Annalisa Guarini

Full Professor

University of Bologna

Italy

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Annalisa Guarini is a Full Professor at the University of Bologna, Italy. Her research focuses on early childhood development, parenting practices, and the psychological impact of online experiences, particularly in lower socioeconomic groups. She has contributed to the understanding of language development in children and the dynamics of cyberbullying among adolescents. Her recent publications reflect a commitment to exploring the intersections of sleep, communication, and educational efficacy in diverse populations.

Articles (15)

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2025

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2022

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2022

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2021

Collaborators (13)

Antonella Brighi

Professor at Free University of Bozen - Bolzano

Free University of Bozen-Bolzano

ITALY

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CHRISTINA ROUSSI

Assistant Professor of Educational Psychology

University of Thessaly

GREECE

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Peter Smith

Professor/Emeritus Professor

Goldsmiths University of London

UNITED KINGDOM

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Laura Menabò

University of Bologna

ITALY

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Rosario Del Rey

Profesor Titular de Universidad

Universidad de Sevilla

SPAIN

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Paola Bonifacci

Researcher - Assistant Professor

University of Bologna

ITALY

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Stella Tsermentseli

Associate Professor of Educational Psychology

University of Thessaly

GREECE

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Isadora Beghetti

University of Bologna

ITALY

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Jayne Hamilton

Queen's University Belfast

UNITED KINGDOM

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Valentina Tobia

Assistant Professor

Università Vita Salute San Raffaele

ITALY

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Grace Skrzypiec

Flinders University

AUSTRALIA

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Roy Willems

Open Universiteit

NETHERLANDS

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Jonathan Harris

King’s College London

UNITED KINGDOM

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Annalisa Guarini

Research Interests

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Articles (15)

The Comprehensive Early Childhood Parenting Questionnaire – Italian Version (CECPAQ-IT): Factor Structure, Reliability, and Validity

The Development of a Multi-Dimensional Coding System to Categorise Negative Online Experiences Including Cyberbullying Behaviors Among Adolescents with Lower Socioeconomic Status

Sitting Acquisition and Early Communication Development: Are There Associations in Very Preterm Infants at Six Months of Corrected Age?

Night Sleep, Parental Bedtime Practices and Language Development in Low-Risk Preterm and Full-Term Late Talkers: A Longitudinal Study in the Third Year of Life

Why are Some Victims Also Bullies? The Role of Peer Relationship Management and Anger Regulation in Traditional Bullying

Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers

Effective coping with cyberbullying in boys and girls: the mediating role of self-awareness, responsible decision-making, and social support

Internet Use and Perceived Parental Involvement among Adolescents from Lower Socioeconomic Groups in Europe: An Exploration

Teachers’ Self-Efficacy during the COVID-19 Pandemic in Greece: The Role of Risk Perception and Teachers’ Relationship with Technology

Night Sleep and Parental Bedtime Practices in Low-Risk Preterm and Full-Term Late Talkers

Distance Education among Italian Teachers: Differences and Experiences

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

Mindful Parenting Intervention MinUTo App for Parents of Preschool Children: Study Protocol of a Randomised Controlled Trial

Integrating Gestures and Words to Communicate in Full-Term and Low-Risk Preterm Late Talkers

Language Profiles and Their Relation to Cognitive and Motor Skills at 30 Months of Age: An Online Investigation of Low-Risk Preterm and Full-Term Children

Collaborators (13)

Antonella Brighi

CHRISTINA ROUSSI

Peter Smith

Laura Menabò

Rosario Del Rey

Paola Bonifacci

Stella Tsermentseli

Isadora Beghetti

Jayne Hamilton

Valentina Tobia

Grace Skrzypiec

Roy Willems

Jonathan Harris

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