Sara Scrimin
Dados Biográficos
| ID | 147785 |
|---|---|
| NOME | Sara Scrimin |
| PRENOMES | Sara |
| SOBRENOME | Scrimin |
| ASSINATURA | SCRIMIN S |
| AFILIAÇÕES | University of Padua |
| ORCID | 0000-0001-6290-322X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 69 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Affect and conceptual learning in indoor and green outdoor school environments
BACKGROUND: Research on the role of the physical school environment in areas other than educational psychology has documented the benefits of exposure to nature for cognitive and emotional functioning. Positive effects have been indicated not only after a break in nature in mentally fatigued students but also in students who did not have depleted mental resources when performing cognitive tasks in a green area. AIMS: We investigated the impact of…
“Just put them in a group?” Teaching cooperation in childhood
BACKGROUNDS: Cooperation is a core social skill essential for learning and citizenship, yet spontaneous cooperation in group settings cannot be taken for granted. AIMS: This study investigates whether a structured, technology-supported Cooperative Learning (CL) intervention can foster greater levels of observable cooperative behaviour in primary and middle school students. SAMPLE: A total of 36 classes (containing 577 students ages 8-12) were ran…
Unraveling teacher stress
Examining the learning benefits of school lessons in green spaces
In areas other than education, research has documented the cognitive benefits of both long-term exposure to nature surrounding homes and schools, and short-term exposure during recess time after depletion of mental resources. In two educational studies we were interested in the impact of exposure to nature during a regular school lesson on complex content, not a green break as in previous research. We compared a lesson taught in a green area outs…
Advancing Social and Emotional Skills Through Tech‐Supported Cooperative Learning in Primary and Middle Schools
Social and Emotional Skills (SES) are key to students' academic and personal development. This study explores the effectiveness of a technology‐supported Cooperative Learning (CL) intervention in promoting SES among primary and middle school students in Italy. A quasi‐experimental design was used, involving 36 classes randomly assigned to either the intervention or a waitlist control group. Teachers in the intervention received training on CL and…
Cooperative Hearts
Early adolescence is a critical period characterized by challenges and increased peer interactions. The literature presents conflicting findings on the relationship between stress and prosocial behaviors, with no data on perceived ongoing stress and cooperation. Additionally, the protective role of Cardiac Vagal Tone (CVT), a biological marker of self-regulation, has not been studied in this context. This study aims to fill this gap by examining …
Cooperation in primary school children
Cooperation is crucial in classrooms for positive interactions among pupils, but the factors influencing children’s cooperative behaviors remain debated. This study explores the impact of cardiac vagal tone (CVT), a measure of physiological self-regulation, and cognitive control on cooperation among 109 primary school students. Heart rate variability was used to assess self-regulation, and cognitive control was evaluated through an AX-Continuous …
Sensitive children’s attention and emotional response to student-teacher interactions
Traumatic stress symptoms in civilians after the 2020 Nagorno-Karabakh war
Exposure to war is linked to negative mental health outcomes. Self-compassion and emotional intelligence may foster post-war adjustment processes differently depending on the time since the event happened. This study examines post-traumatic stress symptoms (PTSS) in civilians exposed to the 2020 Nagorno-Karabakh war shortly after and 6 months post-conflict, while investigating self-compassion and emotional intelligence's protective role. War-expo…
Improvement in parasympathetic regulation is associated with engagement in classroom activity in primary school children experiencing poor classroom climate
BackgroundSelf-regulation promotes engagement within the classroom. At a physiological level, a good indicator of the ability of the system to self-regulate is cardiac vagal tone (CVT).AimsThe present study aims to assess children's change over time (1 year) in their parasympathetic regulation (by way of CVT) in response to a social and cognitive stressor. Moreover, it addresses whether, if present, this change over time in regulation influences …
Children’s Attentional Processes in Outdoor and Indoor Environments
Previous research has documented that exposure to green spaces has the beneficial effects of attention restoration and stress reduction. This study investigated the effects of indoor (classroom) and outdoor (green school garden) environments on attentional processes in interaction with emotion and physiological self-regulation. Children in third and fourth grades ( n = 42) completed a school-related emotional Stroop task assessing the effects of …
Psychophysiological Regulation and Classroom Climate Influence First and Second Graders’ Well-Being
This study examines the associations between physical and emotional well-being and classroom climate, cardiac vagal response, and body mass index (BMI) in a sample of 6- to-8-year-olds. Specifically, we expected a direct link between classroom climate, vagal withdrawal, BMI and children’s physical and emotional comfort. Furthermore, we explored whether these individual and environmental characteristics influenced well-being in an interactive fash…
Association between Exposure to Particulate Matter during Pregnancy and Multidimensional Development in School-Age Children
Air pollutants can potentially affect the development of children. However, data on the effect of exposure to air pollution during pregnancy and developmental outcomes in school children are rare. We investigated the link between prenatal exposure to particulate matters smaller than 10 microns (PM 10 ) and the development of school-age children in multiple domains. Cross-sectional data were collected in Italy between 2013 and 2014. Children aged …
Physiological responses to a school task
BACKGROUND: To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it. AIMS: To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relati…
Environmental sensitivity and cardiac vagal tone as moderators of the relationship between family support and well-being in low SES children
This cross-sectional study explored whether the association between perceived family support and child well-being was moderated by the individual trait of Environmental Sensitivity (the ability to register, process, and respond to stimuli) and cardiac vagal tone (CVT, an index of self-regulation) in a sample of children living in socioeconomically disadvantaged families. Participating children ( N = 131, Mage = 7.20 years, 47% boys) were individu…
Emotional Awareness Moderates the Association Between Discrimination and Emotional-Behavioral Problems
The present study used a sample of Chinese rural-to-urban migrants in early adolescence to examine whether emotional awareness (EA) moderated the expected association between status-based discrimination and emotional-behavioral problems and whether patterns of associations differed across informants (self-report vs. teacher-report). A total of 169 migrant early adolescents (46.1% girls, age: 10-13 years) living in Shanghai completed self-report m…
First‐graders’ allocation of attentional resources in an emotional Stroop task
BACKGROUND: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance. AIMS: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' sel…
Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance
This study investigated early adolescents’ psychophysiological response to a school-related stressor (SRS) as indexed by heart rate variability and examined the unique and interactive effects of heart rate variability and temperament on academic achievement. A total of 91 seventh graders watched an SRS video-clip while their heart rate variability was registered. Temperament and grades were also assessed. Heart rate variability decreased from bas…
Media exposure to terrorism and people's risk perception
Terrorist attacks have a destabilizing impact on the general population, causing distress and fear. However, not all individuals are equally susceptible to the effects of terror threat. This study aimed to examine whether exposure to terrorism‐related pictures interacted with individual differences in environmental sensitivity and psychophysiological response to stress to explain people's risk perception, operationalized as perceived likelihood o…
Attentional Bias for Academic Stressors and Classroom Climate Predict Adolescents’ Grades and Socioemotional Functioning
Using a dot-probe detection task, this longitudinal study investigated whether adolescents show an attentional bias for academic stressors at the beginning of the school year (T1), and if such allocation of attention interacts with classroom climate (CC) to predict grades and socioemotional functioning at the end of the term (T2). Among 133 eighth-graders, the majority showed a perceptual bias toward academic threats. Regression analyses indicate…
Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors
BackgroundPrevious research indicates that children can display different attention allocation patterns in response to threat. However, data are lacking on the possible existence of an attentional bias in response to academic stressors, and whether variables related to school well-being (SWB) and students' individual characteristics may influence such attentional patterns.AimWe aimed to investigate whether students show an attentional bias for sc…
Does mood influence text processing and comprehension? Evidence from an eye-movement study
BackgroundPrevious research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension.AimWe aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences onli…
Socio-ecological correlates of mental health among ethnic minorities in areas of political conflict
Children and youths living in areas of political conflict are at increased risk of mental health problems, but little is known about psychosocial adjustment among ethnic minorities living in war-afflicted settings. This cross-sectional study used an ecological approach to investigate the unique contributions of child, family/social, and minority related factors as well as traumatic exposure and perceived discrimination to the mental health of 167…
Parenting Stress and Externalizing Behavior Symptoms in Children
Trauma reminders and PTSD symptoms in children three years after a terrorist attack in Beslan
Social support, sense of community, collectivistic values, and depressive symptoms in adolescent survivors of the 2004 Beslan terrorist attack
Narratives from caregivers of children surviving the terrorist attack in Beslan
Does mood influence text processing and comprehension? Evidence from an eye-movement study
BackgroundPrevious research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension.AimWe aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences onli…
Emotional Awareness Moderates the Association Between Discrimination and Emotional-Behavioral Problems
The present study used a sample of Chinese rural-to-urban migrants in early adolescence to examine whether emotional awareness (EA) moderated the expected association between status-based discrimination and emotional-behavioral problems and whether patterns of associations differed across informants (self-report vs. teacher-report). A total of 169 migrant early adolescents (46.1% girls, age: 10-13 years) living in Shanghai completed self-report m…
First‐graders’ allocation of attentional resources in an emotional Stroop task
BACKGROUND: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance. AIMS: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' sel…
Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance
This study investigated early adolescents’ psychophysiological response to a school-related stressor (SRS) as indexed by heart rate variability and examined the unique and interactive effects of heart rate variability and temperament on academic achievement. A total of 91 seventh graders watched an SRS video-clip while their heart rate variability was registered. Temperament and grades were also assessed. Heart rate variability decreased from bas…
Trauma reminders and PTSD symptoms in children three years after a terrorist attack in Beslan
Improvement in parasympathetic regulation is associated with engagement in classroom activity in primary school children experiencing poor classroom climate
BackgroundSelf-regulation promotes engagement within the classroom. At a physiological level, a good indicator of the ability of the system to self-regulate is cardiac vagal tone (CVT).AimsThe present study aims to assess children's change over time (1 year) in their parasympathetic regulation (by way of CVT) in response to a social and cognitive stressor. Moreover, it addresses whether, if present, this change over time in regulation influences …
Environmental sensitivity and cardiac vagal tone as moderators of the relationship between family support and well-being in low SES children
This cross-sectional study explored whether the association between perceived family support and child well-being was moderated by the individual trait of Environmental Sensitivity (the ability to register, process, and respond to stimuli) and cardiac vagal tone (CVT, an index of self-regulation) in a sample of children living in socioeconomically disadvantaged families. Participating children ( N = 131, Mage = 7.20 years, 47% boys) were individu…
Attentional Bias for Academic Stressors and Classroom Climate Predict Adolescents’ Grades and Socioemotional Functioning
Using a dot-probe detection task, this longitudinal study investigated whether adolescents show an attentional bias for academic stressors at the beginning of the school year (T1), and if such allocation of attention interacts with classroom climate (CC) to predict grades and socioemotional functioning at the end of the term (T2). Among 133 eighth-graders, the majority showed a perceptual bias toward academic threats. Regression analyses indicate…
Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors
BackgroundPrevious research indicates that children can display different attention allocation patterns in response to threat. However, data are lacking on the possible existence of an attentional bias in response to academic stressors, and whether variables related to school well-being (SWB) and students' individual characteristics may influence such attentional patterns.AimWe aimed to investigate whether students show an attentional bias for sc…
Socio-ecological correlates of mental health among ethnic minorities in areas of political conflict
Children and youths living in areas of political conflict are at increased risk of mental health problems, but little is known about psychosocial adjustment among ethnic minorities living in war-afflicted settings. This cross-sectional study used an ecological approach to investigate the unique contributions of child, family/social, and minority related factors as well as traumatic exposure and perceived discrimination to the mental health of 167…
Recognition of facial expressions of mixed emotions in school-age children exposed to terrorism
This exploratory study aims at investigating the effects of terrorism on children's ability to recognize emotions. A sample of 101 exposed and 102 nonexposed children (mean age = 11 years), balanced for age and gender, were assessed 20 months after a terrorist attack in Beslan, Russia. Two trials controlled for children's ability to match a facial emotional stimulus with an emotional label and their ability to match an emotional label with an emo…
Physiological responses to a school task
BACKGROUND: To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it. AIMS: To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relati…
Media exposure to terrorism and people's risk perception
Terrorist attacks have a destabilizing impact on the general population, causing distress and fear. However, not all individuals are equally susceptible to the effects of terror threat. This study aimed to examine whether exposure to terrorism‐related pictures interacted with individual differences in environmental sensitivity and psychophysiological response to stress to explain people's risk perception, operationalized as perceived likelihood o…
Narratives from caregivers of children surviving the terrorist attack in Beslan
Recognition of facial expressions of mixed emotions in school-age children exposed to terrorism
This exploratory study aims at investigating the effects of terrorism on children's ability to recognize emotions. A sample of 101 exposed and 102 nonexposed children (mean age = 11 years), balanced for age and gender, were assessed 20 months after a terrorist attack in Beslan, Russia. Two trials controlled for children's ability to match a facial emotional stimulus with an emotional label and their ability to match an emotional label with an emo…
Social support, sense of community, collectivistic values, and depressive symptoms in adolescent survivors of the 2004 Beslan terrorist attack
Trauma reminders and PTSD symptoms in children three years after a terrorist attack in Beslan
Parenting Stress and Externalizing Behavior Symptoms in Children
Socio-ecological correlates of mental health among ethnic minorities in areas of political conflict
Children and youths living in areas of political conflict are at increased risk of mental health problems, but little is known about psychosocial adjustment among ethnic minorities living in war-afflicted settings. This cross-sectional study used an ecological approach to investigate the unique contributions of child, family/social, and minority related factors as well as traumatic exposure and perceived discrimination to the mental health of 167…
Does mood influence text processing and comprehension? Evidence from an eye-movement study
BackgroundPrevious research has indicated that mood influences cognitive processes. However, there is scarce data regarding the link between everyday emotional states and readers' text processing and comprehension.AimWe aim to extend current research on the effects of mood induction on science text processing and comprehension, using eye-tracking methodology. We investigated whether a positive-, negative-, and neutral-induced mood influences onli…
Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors
BackgroundPrevious research indicates that children can display different attention allocation patterns in response to threat. However, data are lacking on the possible existence of an attentional bias in response to academic stressors, and whether variables related to school well-being (SWB) and students' individual characteristics may influence such attentional patterns.AimWe aimed to investigate whether students show an attentional bias for sc…
Attentional Bias for Academic Stressors and Classroom Climate Predict Adolescents’ Grades and Socioemotional Functioning
Using a dot-probe detection task, this longitudinal study investigated whether adolescents show an attentional bias for academic stressors at the beginning of the school year (T1), and if such allocation of attention interacts with classroom climate (CC) to predict grades and socioemotional functioning at the end of the term (T2). Among 133 eighth-graders, the majority showed a perceptual bias toward academic threats. Regression analyses indicate…
Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance
This study investigated early adolescents’ psychophysiological response to a school-related stressor (SRS) as indexed by heart rate variability and examined the unique and interactive effects of heart rate variability and temperament on academic achievement. A total of 91 seventh graders watched an SRS video-clip while their heart rate variability was registered. Temperament and grades were also assessed. Heart rate variability decreased from bas…
Media exposure to terrorism and people's risk perception
Terrorist attacks have a destabilizing impact on the general population, causing distress and fear. However, not all individuals are equally susceptible to the effects of terror threat. This study aimed to examine whether exposure to terrorism‐related pictures interacted with individual differences in environmental sensitivity and psychophysiological response to stress to explain people's risk perception, operationalized as perceived likelihood o…
Emotional Awareness Moderates the Association Between Discrimination and Emotional-Behavioral Problems
The present study used a sample of Chinese rural-to-urban migrants in early adolescence to examine whether emotional awareness (EA) moderated the expected association between status-based discrimination and emotional-behavioral problems and whether patterns of associations differed across informants (self-report vs. teacher-report). A total of 169 migrant early adolescents (46.1% girls, age: 10-13 years) living in Shanghai completed self-report m…
First‐graders’ allocation of attentional resources in an emotional Stroop task
BACKGROUND: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance. AIMS: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' sel…
Psychophysiological Regulation and Classroom Climate Influence First and Second Graders’ Well-Being
This study examines the associations between physical and emotional well-being and classroom climate, cardiac vagal response, and body mass index (BMI) in a sample of 6- to-8-year-olds. Specifically, we expected a direct link between classroom climate, vagal withdrawal, BMI and children’s physical and emotional comfort. Furthermore, we explored whether these individual and environmental characteristics influenced well-being in an interactive fash…
Association between Exposure to Particulate Matter during Pregnancy and Multidimensional Development in School-Age Children
Air pollutants can potentially affect the development of children. However, data on the effect of exposure to air pollution during pregnancy and developmental outcomes in school children are rare. We investigated the link between prenatal exposure to particulate matters smaller than 10 microns (PM 10 ) and the development of school-age children in multiple domains. Cross-sectional data were collected in Italy between 2013 and 2014. Children aged …
Physiological responses to a school task
BACKGROUND: To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it. AIMS: To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relati…
Environmental sensitivity and cardiac vagal tone as moderators of the relationship between family support and well-being in low SES children
This cross-sectional study explored whether the association between perceived family support and child well-being was moderated by the individual trait of Environmental Sensitivity (the ability to register, process, and respond to stimuli) and cardiac vagal tone (CVT, an index of self-regulation) in a sample of children living in socioeconomically disadvantaged families. Participating children ( N = 131, Mage = 7.20 years, 47% boys) were individu…
Children’s Attentional Processes in Outdoor and Indoor Environments
Previous research has documented that exposure to green spaces has the beneficial effects of attention restoration and stress reduction. This study investigated the effects of indoor (classroom) and outdoor (green school garden) environments on attentional processes in interaction with emotion and physiological self-regulation. Children in third and fourth grades ( n = 42) completed a school-related emotional Stroop task assessing the effects of …
Improvement in parasympathetic regulation is associated with engagement in classroom activity in primary school children experiencing poor classroom climate
BackgroundSelf-regulation promotes engagement within the classroom. At a physiological level, a good indicator of the ability of the system to self-regulate is cardiac vagal tone (CVT).AimsThe present study aims to assess children's change over time (1 year) in their parasympathetic regulation (by way of CVT) in response to a social and cognitive stressor. Moreover, it addresses whether, if present, this change over time in regulation influences …
Cooperation in primary school children
Cooperation is crucial in classrooms for positive interactions among pupils, but the factors influencing children’s cooperative behaviors remain debated. This study explores the impact of cardiac vagal tone (CVT), a measure of physiological self-regulation, and cognitive control on cooperation among 109 primary school students. Heart rate variability was used to assess self-regulation, and cognitive control was evaluated through an AX-Continuous …
Sensitive children’s attention and emotional response to student-teacher interactions
Traumatic stress symptoms in civilians after the 2020 Nagorno-Karabakh war
Exposure to war is linked to negative mental health outcomes. Self-compassion and emotional intelligence may foster post-war adjustment processes differently depending on the time since the event happened. This study examines post-traumatic stress symptoms (PTSS) in civilians exposed to the 2020 Nagorno-Karabakh war shortly after and 6 months post-conflict, while investigating self-compassion and emotional intelligence's protective role. War-expo…
Unraveling teacher stress
Examining the learning benefits of school lessons in green spaces
In areas other than education, research has documented the cognitive benefits of both long-term exposure to nature surrounding homes and schools, and short-term exposure during recess time after depletion of mental resources. In two educational studies we were interested in the impact of exposure to nature during a regular school lesson on complex content, not a green break as in previous research. We compared a lesson taught in a green area outs…
Advancing Social and Emotional Skills Through Tech‐Supported Cooperative Learning in Primary and Middle Schools
Social and Emotional Skills (SES) are key to students' academic and personal development. This study explores the effectiveness of a technology‐supported Cooperative Learning (CL) intervention in promoting SES among primary and middle school students in Italy. A quasi‐experimental design was used, involving 36 classes randomly assigned to either the intervention or a waitlist control group. Teachers in the intervention received training on CL and…
Psychology (24 obras) · Developmental psychology (20 obras) · Clinical Psychology (12 obras) · Medicine (11 obras) · Child and Adolescent Psychosocial and Emotional Development (10 obras) · Social Psychology (10 obras) · Clinical Psychology (9 obras) · Psychiatry (8 obras) · Cognition (7 obras) · Heart Rate Variability and Autonomic Control (7 obras)