tommaso feraco

Publications

• “Andrà tutto bene”. The effect of character strengths on psychological distress and self-efficacy during Covid-19 lockdown
• “Andrà tutto bene”: Associations Between Character Strengths, Psychological Distress and Self-efficacy During Covid-19 Lockdown
• Using Mobile Devices in Teaching Large University Classes: How Does It Affect Exam Success?
• The practice of judo: how does it relate to different spatial abilities?
• What Can Affect Competition Anxiety in Athletes? The Role of Self-Compassion and Repetitive Negative Thinking
• Character strengths sustain mental health and post-traumatic growth during the COVID-19 pandemic. A longitudinal analysis
• THE ROLE OF SOFT SKILLS, ACHIEVEMENT EMOTIONS, SELF-REGULATED LEARNING AND MOTIVATION IN SUSTAINING ACADEMIC SUCCESS IN ADOLESCENCE
• Orienteering: What relation with visuospatial abilities, wayfinding attitudes, and environment learning?
• Finding the shortest path in a familiar environment: A comparison between describing and walking a path after accounting for the role of individual factors
• An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions
• Adaptability and emotional, behavioural and cognitive aspects of self‐regulated learning: Direct and indirect relations with academic achievement and life satisfaction
• Is good character all that counts? A comparison between the predictive role of specific strengths and a general factor of “good character” using a bifactor model.
• Adaptability favors positive academic responses and posttraumatic growth under COVID-19: a longitudinal study with adolescents
• Adapt, Explore, or Keep Going? The Role of Adaptability, Curiosity, and Perseverance in a Network of Study-Related Factors and Scholastic Success
• Adaptability and Grit: Foundations for Their Joint Contribution to Students' Academic and Nonacademic Outcomes
• Social, Emotional, and Behavioral Skills: Age and Gender Differences at 12 to 19 Years Old
• Keep going, keep growing: A longitudinal analysis of grit, posttraumatic growth, and life satisfaction in school students under COVID-19
• The Italian Behavioral, Emotional, and Social Skills Inventory (BESSI-I)
• Is Good Character All that Counts? A Comparison Between the Predictive Role of Specific Strengths and a General Factor of “Good Character” Using a Bifactor Model
• Does Inequality Shape Human Character? Cross-Cultural Associations between Character Strengths and the Gini Index in 68 Countries
• SEMbeddings: how to evaluate model misfit before data collection using large-language models
• 20 years of character strengths. A Bibliometric review
• The Relation Between Soft Skills and Arithmetic Performance
• Mathematical achievement: The role of spatial and motor skills in 6–8 year-old children
• Is Good Character All that Counts? A Comparison Between the Predictive Role of Specific Strengths and a General Factor of "Good Character" Using a Bifactor Model
• "Andrà tutto bene": Associations Between Character Strengths, Psychological Distress and Self-efficacy During Covid-19 Lockdown
• Differentiation of general and specific abilities in intelligence. A bifactor study of age and gender differentiation in 8- to 19-year-olds
• "Destinazione Università": un percorso innovativo online di orientamento per lo sviluppo di competenze trasversali
• Soft Skills and Extracurricular Activities Sustain Motivation and Self-Regulated Learning at School
• SOFT SKILL, FATTORI DI STUDIO, BENESSERE E SUCCESSO SCOLASTICO DI STUDENTI TRA I 10 E I 18 ANNI
• Sport Practice, Fluid Reasoning, and Soft Skills in 10- to 18-Year-Olds
• Do Strengths Converge into Virtues? An Item-, Virtue-, and Scale-Level Analysis of the Italian Values in Action Inventory of Strengths-120
• Dancing: A spatial activity that enhances visuospatial skills?
• Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning: Direct and indirect relations with academic achievement and life satisfaction
• Self-Compassion, Flow, and Strategies in Judokas
• Orienteering practice: how does it relate to visuospatial individual factors?
• Using mobile devices in teaching large university classes: how does it affect exam success?
• Happy children! A network of psychological and environmental factors associated with the development of positive affect in 9–13 children
• Soft skills and their relationship with life satisfaction and cognitive reserve in adulthood and older age
• Soft skills and their relationship with cognitive reserve and life satisfaction in adulthood and older age
• Clusters that are not there: An R tutorial and a Shiny app to quantify a priori inferential risks when using clustering methods
• The Skilled Student: Linking Social, Emotional, and Behavioral Skills to Engagement and Student Outcomes in Secondary School Students
• Which character strengths may build organizational well-being? Insights from an international sample of workers
• They don’t really care about us: the impact of perceived vertical pay disparity on employee well-being
• Social, emotional, and behavioral skills in students with or without specific learning disabilities
• Green Workplace Behaviors: Can Employees Make the Difference?
• Soft Skills in High Schools: Integrating Self-Regulated Learning and Social, Emotional, and Behavioral Skills Frameworks
• Interaction Between Social Support and Muscle Dysmorphia: The Role of Self-Efficacy and Social Media Use
• The role of social, emotional, and behavioral skills for nature connectedness, action competence, and proenvironmental behaviors in adolescence
• 20 Years of Character Strengths: A Bibliometric Review
• Ready for What's Next? The Associations Between Social, Emotional, and Behavioral Skills and Career Adaptability in High School Students
• Differences in change goals between personality traits and social, emotional, and behavioral skills