对旨在建立儿童情绪韧性以对抗与未来地震相关的心理创伤的干预措施知之甚少。然而,自然灾害可能会对儿童的心理功能造成严重的创伤性影响。因此,在小学项目的情感预防和地震中,我们开发了一个名为HEMOT®(EMOTions头盔)的促进地震相关情绪准备的Web应用程序。我们研究了成就情绪作为与使用Web应用程序学习相关的因素的作用,与控制价值理论的假设相一致。我们还考虑了班级水平和性别。我们涉及64名二年级和四年级学生,他们使用了一个专注于地震相关知识的九级网络应用程序,情感,和情绪调节。我们评估了儿童的数字自我概念,在Web应用程序中学习(操作为数字文本理解),与应用相关的成就情绪,和文本理解。我们通过线性和广义线性模型分析数据,和路径分析。首先,我们的发现记录了一些检查结构的类别差异:与年龄较大的孩子相比,年龄较小的孩子的自豪感更高,而与年轻学生相比,年龄较大的学生的数字表现更高。第二,数字自我概念与应用程序相关的骄傲和放松正相关。反过来,骄傲,放松,和悲伤,还有文本理解,与数字性能有关。除了一些例外,这些关系符合控制价值理论的假设,将其扩展到当前文献中忽略的上下文。这些知识是发展进一步干预措施的第一步,培养儿童的资源,以促进与情绪准备相关的学习。
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® (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.