Elisabetta Conte

Biographic Data

ID6726251
NAMEElisabetta Conte
GIVEN NAMESElisabetta
FAMILY NAMEConte
SIGNATURECONTE E
AFFILIATIONSUniversity of Milano-Bicocca
ORCID0000-0002-1326-3956
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS6
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Timmy’s Trip to Planet Earth

    Open AccessValeria Cavioni, Elisabetta Conte et al.ARTICLEChildren2025

    The findings suggest that SEE programs can produce meaningful and lasting improvements in children's emotional and social skills across key educational transitions. Teacher training and family involvement likely played a critical role in supporting the program's sustained impact

  • Exploring Stress Factors and Coping Strategies in Italian Teachers after Covid-19

    Open AccessElisabetta Conte, Valeria Cavioni et al.ARTICLEEducation Sciences2024

    Teaching is a mentally and physically demanding profession that can be a source of stress and burnout. The COVID-19 pandemic put further pressure on teachers who had to face sudden challenges, such as online teaching and difficulties in holding students’ attention in virtual environments. Research has demonstrated that the negative effects of stress factors on teachers’ wellbeing can be modulated by coping strategies. This work explores the main …

  • Supporting Preschoolers’ Mental Health and Academic Learning through the PROMEHS Program

    Open AccessElisabetta Conte, Valeria Cavioni et al.ARTICLEChildren2023

    There is compelling evidence that early school intervention programs enhance children's development of life skills, with a positive knock-on effect on their behaviors and academic outcomes. To date, most universal interventions have displayed gains in children's social-emotional competencies with a limited reduction in problem behaviors. This may depend on programs' curricula focused to a greater extent on preschoolers' social-emotional competenc…

  • Social and Emotional Learning and Internalizing Problems among Adolescents

    Open AccessAurora Adina Colomeischi, Andreea Ursu et al.ARTICLEChildren2022

    (1) Background: The high rates of mental disorders in adolescence presented in the literature often exclude internalizing problems. Although there is extensive data on the effectiveness of SEL skills in improving resilience, few studies included evidence in their reports on the relationship between SEL skills and internalizing problems. The present study aims to deepen the understanding of the relationship between SEL, resilience, and internalizi…

  • Adolescent social emotional skills, resilience and behavioral problems during the Covid-19 pandemic

    Open AccessBaiba Martinsone, Ieva Stokenberga et al.ARTICLEFrontiers in Psychiatry2022

    Due to its longitudinal design, sample size, and multi-informant approach, this study adds to a deeper understanding of the pandemic's consequences on adolescents' mental health

  • Let's Talk about Emotions!’. The Effect of Conversational Training on Preschoolers' Emotion Comprehension and Prosocial Orientation

    Open AccessVeronica Ornaghi, Ilaria Grazzani et al.ARTICLESocial Development2014Cited by: 6References: 2

    We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension ( EC ), theory of mind ( ToM ), and prosocial orientation in preschoolers. Seventy‐five 4‐ to 5‐year‐old children ( M age at pre‐test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and control conditions, were pre‐ and post‐tested for verbal ability, EC , false‐belief understanding, and …