Manja Veldin
Biographic Data
| ID | 4415155 |
|---|---|
| NAME | Manja Veldin |
| GIVEN NAMES | Manja |
| FAMILY NAME | Veldin |
| SIGNATURE | VELDIN M |
| AFFILIATIONS | Educational Research Institute |
| ORCID | 0000-0002-2212-4878 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Predictors of adolescent well-being during school closures
Introduction The COVID-19 pandemic and prolonged school closures disrupted students’ daily lives, exacerbated existing challenges, and negatively impacted adolescent well-being. Methods This study identifies predictors of adolescent well-being during school closures by combining a systematic review of international research with a secondary analysis of data from a representative sample of Slovenian students (who experienced some of the longest sc…
“I Somehow Survived… but I Will Never Do It Again”
Five years after the COVID-19 pandemic, namely, the biggest disruption to education in the last century, this article provides insights into the consequences it holds for teachers' well-being, their (non)preparedness for and support needed in any such future disruptions in Slovenia. By utilising the Job Demands-Resources Model, insights are provided concerning job demands (stress) and job resources (support) on different levels (individual, micro…
What Makes Me Happy and what Worries Me? A Cross-national Comparison of Stressors and Resources for Stress Relief Among Youth
Numerous evidence-based programs aim to promote youth mental health. Unfortunately, however, they often fail to engage the target group and lack cultural sensitivity. The present study addresses these issues by using a participatory approach to look at variations of stressors and resources for stress relief among students (12-15 years) in three European countries. Two participatory workshops were conducted in three schools in Austria, Poland and …
The mediating effect of student-teacher relationships for the relationship between empathy and aggression
Teachers’ Social and Emotional Competencies
IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical \nfindings on its importance for teachers, students and schools. The importance of social \nand emotional learning in school settings has been a central focus of research for the last 30 \nyears. The development of teachers’ social and emotional competencies has been an essential \nfactor for improving social and emotional learning of students. Only w…
No prominent works on this page.
The mediating effect of student-teacher relationships for the relationship between empathy and aggression
Teachers’ Social and Emotional Competencies
IN ENGLISH: The present paper focuses on social and emotional learning, and highlights empirical \nfindings on its importance for teachers, students and schools. The importance of social \nand emotional learning in school settings has been a central focus of research for the last 30 \nyears. The development of teachers’ social and emotional competencies has been an essential \nfactor for improving social and emotional learning of students. Only w…
What Makes Me Happy and what Worries Me? A Cross-national Comparison of Stressors and Resources for Stress Relief Among Youth
Numerous evidence-based programs aim to promote youth mental health. Unfortunately, however, they often fail to engage the target group and lack cultural sensitivity. The present study addresses these issues by using a participatory approach to look at variations of stressors and resources for stress relief among students (12-15 years) in three European countries. Two participatory workshops were conducted in three schools in Austria, Poland and …
Predictors of adolescent well-being during school closures
Introduction The COVID-19 pandemic and prolonged school closures disrupted students’ daily lives, exacerbated existing challenges, and negatively impacted adolescent well-being. Methods This study identifies predictors of adolescent well-being during school closures by combining a systematic review of international research with a secondary analysis of data from a representative sample of Slovenian students (who experienced some of the longest sc…
“I Somehow Survived… but I Will Never Do It Again”
Five years after the COVID-19 pandemic, namely, the biggest disruption to education in the last century, this article provides insights into the consequences it holds for teachers' well-being, their (non)preparedness for and support needed in any such future disruptions in Slovenia. By utilising the Job Demands-Resources Model, insights are provided concerning job demands (stress) and job resources (support) on different levels (individual, micro…
COVID-19 and Mental Health (3 works) · Psychology (3 works) · Social Psychology (3 works) · Clinical Psychology (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Pandemic (2 works) · Psychological intervention (2 works) · Stressor (2 works) · Aggression (1 work)