Elisabetta Conte

Elisabetta Conte
Università degli Studi di Milano-Bicocca | UNIMIB · Department of Human Sciences and Education "Riccardo Massa"

Ph.D.

About

49
Publications
11,263
Reads
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249
Citations
Citations since 2017
44 Research Items
224 Citations
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20172018201920202021202220230204060
Additional affiliations
June 2017 - present
Università degli Studi di Milano-Bicocca
Position
  • Fellow
June 2017 - June 2018
Università degli Studi di Milano-Bicocca
Position
  • Research Associate
January 2014 - April 2017
Università degli Studi di Milano-Bicocca
Position
  • PhD Student
Education
October 2010 - July 2012
October 2007 - October 2010

Publications

Publications (49)
Article
Full-text available
Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these chall...
Chapter
Full-text available
In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers’ and their students’ readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five Eu...
Article
Full-text available
(1) Background: The high rates of mental disorders in adolescence presented in the literature often exclude internalizing problems. Although there is extensive data on the effectiveness of SEL skills in improving resilience, few studies included evidence in their reports on the relationship between SEL skills and internalizing problems. The present...
Experiment Findings
Full-text available
This research report presents the findings of semi- randomised evaluation of the Promoting Mental Health in School (PROMEHS) programme, developed by a nine-partners European consortium funded by the EU. The evaluation with more than 10,000 students from six different countries examined whether the progrmme is effective in enhancing students’ social...
Article
Full-text available
As children and young people today face ever increasing social, emotional and mental health challenges, schools, as one of the primary systems in children’s lives, are called to broaden their agenda and help to address these challenges. This paper discusses the evaluation of a school-based, universal mental health promotion programme developed rece...
Article
Full-text available
The SSIS SEL Brief Scales (SSIS SELb) are multi-informant (teacher, parent, and student) measures that were developed to efficiently assess the SEL competencies of school-age youth in the United States. Recently, the SSIS SELb was translated into multiple languages for use in a multi-site study across six European countries (Croatia, Greece, Italy,...
Article
Full-text available
Objectives The consequences of long-lasting restrictions related to the COVID-19 pandemic have become a topical question in the latest research. The present study aims to analyze longitudinal changes in adolescents’ social emotional skills, resilience, and behavioral problems. Moreover, the study addresses the impact of adolescents’ social emotiona...
Book
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
Book
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
Book
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
Book
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
Book
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
Book
PROMEHS is an Erasmus + Key Actions 3 project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies.
Article
Full-text available
The main purpose of this paper is to investigate the role of social and emotional learning (SEL) skills and resilience in explaining mental health in male and female adolescents, during the COVID-19 pandemic. Three self-report questionnaires were administered to 778 participants aged between 11 and 16 years (mean age = 12.73 years; SD = 1.73) and r...
Article
Full-text available
In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers ( n = 402) in five E...
Article
Full-text available
We investigated early-childhood teachers’ emotion socialization practices via a multi-method study that combined self-report measures and structured observational situations at day care centre. Eighty-nine teachers (Mage = 38.29 years; SD = 11.06) completed two questionnaires about their emotion socialization style and beliefs about emotions, respe...
Article
Full-text available
We investigated, through a cross-sectional study, whether and to what extent toddlers’ empathy is associated with a set of individual and family factors known to foster positive social skills in early childhood: children’s own emotion regulation, language ability, and maternal emotion socialization style. Participants were 320 toddlers (Mage = 28.8...
Article
Full-text available
We investigated, through a cross-sectional study, whether and to what extent toddlers’ empathy is associated with a set of individual and family factors known to foster positive social skills in early childhood: children’s own emotion regulation, language ability, and maternal emotion socialization style. Participants were 320 toddlers (Mage = 28.8...
Book
Full-text available
“Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems”, co-funded by the Erasmus+ Programme of the European Union, is an experimental project that brings together education authorities, teaching practitioners and researchers from 7 European countries: Finland, Italy La...
Book
Full-text available
Il progetto “Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems”, cofinanziato dal programma Erasmus+ dell’Unione europea, è un progetto sperimentale che coinvolge differenti Istituti ed Enti di ricerca che si occupano di istruzione ed educazione appartenenti a sette...
Article
Full-text available
Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children's theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to asse...
Conference Paper
Mental health is defined as a state of well-being in which every individual realizes his or her own potential, copes with the normal stresses of life, works productively and fruitfully, and is able to make a contribution to her or his community (WHO, 2014). Mental health problems among children have been increasing over the past decades. This under...
Article
Full-text available
Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian...
Article
Full-text available
The relation between emotion understanding and theory of mind in children aged 3 to 8: The key role of language - Ilaria Grazzani, Veronica Ornaghi, Elisabetta Conte, Alessandro Pepe, Claudia Caprin - Although a significant body of research has investigated the relationships among children’s EU, ToM, and language abilities, as far as we know, no...
Poster
Introduzione I comportamenti prosociali definiscono le azioni messe in atto per beneficiare gli altri senza trarne un vantaggio personale (Eisenberg et al., 2015) ed includono l’aiuto, la condivisione e la consolazione. Dalla letteratura emerge che in età prescolare lo sviluppo di tali comportamenti procede di pari passo con quello delle competenze...
Poster
Introduzione In letteratura c’è generalmente consenso sul fatto che le abilità empatiche promuovano il benessere psico-sociale e riducano il rischio di sviluppare condotte antisociali (Ostrov et al., 2013). Tuttavia, le ricerche che hanno indagato il rapporto tra empatia e comportamenti aggressivi forniscono risultati controversi: gli studi nel per...
Presentation
Children spontaneously help others since the first years of life. Helping behaviors define actions intended to assist someone in goal-directed efforts, for instance instrumental helping and informing. Some abilities, such as social cognition (e.g. affective and cognitive perspective taking) and language skills, are thought to influence the occurren...
Conference Paper
Children spontaneously help others since the first years of life. Helping behaviors define actions intended to assist someone in goal-directed efforts, for instance instrumental helping and informing. Some abilities, such as social cognition (e.g. affective and cognitive perspective taking) and language skills, are thought to influence the occurren...
Poster
Full-text available
Fin dalla prima infanzia i bambini mettono in atto comportamenti prosociali, cioè azioni spontanee volte a beneficiare gli altri (es. aiuto, condivisione, consolazione). Questi comportamenti vengono spesso indagati tramite questionari compilati dai genitori e osservazioni in contesti sperimentali, mentre ad oggi mancano griglie osservative da utili...
Article
We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM) and prosocial orientation in preschoolers. Seventy-five 4-to 5 year old children (Mage at pre-test: 5 years and 1 month; SD = 6.83 mos.), assigned to experimental and control conditions, were pre-...
Data
Abstract. We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM), and prosocial orientation in preschoolers. Seventy-five 4- to 5-year-old children (Mage at pre-test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and...
Article
Full-text available
We investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM), and prosocial orientation in preschoolers. Seventy-five 4- to 5-year-old children (mean age at pre-test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and contr...

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Cited By

Projects

Projects (3)
Project
PROMEHS is an Erasmus + Key Actions 3 Project co-funded by the European Commission (2019-2022) designed to develop, implement and evaluate a mental health promotion curriculum in schools, serving to create a bridge between evidence-based school programs and educational Institutions, thus linking research, practice and policies. Website: www.promehs.org