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    Italian teachers’ emotional styles and burnout when using educational technology
    (Progedit, 2024) Ritella, Giuseppe; Crescenzo, Pietro; Bulut, Sefa; Sansone, Nadia; Annese, Susanna; Ligorio, Maria Beatrice; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    The main aim of this study is to analyze the relationship between the use of Educational Technology (ET), the development of Burnout Syndrome (BOS), the teachers’ Emotional Styles (ES), and their biographies. A non-probabilistic convenience sample of 379 teachers completed an online survey on the three dimensions above mentioned. Descriptive statistics together with the Mann-Whitney U test, the Kruskal-Wallis test, and linear regression models were used to analyze the data. The results revealed that 2.6% teachers are at risk for BOS while use of ET had no impact on BOS. Certain biographical dimensions and ESs predicted teachers’ ET use. Based on the analysis, the authors conclude that studying how emotional and personal aspects influence the relationship between teachers and technologies can be useful to prepare teachers for innovating their practice.
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    Students’ emotions in socio-constructivist approaches: Comparing experiences at different Italian school levels
    (SpringerLink, 2023) Crescenzo, Pietro; Ritella, Giuseppe; Sansone, Nadia; Bulut, Sefa; Bulut, Sefa; Annese, Susanna; Ligorio, Maria Beatrice; Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
    Emotions are becoming increasingly central in education research. The research shows a deep gap concerning emotions triggered by socio-constructivist approaches where learning occurs through social interaction, peer-work, group work, and learning activities based on building ideas or concrete objects. The specifc emotions emerging in such contexts are still under-researched. To address this gap, this study frst reviews how emotions are currently conceptualized and studied. We then present excerpts from several of our studies to analyze the specifc emotional processes that emerge in relation to socio-constructivist educational activities. The main objective is to understand what emotions are elicited in students when participating in educational socio-constructivist activities. Several school levels are involved—middle school, high school, and university—to fnd common emotion. Five “socio-constructivist emotions” were singled out: emotion fuidity, discovering new parts of the self, pleasure of learning, value of the group, and crossing space–time boundaries. The paper discusses each of them with a qualitative analysis of excerpts extracted from the data available. The paper ends by discussing the theoretical and practical implications of this analysis.