PEPE ALESSANDRO

Farina, E., Ornaghi, V., Pepe, A. (2025). School Burnout and Well-Being in Adolescence: Trait Emotional Intelligence as a Protective Factor. TRENDS IN PSYCHOLOGY [10.1007/s43076-025-00465-9]. Detail

Pallavicini, F., Orena, E., Arnoldi, L., Achille, F., Stefanini, S., Cassa, M., et al. (2025). Effects and Acceptability of a 1-Week Home-Based Virtual Reality Training for Supporting the Management of Stress and Anxiety: Randomized Pilot Trial. JMIR SERIOUS GAMES, 13(06.03.2025) [10.2196/50326]. Detail

Conte, E., Farina, E., Pepe, A., Cavioni, V., Ornaghi, V. (2025). The Longitudinal Effects of Teachers’ Socio-Emotional Competences on Stress and Burnout. THE JOURNAL OF EXPERIMENTAL EDUCATION [10.1080/00220973.2025.2518231]. Detail

Grazzani, I., Conte, E., Datteri, E., Pepe, A. (2024). La teoria della mente nell'infanzia: la competenza comunicativo-linguistica c'entra? Theory of mind in infancy: does the communicative and linguistic competence matter?. In Programma delle Giornate CLASTA 2024 (https://www.clasta.org/wp-content/uploads/2024/05/Programma-CLASTA-2024_definitivo.pdf). Detail

Grazzani, I., Conte, E., Datteri, E., Pepe, A. (2024). Implicit theory of mind in infancy: an experimental study based on an unexpected-identity task. In ISSBD 2024. Full Program Guide (pp.237). Lisbona : ISPA. Istituto Universitario, Lisbona.. Detail