Reducing teachers’ perceived stress through an online wellbeing intervention: the role of socio-emotional competence and self-efficacy

These findings provide empirical evidence for the effectiveness of online wellbeing interventions in supporting teachers' psychological resources and reducing stress. Implications for teacher professional development are discussed.

Authors

Elisabetta Conte
Veronica Ornaghi

Institutions

University of Bergamo (IT)
Mercatorum University (IT)
University of Milano-Bicocca (IT)

Publication Details

Journal: Frontiers in Psychology
Published: 2026-01-09
DOI: https://doi.org/10.3389/fpsyg.2025.1726492
Primary Topic: Mindfulness and Compassion Interventions
Type: article
Field-Weighted Citation Impact: 0.00

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article

Reducing teachers’ perceived stress through an online wellbeing intervention: the role of socio-emotional competence and self-efficacy

Elisabetta Conte, Veronica Ornaghi

Jan 9, 2026

Frontiers in Psychology

Mindfulness and Compassion Interventions

article

Reducing teachers’ perceived stress through an online wellbeing intervention: the role of socio-emotional competence and self-efficacy

Elisabetta Conte, Veronica Ornaghi

January 9, 2026article en

Abstract

Frontiers in PsychologyVol. 16

University of Bergamo (IT), Mercatorum University (IT), University of Milano-Bicocca (IT)

Quality Education

Openalex Percentile: Top 94%

Mindfulness and Compassion Interventions

DOI Open Access PDF OpenAlex

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