(1) Background: The objective was to investigate e-learning satisfaction in a sample of university students by evaluating quality of life, stress sociality, and coping. (2) Methods: This was an online survey involved 471 students attending the University of L′Aquila from June to July 2021. The primary goal was estimating the e-learning satisfaction as measured by the E-learning Satisfaction Scale, while the secondary outcomes were studying its relationship with demographic factors, the perception of quality of life, sociality, stress, and coping strategies using a hierarchical regression model. (3) Results: A total of 136 participants were males (29%); the mean age was 25 years. The results revealed that the satisfaction score was 30.6, and the mean stress level was 19.4. Students suffered psychologically and physically for 14 days a month. The sociality score was 36. With respect to coping strategies, students reported higher scores for “Acceptance” (6.0), “Active coping” (6.2), and “Planning” (6.4). E-learning satisfaction was significantly related to age and course attendance. It was positively associated with the social presence score and coping strategies such as self-blame and religion, while it was inversely related to stress and unhealthy days. (4) Conclusions: The students revealed a positive propensity to use e-learning despite the end of quarantine. Sociality, stress, quality of life, and coping seemed to play an important role in student′s e-learning satisfaction.

COVID-19 pandemic imposed psychosocial stress increasing in frontline healthcare workers, who managed by responding with different coping strategies. General practitioners were targeted by an extraordinary increase in the demand for reception, diagnosis and treatment from all patients even if working in solo. In Italy, the emergency changed risk assumption and roles in between primary care, unraveling the emotional distress of general practitioners, who suffered not only for isolation, but also emotional threatens. In this correlational study we wanted to evaluate trait anxiety and stress as perceived by general practitioners working in individual ambulatory practice room, and by hospital ward nurses working in group, during a chronic phase (February - May 2021) of COVID-19 pandemic. Our hypothesis is that a different work social organization in clinic contest as for general practitioners compared with nurses could induce adaptive or non adaptive coping to stress under emergency and mindful attitude could be crucial. A number of 37 general practitioners, and 36 nurses were taken from the sanitary district of ASL1 Avezzano-Sulmona-L’Aquila in Italy. For our analyses we used the Health Professions Stress and Coping Scale to assess the risk of burn-out, and detect the coping strategies. We also used the Cognitive and Affective Mindfulness Scale-Revised, investigating whether clinicians used an eventual mindful attitude to prevent anxiety and responding with adaptive coping strategies. General practitioners reported high levels of anxiety, associated to an increased use of emotional distress. Mindful attitude was protective for anxiety in both general practitioners and nurses. As anxiety increased, it was coped by increasing the demand for social support. This coping strategy correlated with emotional distress and when enhanced, it corresponded to avoidance of the problem. Mindful attitude addressed general practitioners to adaptive coping strategies as the solution of the problem. On the other side, nurses accepted the problem but addressed it to others, by avoiding solving it themselves as beyond their role and organizational responsibility. In conclusion, mindful attitude can prevent dysfunctional reactive behaviors among clinicians at the forefront of emergency and reduce emotional distress for isolation as suffered by general practitioners.

Fear of missing out (FoMO) involves the desire or urge to stay continuously connected to and kept up-to-date with a social reference group. The present study explored the relationships between adult attachment and FoMO and the potential mediating effect of a mindful attitude. The present study was carried out on 192 participants (mean_age = 23.24 years; SD_age = 4.33 years), of whom 151 (78.6%) were female and the remaining 41 (21.4%) were male. The participants completed the Adult Attachment Scale—Revised (AAS-R), which evaluates Close, Depend, and Anxiety attachment, the Cognitive and Affective Mindfulness Scale—Revised (CAMS-R) and the Fear of Missing Out Scale (FoMOs). The results indicated that the three forms of adult attachment (Close, Depend, and Anxiety) were associated with FoMO through the indirect effect of mindful attitudes. This study yielded relevant theoretical and practical implications regarding the critical role of a mindful attitude as a protective factor against FoMO. Limitations and future research directions were also discussed.

Climate change and ecological degradation represent profound global challenges, eliciting a wide range of emotional responses that can influence individuals’ engagement in pro-environmental behaviour (PEBs). This cross-sectional study examined the association between trait mindfulness and PEBs, with a focus on the mediating role of eco-emotions, including eco-anxiety, eco-depression, and eco-anger. A total of 259 adults were recruited in central Italy using a non-probabilistic snowball sampling method and completed self-report measures assessing trait mindfulness, eco-emotions, and PEBs. Data were analysed using a parallel mediation model. Results indicated that only eco-anger mediated the association between trait mindfulness and PEBs. Neither eco-anxiety nor eco-depression showed significant indirect effects. These findings suggest that eco-anger represents a distinct emotional pathway through which mindfulness-related regulatory processes can translate into environmentally relevant action, highlighting the differentiated motivational roles of eco-emotions. By clarifying the emotional mechanisms linking trait mindfulness to PEBs, this study provides new evidence contributing to the literature on individual differences, eco-emotions, and environmental psychology. The findings also offer practical implications for developing psychologically informed interventions to promote PEBs by integrating emotional activation with emotion regulation processes.