Background/Objectives: Children with autism spectrum disorder (ASD) and/or attention deficit hyperactivity disorder (ADHD) exhibit more executive function (EF) deficits compared to typically developing (TD) peers. EF deficits are linked to various impairments in daily functioning and increased parental stress. The first aim of the present study is to investigate EFs in children with ASD and ADHD compared to their TD peers. The second aim is to explore profiles of executive functions in children with ASD and ADHD and, finally, to determine the differences of EF profiles in relation to parental stress and children’s functional impairments. Methods: The sample comprised 30 TD children, 47 children with ASD, and 34 children with ADHD, aged 8 to 12 years. Parents completed questionnaires of parenting stress, and children’s social and daily-life functioning. Parents and teachers reported information about children’s EF. Results: The results indicated significantly greater impairment of EFs in the clinical groups compared to the TD group. Moreover, three distinct clusters of functioning were identified based on the severity of reported EF difficulties. The significant findings showed that children with more severe EF profiles were associated with greater daily impairment and higher levels of perceived parental stress. Conclusions: Given the impact of EF deficits on the lives of children with ASD and ADHD and their families, it is crucial that studies like this enhance our understanding and inspire future interventions aimed at improving executive functions in children with ASD and ADHD. Such interventions could help reduce parental stress and improve daily functioning.

Objectives. Nature Relatedness encompasses affective, cognitive, and experiential aspects of individuals’ connection with nature and refers to the appreciation and understanding of our interconnectedness with all other living things on Earth. This study aims to validate the Nature Relatedness Scale (NRS) in its Italian version, adapting and testing its reliability and validity in the Italian cultural context. A secondary objective is to analyze associations between NRS, pro-environmental orientation, and mindfulness. Material and methods. The study sample consisted of 388 Italian adults aged between 18 and 84 years (72.7% women; M age 32.7 years). Participants completed the following questionnaires: Nature Relatedness Scale (NRS); New Ecological Paradigm Scale (NEP); Mindfulness Awareness Attention Scale (MAAS). To test the scale’s adherence to the Italian context a confirmatory factor of analysis (CFA) was performed, and the correlation analysis were conducted to test the association between variables. Results. Italian NRS has shown good internal consistency (α = 0.85; ω = 0.86). The CFA highlighted acceptable of fit to our data supporting the use of NRS to measure Nature Relatedness in Italian adults. Moreover, the correlation between the NRS and NEP was significantly positive (r = 0.459 p = < .001), also the associations between NRS and MAAS showed similar results (r = 0.180 p = < .001). Conclusions. Taking into account the good psychometric properties of the NRS Italian version it could be useful in psychological research to explore all the factors that might play key roles in the human-nature link. These results could also be helpful in promoting programs and interventions to increase people’s well-being and environmental protection. Keywords: Nature Relatedness Scale, Confirmatory Factor Analysis, Italian validation, Pro-Environmental Orientation, Mindfulness.

Nature Relatedness encompasses the affective, cognitive and experiential dimensions of individuals’ connection with nature, reflecting an understanding of our interdependence with all living things. This study aimed to validate the Spanish version of the Nature Relatedness Scale (NRS), focusing on its adaptation to the Spanish cultural context and assessing its validity and reliability. The study also explored the relationships between the NRS, pro-environmental orientation and mindfulness. A sample of 514 Spanish adults (76.6% female, mean age 22.2 years) completed the NRS, the New Ecological Paradigm Scale (NEP) and the Mindfulness Attention Awareness Scale (MAAS). Confirmatory factor analysis (CFA) was conducted to assess the suitability of the scale, and correlation analyses examined associations between variables. The NRS showed good internal consistency (α = .82, ω = .83) and an acceptable model fit. Significant positive correlations were found between NRS and NEP ( r = .330, p < .001) and between NRS and MAAS ( r = .171, p < .001). These results support the use of the NRS to investigate human–nature connections in Spanish adults, indicating its reliability for further psychological and environmental research.

This cross-sectional study explores the connections between resilience, work engagement, proactive strategies and personal resources among Italian kindergarten and primary school teachers. It specifically seeks to determine if and how personal resources can foster teachers’ work engagement, resilience, and proactive strategies at work. The study was conducted using a sample of 183 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Brief Resilience Scale, the Ultra-Short Measure for Work Engagement, the Proactive Strategy scale, the Self-Compassion Scale, the Life Orientation Test-Revised, the Experienced compassion at work scale. Data were analyzed using a path analysis model. Results indicated that teachers’ self-compassion was positively associated with the use of proactive strategies and perceived received compassion was strongly related to work engagement. Moreover, higher levels of self-compassion were linked to greater work engagement. Teachers’ optimism and self-compassion were both positively associated with resilience, whereas self-criticism showed a significant negative association. Our research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being.

Dialogic reading is a well-established practice in educational services for children aged 0-6, associated with benefits for children’s linguistic, cognitive and emotional development. The spread of digital devices has introduced new ways of digitally mediated dialogic reading, making it necessary to explore dispositions, competences and attitudes of early childhood professionals. This exploratory study involved 36 educators and teachers and adopted a mixed-method approach to investigate the use of dialogic reading, perceptions of its effects on child development, representations and skills related to the use of digital picture books in early childhood education. The results indicate frequent use of dialogic reading and a generally positive assessment of its effects. Greater digital skills and more positive professional attitudes are associated with a greater willingness to integrate digital technology in an educational and inclusive way. Qualitative analysis highlights ambivalent positions, with perceived benefits and fears related to early exposure. Overall, digital dialogic reading emerges as a potential resource when supported by pedagogical intent and targeted training.