Federica Andrei
Biographic Data
| ID | 6517135 |
|---|---|
| NAME | Federica Andrei |
| GIVEN NAMES | Federica |
| FAMILY NAME | Andrei |
| SIGNATURE | ANDREI F |
| AFFILIATIONS | University of Bologna |
| ORCID | 0000-0001-6277-3875 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Differences between children's self-reports and teacher ratings of emotional intelligence and anxiety
Teachers play a crucial role in supporting children's socio-emotional development, yet their evaluations of emotional functioning may be influenced by academic achievement and classroom behavior. This study examined cross-informant differences between children's self-reported trait Emotional Intelligence (trait EI) and scholastic anxiety, and teacher ratings of the same constructs, while also considering the role of academic grades. Participants …
Developing an Evaluation Grid for the “Drawn Stories Technique”
Since the first development of psychology, drawing has been considered a useful tool to understand an individual's development and personality. The graphic method has been regarded as a valuable means of expressing not only personality traits but also a child's emotions and the emotional tone they "invest" in the surrounding environment. However, empirical evaluations have raised substantial doubts about the reliability and validity of this kind …
Emotional and Social Intelligences as Predictors of Scholastic Anxiety, Depression, and Academic Results in Primary School Children
Internalizing symptoms emerge early and can negatively affect engagement and achievement during the primary-school years. At the same time, children's socio-emotional competencies may shape how they appraise and regulate school-related stress. This cross-sectional study tested whether Trait Emotional Intelligence (trait EI) and Social Intelligence (SI) are associated with anxiety and depressive symptoms and academic/behavioral outcomes, and wheth…
Quality of Life and Job Loss during the Covid-19 Pandemic
This study contributes to the knowledge on the effects of the COVID-19 pandemic by examining a moderated mediation model in which the impact of job loss over quality of life (QoL) is mediated by hopelessness and moderated by trait emotional intelligence (trait EI). Data were collected from a large nationally representative Italian sample of adult workers ( N = 1610), who completed a series of anonymous online questionnaires. Total, direct and ind…
Emotional Competence in Primary School Children
Emotional competence (EC) is a key component of children’s psychological, cognitive, and social development, and it is a central element of learning. The primary goal of this study was to evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children’s emotional competence (EC), quality of integration and scholastic skills. A total of 229 children (123 females; M Age = 7.22 years; SD = 0.97 years) c…
Emotion Recognition of Facial Expressions Presented in Profile
Frontally presented facial expressions of fear, anger, and sadness were significantly better recognized than facial expressions of the same emotions in profile while no differences were found in the recognition of the other emotions. Longer viewing times were also found when faces expressing fear and anger were presented in profile. In the present study, an impairment in recognition accuracy was observed only for those emotions which rely mostly …
The Focal Play Therapy
The present study aims to investigate the outcomes of the Focal Play Therapy with Children and Parents (FPT-CP) in terms of parent–therapist alliance, parent–child interactions, and parenting stress. Thirty parental couples (N = 60; 30 mothers and 30 fathers) and their children presenting behavioral, evacuation and eating disorders took part to the study. Through a multi-method longitudinal approach, data were collected at two time points (first …
Characteristics of Early Mother–Infant and Father–Infant Interactions
This study aims to describe parents' and infant's interactive styles after assisted reproduction treatments (ART), to compare them with parent-infant interactions after spontaneous conception (SC), and to assess the effect of specific ART variables (cause of infertility, treatment type, and previous ART attempts) on interaction quality. The sample included 25 ART conceiving couples and 31 SC couples with their 3-months-old babies. Free parent-inf…
The Trait Emotional Intelligence Questionnaire
This study investigated the structure and validity of the Italian translation of the Trait Emotional Intelligence Questionnaire. Data were self-reported from 227 participants. Confirmatory factor analysis supported the four-factor structure of the scale. Hierarchical regressions also demonstrated its incremental validity beyond demographics, the Big Five, emotion regulation strategies, and self-enhancement
The Trait Emotional Intelligence Questionnaire
This study investigated the structure and validity of the Italian translation of the Trait Emotional Intelligence Questionnaire. Data were self-reported from 227 participants. Confirmatory factor analysis supported the four-factor structure of the scale. Hierarchical regressions also demonstrated its incremental validity beyond demographics, the Big Five, emotion regulation strategies, and self-enhancement
The Trait Emotional Intelligence Questionnaire
This study investigated the structure and validity of the Italian translation of the Trait Emotional Intelligence Questionnaire. Data were self-reported from 227 participants. Confirmatory factor analysis supported the four-factor structure of the scale. Hierarchical regressions also demonstrated its incremental validity beyond demographics, the Big Five, emotion regulation strategies, and self-enhancement
The Focal Play Therapy
The present study aims to investigate the outcomes of the Focal Play Therapy with Children and Parents (FPT-CP) in terms of parent–therapist alliance, parent–child interactions, and parenting stress. Thirty parental couples (N = 60; 30 mothers and 30 fathers) and their children presenting behavioral, evacuation and eating disorders took part to the study. Through a multi-method longitudinal approach, data were collected at two time points (first …
Characteristics of Early Mother–Infant and Father–Infant Interactions
This study aims to describe parents' and infant's interactive styles after assisted reproduction treatments (ART), to compare them with parent-infant interactions after spontaneous conception (SC), and to assess the effect of specific ART variables (cause of infertility, treatment type, and previous ART attempts) on interaction quality. The sample included 25 ART conceiving couples and 31 SC couples with their 3-months-old babies. Free parent-inf…
Emotion Recognition of Facial Expressions Presented in Profile
Frontally presented facial expressions of fear, anger, and sadness were significantly better recognized than facial expressions of the same emotions in profile while no differences were found in the recognition of the other emotions. Longer viewing times were also found when faces expressing fear and anger were presented in profile. In the present study, an impairment in recognition accuracy was observed only for those emotions which rely mostly …
Quality of Life and Job Loss during the Covid-19 Pandemic
This study contributes to the knowledge on the effects of the COVID-19 pandemic by examining a moderated mediation model in which the impact of job loss over quality of life (QoL) is mediated by hopelessness and moderated by trait emotional intelligence (trait EI). Data were collected from a large nationally representative Italian sample of adult workers ( N = 1610), who completed a series of anonymous online questionnaires. Total, direct and ind…
Emotional Competence in Primary School Children
Emotional competence (EC) is a key component of children’s psychological, cognitive, and social development, and it is a central element of learning. The primary goal of this study was to evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children’s emotional competence (EC), quality of integration and scholastic skills. A total of 229 children (123 females; M Age = 7.22 years; SD = 0.97 years) c…
Developing an Evaluation Grid for the “Drawn Stories Technique”
Since the first development of psychology, drawing has been considered a useful tool to understand an individual's development and personality. The graphic method has been regarded as a valuable means of expressing not only personality traits but also a child's emotions and the emotional tone they "invest" in the surrounding environment. However, empirical evaluations have raised substantial doubts about the reliability and validity of this kind …
Emotional and Social Intelligences as Predictors of Scholastic Anxiety, Depression, and Academic Results in Primary School Children
Internalizing symptoms emerge early and can negatively affect engagement and achievement during the primary-school years. At the same time, children's socio-emotional competencies may shape how they appraise and regulate school-related stress. This cross-sectional study tested whether Trait Emotional Intelligence (trait EI) and Social Intelligence (SI) are associated with anxiety and depressive symptoms and academic/behavioral outcomes, and wheth…
Differences between children's self-reports and teacher ratings of emotional intelligence and anxiety
Teachers play a crucial role in supporting children's socio-emotional development, yet their evaluations of emotional functioning may be influenced by academic achievement and classroom behavior. This study examined cross-informant differences between children's self-reported trait Emotional Intelligence (trait EI) and scholastic anxiety, and teacher ratings of the same constructs, while also considering the role of academic grades. Participants …
Developmental psychology (7 works) · Psychology (7 works) · Clinical Psychology (6 works) · Clinical Psychology (5 works) · Emotional intelligence (5 works) · Emotional Intelligence and Performance (4 works) · Psychiatry (4 works) · Trait (4 works) · Anxiety (3 works) · Early Childhood Education and Development (3 works)