavian Journal of Psychology, 54(6), 477484. https://doi.org/10.1111/sjop.12079
  • Gobbo, C., & Raccanello, D. (2011). Personal narratives about states of suffering and wellbeing: Children’s conceptualization in terms of physical and psychological domain. Applied Cognitive Psychology, 25(3), 386–394. https://doi.org/10.1002/acp.1703
  • Gobbo, C., & Raccanello, D. (2007). How children narrate happy and sad events: Does affective state count? Applied Cognitive Psychology, 21(9), 1173–1190. https://doi.org/10.1002/acp.1324

Scientific conferences

  • Burro, R., Vicentini, G., & Raccanello, D. (2020, November 2). Conseguenze psicologiche del COVID-19: Monitoraggio, misurazione e intervento [Keynote address]. Seminario interdisciplinare “Le conseguenze comunicative, sociali, psicologiche e pedagogiche del Covid-19: Problemi e prospettive”, University of Macerata, Macerata, Italy.
  • Raccanello, D., Vicentini, G., & Burro, R. (2020, October 14). COVID-19 and selected aspects of higher education policy – case of Italy. Impacts of COVID-19 pandemic on academic and emotional life of higher educational students in Italy [Paper presentation]. Zoom Workshop with Webinar and Roundtable: “Higher Education Students and COVID-19: Consequences and Policy Implications”, European Liberal Forum, ELF, Ljubljana, Slovenia.
  • Vicentini, G., Brondino, M., Burro, R., & Raccanello, D. (2020, October 7–9). HEMOT®, Helmet for EMOTions: A web application for children on earthquake-related emotional prevention [Paper presentation]. 10th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learning, L’Aquila, Italy.
  • Raccanello, D., Vicentini, G., Barnaba, V., Rocca, E., & Burro, R. (2020, September 15–16). Coronavirus e studenti universitari: Costruzione di una scala per quantificare le strategie di coping in caso di pandemia [Poster presentation]. Giornate di Studio “Emergenza Covid-19. Ricadute evolutive ed educative” AIP, Sezione di Psicologia dello Sviluppo e dell’Educazione, Bari, Italy.
  • Vicentini, G., Raccanello, D., Rocca, E., Barnaba, V., Hall, R., & Burro, R. (2020, September 15–16). Campagna di comunicazione pubblica su coronavirus, emozioni e strategie di coping: Un opuscolo per supportare bambini e adolescenti [Poster presentation]. Giornate di Studio “Emergenza Covid-19. Ricadute evolutive ed educative” AIP, Sezione di Psicologia dello Sviluppo e dell’Educazione, Bari, Italy.
  • Vicentini, G., Raccanello, D., Florit, E., Barnaba, V., Rocca, E., Dal Corso, E., & Burro, R. (2019). A web application on earthquake-related emotional preparedness: The role of achievement emotions [Abstract accepted for poster presentation]. International Conference on Motivation, Dresden, Germany.
  • Brondino, M., Rocca, E., Barnaba, V., Vicentini, G., & Raccanello, D. (2020, January 29). Progetto PrEmT – Quali strategie di coping sono efficaci in caso di disastri naturali? Una meta-analisi su bambini e adolescenti [Poster presentation]. Prima Giornata della Terza Missione del Dipartimento di Scienze Umane, University of Verona, Verona, Italy.
  • Raccanello, D., Burro, R., Brondino, M., Pasini, M., Vicentini, G., Rocca, E., Barnaba, V., & Dal Corso, E. (2020, January 29). Progetto PrEmT – Prevenzione Emotiva e Terremoti nella scuola primaria [Paper presentation]. Prima Giornata della Terza Missione del Dipartimento di Scienze Umane, Università di Verona, Verona, Italia.
  • Vicentini, G., Barnaba, V., Rocca, E., Dal Corso, E., Burro, R., & Raccanello, D. (2019, November 12–14). Uno studio pilota su Prevenzione Emotiva e Terremoti nella scuola primaria (progetto PrEmT): Come potenziare le strategie di regolazione delle emozioni [Paper presentation]. 2nd International Conference on Well-being in Education Systems, Locarno, Switzerland.
  • Brondino, M., Rocca, E., Barnaba, V., & Vicentini, G. (2019, September 23–25). Disastri naturali e strategie di coping: Una meta-analisi su bambini e adolescenti [Poster presentation]. XXXII Congresso Nazionale AIP, Sezione di Psicologia dello Sviluppo e dell’Educazione, Naples, Italy.
  • Vicentini, G., Barnaba, V., Rocca, E., Dal Corso, E., Florit, E., Burro, R., & Raccanello, D. (2019, September 23–25). Leggere nella scuola del XXI secolo: Una web application per la prevenzione emotiva legata ai terremoti (Progetto PrEmT). In C. Tarchi (Chair), Leggere e comprendere testi nella società del XXI secolo [Symposium]. XXXII Congresso Nazionale AIP, Sezione di Psicologia dello Sviluppo e dell’Educazione, Naples, Italy.
  • Raccanello, D., Barnaba, V., & Burro, R. (2019, August 29–September 1). Adults’ representation of children’s emotions and coping strategies related to earthquakes [Paper presentation]. 19th European Congress of Developmental Psychology, Athens, Greece.
  • Raccanello, D., Rocca, E., & Brondino, M. (2019, August 29–September 1). Disaster-related coping strategies: A meta-analysis on children [Paper presentation]. 19th European Congress of Developmental Psychology, Athens, Greece.
  • Ferronato, M., & Raccanello, D. (2017, September 14–16). Emozioni in parole: Un intervento sulla conoscenza delle emozioni di riuscita nella scuola secondaria di primo grado [Poster presentation]. XXX Congresso AIP, Sezione di Psicologia dello Sviluppo e dell’Educazione, Messina, Italy.
  • Raccanello, D., Burro, R., Brondino, M., & Pasini, M. (2016, September 20–22). Impatto emotivo degli attentati terroristici (Parigi 2015 e Bruxelles 2016) su studenti universitari italiani [Poster presentation]. XXII Congresso AIP, Sezione di Psicologia Sperimentale, Rome, Italy.
  • Raccanello, D., Burro, R., Cappello, M., Caprara, D., Cavazza, P., & Mazzola, F. (2016, September 8–10). Che cos’è un terremoto? Conoscenze dei bambini che hanno vissuto il terremoto del 2012 in Emilia Romagna [Poster presentation]. XXIX Congresso AIP, Sezione di Psicologia dello Sviluppo e dell’Educazione, Vicenza, Italy.
  • Raccanello, D., & Ferronato, M. (2016, August 24–27). An intervention program promoting abilities to recognize and use psychological lexicon on achievement emotions with secondary school students [Paper presentation]. 15th International Conference on Motivation, The odyssey to the Ithaca of learning: Motivated persons, challenging contexts, Thessaloniki, Greece.
  • Raccanello, D., Cappello, M., Caprara, D., Cavazza, P., Mazzola, F., & Facco, L. (2015, July 7–10). Emotions associated with earthquakes two years later: The role of personal experience and age for primary school children [Paper presentation]. 14th European Congress of Psychology, Milan, Italy.
  • Gobbo, C., Corona, L., De Bona, G., & Raccanello, D. (2007, November 8–9). Disastro del Vajont: Causalità nei racconti di alcuni sopravvissuti [Poster presentation]. International Conference: Physical and psychological consequences of extreme traumatic experiences, Longarone (BL), Italy.