Clinical observations suggest that during times of COVID-19 pandemic lockdown university students exhibit stress-related responses to fear of contagion and to limitations of personal and relational life. The study aims to describe the development and validation of the 7-item COVID-19 Student Stress Questionnaire (CSSQ), a measurement tool to assess COVID-19-related sources of stress among university students. The CSSQ was developed and validated with 514 Italian university students. Exploratory Factor Analysis (EFA) was conducted with one split-half sub-sample to investigate the underlining dimensional structure, suggesting a three-component solution, which was confirmed by the Confirmatory Factor Analysis (CFA) with the second one split-half sub-sample (CFI = 0.95; TLI = 0.95; RMSEA = 0.06). The CSSQ three subscales measure COVID-19 students' stressors related to (1) Relationships and Academic Life (i.e., relationships with relatives, colleagues, professors, and academic studying); (2) Isolation (i.e., social isolation and couple's relationship, intimacy and sexual life); (3) Fear of Contagion. A Global Stress score was also provided. The questionnaire revealed a satisfactory internal consistency (Cronbach's alpha = 0.71; McDonald's omega = 0.71). Evidence was also provided for convergent and discriminant validity. The study provided a brief, valid and reliable measure to assess perceived stress to be used for understanding the impact of the COVID-19 pandemic lockdown among university students and for developing tailored interventions fostering their wellbeing.

The suggested model provides a strong framework that illustrates how psychosocial and individual variables can influence occupational health in multi-cultural workplaces.

Both positive/active and avoiding/distancing coping strategies are effective to promote QoL and psychological health in infertile couples, but they are all compromised by a long duration of infertility. Conversely, positive effects of educational level and couple's Dyadic Adjustment persist and should be emphasised in the definition of interventions to promote well-being in couples undergoing long-term treatments.

Aim: This study aims to investigate the associations of perceived work-family conflict with nurses' psychophysical health conditions, exploring gender differences and analyzing the potential moderating effects of perceived job control (skill discretion and decision authority), social support, and job satisfaction. Methods: The study was carried out in five hospitals of the Italian Public Health Service. Participants were 450 nurses (206 men, 244 women). Selfadministered questionnaires were used to collect data. Descriptive statistics and hierarchical regression analyses were conducted.Results: Female nurses perceived significantly higher levels of work-family conflict, anxiety, depression and somatization. Significant gender differences emerged in the associations between work-family conflict and nurses' psychological health conditions and in moderating variables. Work-family conflict was significantly associated with anxiety and depression in male nurses and with somatization in both genders. The associations of work-family conflict with nurses' psychophysical health conditions were moderated by decision authority and job satisfaction, in male nurses, and by social support, in female nurses.Conclusions: Findings suggest including gender-specific moderating variables for defining tailored policies and interventions within healthcare organizations to reduce perceived work-family conflict and to promote nurses' wellbeing.

This preliminary analysis of the reliability and validity of the Italian version of the ERI Questionnaire reveals that it constitutes a useful and reliable measure to analyse work-related stress with respect to the school setting. The validity of the ERI model to describe the dimensions involved in teacher's stress and to highlight those associated to leaving intentions and to several physical and psychological strain outcomes in Italian school teachers has been confirmed.

This paper presents the findings of an investigation into stress among Italian teachers conducted by means of the Teacher Stress Questionnaire elaborated by Travers and Cooper. The questionnaire was submitted to 320 southern Italy teachers drawn from a cross‐section of school types. Data were discussed in order to highlight some features of teacher stress peculiar to the Italian sample with respect to those that emerged in the British validation of the questionnaire. In this perspective a comparison was drawn between the intensity and quality of mental ill‐health, the sources of job pressure, the intensity and quality of job satisfaction and the coping strategies adopted by teachers as emerged in this study and in the British study; and between the most predictive dimensions of mental ill‐health highlighted from the present study with respect to the British study. Copyright © 2007 John Wiley & Sons, Ltd.

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The study analyses factor structure and psychometric properties of the Italian version of the Fertility Problem Inventory–Short Form. A sample of 206 infertile couples completed the Italian version of Fertility Problem Inventory (46 items) with demographics, State Anxiety Scale of State-Trait Anxiety Inventory (Form Y), Edinburgh Depression Scale and Dyadic Adjustment Scale, used to assess convergent and discriminant validity. Confirmatory factor analysis was unsatisfactory (comparative fit index = 0.87; Tucker-Lewis Index = 0.83; root mean square error of approximation = 0.17), and Cronbach’s α (0.95) revealed a redundancy of items. Exploratory factor analysis was carried out deleting cross-loading items, and Mokken scale analysis was applied to verify the items homogeneity within the reduced subscales of the questionnaire. The Fertility Problem Inventory–Short Form consists of 27 items, tapping four meaningful and reliable factors. Convergent and discriminant validity were confirmed. Findings indicated that the Fertility Problem Inventory–Short Form is a valid and reliable measure to assess infertility-related stress dimensions.