Maria von Salisch

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Full Professor

Leuphana University of Lüneburg

Germany

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About

Maria von Salisch is a Full Professor at Leuphana Universität Lüneburg in Germany. Her research focuses on children's emotional knowledge, sustainability, and the psychological impacts of the COVID-19 pandemic on youth. Recent publications include studies on mindfulness practices in education and the enhancement of subjective well-being among children and adolescents. She is dedicated to advancing understanding of psychological resources that support healthier lifestyles in youth.

Recent Grants

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Verbundprojekt: Fühlen Denken Sprechen in der Grundschule - Fortbildung zur durchgängigen inhaltsorientierten Sprachförderung für alle Betreuungspersonen - Teilprojekt Emotionsentwicklung

Open Date: 2022-12-01

Close Date: 2025-11-30

Articles (11)

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2025

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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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2023

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2022

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2022

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2022

Collaborators (4)

Stefan Schaltegger

GERMANY

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Steffen Farny

Aalto University

FINLAND

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Joern Fischer

Leuphana Universität Lüneburg Fakultät Nachhaltigkeit

GERMANY

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Vania Gomes Zuin Zeidler

Visiting and Administrative Professor

Leuphana University of Lüneburg

GERMANY

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Maria von Salisch

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (11)

A cultural comparison of children’s emotion knowledge: Data from two cultures

Mainstreaming regenerative dynamics for sustainability

Longitudinal prediction of primary school children’s COVID-related future anxiety in the second year of the pandemic in Germany

Promoting Subjective Well-Being and a Sustainable Lifestyle in Children and Youth by Strengthening Their Personal Psychological Resources

Daily breath-based mindfulness exercises in a randomized controlled trial improve primary school children’s performance in arithmetic

What predicts the alleviation of Covid-related future anxiety in schoolchildren 6 to 9 months into the pandemic?

A Daily Breathing Practice Bolsters Girls’ Prosocial Behavior and Third and Fourth Graders’ Supportive Peer Relationships: A Randomized Controlled Trial

Coronabezogene Zukunftsangst bei Grundschulkindern im Verlauf von 8 Monaten der Pandemie

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity

“I’ll Worry About It Tomorrow” – Fostering Emotion Regulation Skills to Overcome Procrastination

Collaborators (4)

Stefan Schaltegger

Steffen Farny

Joern Fischer

Vania Gomes Zuin Zeidler

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