The teacher reflective functioning questionnaire
Assessing mentalization in a large sample of Italian teachers
Bibliographic Data
| ID | 21626460 |
|---|---|
| Authors | Francesco Cerciello (0000-0001-8341-2796, Università degli Studi Internazionali di Roma), Gelsomina Cecere (Università degli Studi Internazionali di Roma), Ilaria La Penna (Università degli Studi Internazionali di Roma), Clara Esposito (0000-0001-5780-610X, San Raffaele University of Rome), Luigia Simona Sica (0000-0001-5587-8097, Federico II University Hospital), Alessandro Frolli (0000-0002-2784-2887, Università degli Studi Internazionali di Roma, corresponding author) |
| Year | 2026 |
| Volume | 45 |
| Issue | 6 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Current Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1046-1310 • E-ISSN: 1936-4733 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12144-026-09140-3 |
| OpenAlex | W7130657626 |
| Language | EN |
| References cited | 41 |
Mentalization · Metacognition · Personality · Psychopathology · Child and Adolescent Psychosocial and Emotional Development · Personality Disorders and Psychopathology · Personality Traits and Psychology
Mentalizing in Clinical Practice
Mentalization-Based Treatment for Personality Disorders
Development and Validation of a Self-Report Measure of Mentalizing
Reflective Functioning Scale
Relationships Between Teachers and Children
The parental reflective functioning questionnaire
Cutoff criteria for fit indexes in covariance structure analysis
Multidimensional Assessment of Emotion Regulation and Dysregulation
Three Decades of Research on Individual Teacher-Child Relationships
The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum
Psychometric Properties of the Italian Mentalization Questionnaire
Mentalizing and emotion regulation
Direct and moderating impacts of the Care mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes
The Impact of Forced Answering and Reactance on Answering Behavior in Online Surveys
The origins of attachment theory
The Role of Attachment and Reflective Functioning in Emotion Regulation
| Highly cited | No |
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