Daniela Raccanello
Biographic Data
| ID | 2746656 |
|---|---|
| NAME | Daniela Raccanello |
| GIVEN NAMES | Daniela |
| FAMILY NAME | Raccanello |
| SIGNATURE | RACCANELLO D |
| AFFILIATIONS | University of Verona |
| ORCID | 0000-0002-2810-7630 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Emotion Regulation Flexibility Questionnaire
The ability to effectively use different emotion regulation (ER) strategies across situations—i.e., ER flexibility (ERF)—plays a key role in emotional intelligence and social functioning. However, it has rarely been studied in young people, partly due to the lack of age-appropriate measurement instruments. This study investigated children’s perceptions of ERF by adapting an adult scale and proposing the 10-item Emotion Regulation Flexibility Ques…
Improving the Big Five Inventory-2 in an Italian context using Rasch Analysis (BFI-2-R)
The Big Five Inventory-2 (BFI-2) is one of the most used questionnaires to assess personality traits. Its main strength regards the possibility of distinguishing the five traits into 15 facets. Despite its extended usage and validation, there is still room for research to explore its structure and potential. For instance, an examination of the facets through Rasch Analysis (RA) has not been developed yet. We investigated the psychometric properti…
Malleability of emotions
Beliefs about the ability to control emotions are related to emotional and interpersonal outcomes as well as school achievement, and can be shaped through interventions possibly in the early school years. However, they were rarely studied with children, partly for lack of measurement instruments. We investigated elementary school students’ beliefs about malleability of positive and negative emotions by developing the Robust Incremental Beliefs ab…
Self‐Report Questionnaires to Measure Big Five Personality Traits in Children and Adolescents
Personality can be described by referring to the so‐called Big Five traits, that is, Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness. These dimensions contribute to explaining individual differences not only in adults but also in children and adolescents. Although many authors used adult or other‐report instruments to assess the Big Five in young people, others developed or adapted specific self‐report measures for them.…
Development of a Drawing Set for the Achievement Emotions Adjective List (DS-Aeal)
This work investigated the goodness of a Drawing Set for assessing children’s achievement emotions, to be used together with a short form of the Achievement Emotions Adjective List (DS-AEAL). We considered control-value theory as the main theoretical framework. In Study 1, we developed a set of 10 drawings of faces representing enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, sadness, and boredom, involving 259 adults as raters.…
Personality, achievement emotions, and school-related wellbeing in primary and lower-secondary school
Positive and negative intergroup contact
Research has demonstrated that positive intergroup contact improves intergroup relations among children. However, empirical evidence about how positive and negative intergroup contact relates to intergroup outcomes at different ages is scant. By combining theories and empirical evidence in social and developmental psychology, this study aimed to examine positive and negative intergroup contact in a sample of N = 394, 9 and 12‐year‐old Italian chi…
Eighteen Months of Covid-19 Pandemic Through the Lenses of Self or Others
Coping Strategies and Psychological Maladjustment/Adjustment
Preparing children to cope with earthquakes
Natural disasters, including earthquakes, can have a traumatic impact on children's psychological wellbeing and development. The efficacy of interventions aimed at enhancing children's socio‐emotional learning has been documented in the literature. At the same time, these techniques are the key for training children for possible future disasters by enhancing their knowledge about behavioural preparedness and emotional competence. However, researc…
Reading with induced worry
BackgroundAn interplay of emotional and cognitive aspects underlies academic performance. We focused on the contribution of such interplay to text comprehension.AimsWe investigated the effect of worry on comprehension and the role of two potential moderators of this effect: physiological self-regulation as resting heart rate variability (HRV) and working memory updating.SampleEighty-two seventh graders were involved in a quasi-experimental design…
Control and value appraisals and online multiple‐text comprehension in primary school
BACKGROUND: Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations w…
An intervention promoting understanding of achievement emotions with middle school students
This study investigated the efficacy of an evidence-based intervention aimed at enhancing middle school students’ understanding of achievement emotions and their regulation. We used the control-value theory of achievement emotions and ability conception from emotional intelligence as a theoretical framework. Participants were 62 students followed longitudinally from seventh to eighth grade, assigned to an experimental or a control condition. Pre-…
A Rasch Analysis of the School-Related Well-Being (SRW) Scale
Within educational systems, promoting well-being is an essential objective along with traditional aims focused on students' learning. However, scarce attention has been devoted to school-related well-being in the transition from primary to lower secondary school, also for the paucity of brief instruments deputed to measure it. We assessed well-being at school for fourth-graders and seventh-graders, by adapting and validating the Italian version o…
Emotions at primary school
Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well‐being. We involved minority ( n = 63) and majority ( n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger…
Long-term intergenerational transmission of memories of the Vajont disaster
Our findings highlight the processes through which collective memories of historical traumatic events are built over the long term and the way a collective identity develops to bear the burden of highly dramatic events and to transmit intergenerational lessons from the past. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Two neglected moral emotions in university settings
Pride and shame, two moral emotions partially neglected by the literature, can also be categorised as achievement emotions, because of their salience within everyday school and academic life. Our aims were to explore whether they are organised in a setting-specific manner and whether they differ in two settings, learning exam-relevant material and taking exams. Five hundred and forty university students evaluated pride and shame related to the tw…
Emotions at primary school
Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well‐being. We involved minority ( n = 63) and majority ( n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger…
Reading with induced worry
BackgroundAn interplay of emotional and cognitive aspects underlies academic performance. We focused on the contribution of such interplay to text comprehension.AimsWe investigated the effect of worry on comprehension and the role of two potential moderators of this effect: physiological self-regulation as resting heart rate variability (HRV) and working memory updating.SampleEighty-two seventh graders were involved in a quasi-experimental design…
Control and value appraisals and online multiple‐text comprehension in primary school
BACKGROUND: Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations w…
Two neglected moral emotions in university settings
Pride and shame, two moral emotions partially neglected by the literature, can also be categorised as achievement emotions, because of their salience within everyday school and academic life. Our aims were to explore whether they are organised in a setting-specific manner and whether they differ in two settings, learning exam-relevant material and taking exams. Five hundred and forty university students evaluated pride and shame related to the tw…
Long-term intergenerational transmission of memories of the Vajont disaster
Our findings highlight the processes through which collective memories of historical traumatic events are built over the long term and the way a collective identity develops to bear the burden of highly dramatic events and to transmit intergenerational lessons from the past. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
A Rasch Analysis of the School-Related Well-Being (SRW) Scale
Within educational systems, promoting well-being is an essential objective along with traditional aims focused on students' learning. However, scarce attention has been devoted to school-related well-being in the transition from primary to lower secondary school, also for the paucity of brief instruments deputed to measure it. We assessed well-being at school for fourth-graders and seventh-graders, by adapting and validating the Italian version o…
Emotions at primary school
Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well‐being. We involved minority ( n = 63) and majority ( n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger…
An intervention promoting understanding of achievement emotions with middle school students
This study investigated the efficacy of an evidence-based intervention aimed at enhancing middle school students’ understanding of achievement emotions and their regulation. We used the control-value theory of achievement emotions and ability conception from emotional intelligence as a theoretical framework. Participants were 62 students followed longitudinally from seventh to eighth grade, assigned to an experimental or a control condition. Pre-…
Control and value appraisals and online multiple‐text comprehension in primary school
BACKGROUND: Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations w…
Eighteen Months of Covid-19 Pandemic Through the Lenses of Self or Others
Coping Strategies and Psychological Maladjustment/Adjustment
Preparing children to cope with earthquakes
Natural disasters, including earthquakes, can have a traumatic impact on children's psychological wellbeing and development. The efficacy of interventions aimed at enhancing children's socio‐emotional learning has been documented in the literature. At the same time, these techniques are the key for training children for possible future disasters by enhancing their knowledge about behavioural preparedness and emotional competence. However, researc…
Reading with induced worry
BackgroundAn interplay of emotional and cognitive aspects underlies academic performance. We focused on the contribution of such interplay to text comprehension.AimsWe investigated the effect of worry on comprehension and the role of two potential moderators of this effect: physiological self-regulation as resting heart rate variability (HRV) and working memory updating.SampleEighty-two seventh graders were involved in a quasi-experimental design…
Development of a Drawing Set for the Achievement Emotions Adjective List (DS-Aeal)
This work investigated the goodness of a Drawing Set for assessing children’s achievement emotions, to be used together with a short form of the Achievement Emotions Adjective List (DS-AEAL). We considered control-value theory as the main theoretical framework. In Study 1, we developed a set of 10 drawings of faces representing enjoyment, pride, hope, relief, relaxation, anxiety, anger, shame, sadness, and boredom, involving 259 adults as raters.…
Personality, achievement emotions, and school-related wellbeing in primary and lower-secondary school
Positive and negative intergroup contact
Research has demonstrated that positive intergroup contact improves intergroup relations among children. However, empirical evidence about how positive and negative intergroup contact relates to intergroup outcomes at different ages is scant. By combining theories and empirical evidence in social and developmental psychology, this study aimed to examine positive and negative intergroup contact in a sample of N = 394, 9 and 12‐year‐old Italian chi…
Improving the Big Five Inventory-2 in an Italian context using Rasch Analysis (BFI-2-R)
The Big Five Inventory-2 (BFI-2) is one of the most used questionnaires to assess personality traits. Its main strength regards the possibility of distinguishing the five traits into 15 facets. Despite its extended usage and validation, there is still room for research to explore its structure and potential. For instance, an examination of the facets through Rasch Analysis (RA) has not been developed yet. We investigated the psychometric properti…
Malleability of emotions
Beliefs about the ability to control emotions are related to emotional and interpersonal outcomes as well as school achievement, and can be shaped through interventions possibly in the early school years. However, they were rarely studied with children, partly for lack of measurement instruments. We investigated elementary school students’ beliefs about malleability of positive and negative emotions by developing the Robust Incremental Beliefs ab…
Self‐Report Questionnaires to Measure Big Five Personality Traits in Children and Adolescents
Personality can be described by referring to the so‐called Big Five traits, that is, Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness. These dimensions contribute to explaining individual differences not only in adults but also in children and adolescents. Although many authors used adult or other‐report instruments to assess the Big Five in young people, others developed or adapted specific self‐report measures for them.…
The Emotion Regulation Flexibility Questionnaire
The ability to effectively use different emotion regulation (ER) strategies across situations—i.e., ER flexibility (ERF)—plays a key role in emotional intelligence and social functioning. However, it has rarely been studied in young people, partly due to the lack of age-appropriate measurement instruments. This study investigated children’s perceptions of ERF by adapting an adult scale and proposing the 10-item Emotion Regulation Flexibility Ques…
Psychology (14 works) · Developmental psychology (13 works) · Social Psychology (9 works) · Cognitive psychology (5 works) · Education, Achievement, and Giftedness (5 works) · Early Childhood Education and Development (4 works) · Social Psychology (4 works) · Academic achievement (3 works) · Boredom (3 works) · Computer Science (3 works)