VERONICA ORNAGHI

Associate Professor

University of Milano-Bicocca

Italy

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About

Veronica Ornaghi is an Associate Professor at the University of Milano-Bicocca in Italy. Her research focuses on social and emotional education, teacher competencies, and the psychological challenges faced by adolescents, particularly in immigrant contexts. Recent articles highlight the effects of emotional intelligence on adolescent well-being, as well as strategies for supporting preschoolers' mental health and academic learning. Her work contributes to understanding the impact of stress on educators, especially in the aftermath of COVID-19.

Articles (10)

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2025

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2025

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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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2022

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2020

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2020

Collaborators (3)

Alessandro Pepe

University of Milano-Bicocca

ITALY

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Celeste Simões

Professora Auxiliar com Agregação

Universidade de Lisboa Faculdade de Motricidade Humana

PORTUGAL

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Valeria Cavioni

Universitas Mercatorum

ITALY

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VERONICA ORNAGHI

Research Interests

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Articles (10)

Timmy’s Trip to Planet Earth: The Long-Term Effects of a Social and Emotional Education Program for Preschool Children

The Longitudinal Effects of Teachers’ Socio-Emotional Competences on Stress and Burnout

School Burnout and Well-Being in Adolescence: Trait Emotional Intelligence as a Protective Factor

Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Psychological and Educational Challenges of Immigrant Adolescents in Italy: Exploring Mental Health, Life Satisfaction, Student–Teacher Relationship, and Academic Disparities

Supporting Preschoolers’ Mental Health and Academic Learning through the PROMEHS Program: A Training Study

Alexithymia as a Risk Factor for Social Indifference: A Quantitative Study with a Large Sample of Female Adolescents

Early-childhood teachers’ emotion socialization practices: a multi-method study

Assessing the Factor Structure and Measurement Invariance of the Test of Emotion Comprehension (TEC): A Large Cross-Sectional Study with Children Aged 3-10 Years

Patterns of Association between Early Childhood Teachers' Emotion Socialization Styles, Emotion Beliefs and Mind-Mindedness

Collaborators (3)

Alessandro Pepe

Celeste Simões

Valeria Cavioni

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