International Journal of Emotional Education最新文献

Conflict management in Physical Education: The critical role of team-based activities in physical education to improve cooperation and wellbeing 体育教育中的冲突管理：体育教育中的团队活动对改善合作和福祉的关键作用

IF 1.3

International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/yvuy2715

Aniko Dely-Palinkas, Noemi Tari-Keresztes, Himanshu Gupta

{"title":"Conflict management in Physical Education: The critical role of team-based activities in physical education to improve cooperation and wellbeing","authors":"Aniko Dely-Palinkas, Noemi Tari-Keresztes, Himanshu Gupta","doi":"10.56300/yvuy2715","DOIUrl":"https://doi.org/10.56300/yvuy2715","url":null,"abstract":"Physical Education (PE) teachers’ responsibility is critical in supporting the development of students’ motivation, positive attitude and behaviour. . This study explored students’ conflict management styles, the most common sources of conflicts during PE, and the relationship between conflict management styles, self-perceived health and social-emotional wellbeing among high school students in Hungary. A self-administered, anonymous, cross-sectional survey was completed by students in high school (n=385, 54.8 % female Mage =16.98 yrs, SD. 1.28). Only 2.9% of the students reported applying a collaborating management style. These students also rated their health higher. However, students with competitive conflict management were more satisfied with their lives. Most students never had conflicts with the teacher, and if any, they used accommodating conflict management strategies. Behavioural expectations, extreme performance requirements, and disliking the subject were the most common sources of conflicts in PE. The conflict management strategies did not significantly correlate with the psychosomatic symptoms scale; however, students with collaborating conflict management reported fewer sleep problems. These findings underpin the significant role of conflict management skills in health and social-emotional wellbeing. Keywords: adolescent, team sports, physical education, wellbeing, conflicts","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"106 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139304943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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The Role of Resilience in the Relationships between the Big Five Personality Traits and Life Satisfaction and Anxiety 复原力在五大人格特质与生活满意度和焦虑之间关系中的作用

IF 1.3

International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/kwcs4617

Marija Crnković, Marija Šarić Drnas, Diana Olčar

{"title":"The Role of Resilience in the Relationships between the Big Five Personality Traits and Life Satisfaction and Anxiety","authors":"Marija Crnković, Marija Šarić Drnas, Diana Olčar","doi":"10.56300/kwcs4617","DOIUrl":"https://doi.org/10.56300/kwcs4617","url":null,"abstract":"The objective of this study was to examine the role resilience plays in the relationship between the Big Five personality traits and anxiety and life satisfaction. A total of 470 students from the University of Zagreb in Croatia participated in the study. The results are explained within the framework of McCrae and Costa's (1991) temperament and instrumental model of personality and well-being. A path analysis and a bootstrapping resampling method were performed. Higher levels of extraversion, agreeableness, conscientiousness, and emotional stability were associated with higher levels of resilience, which was related to lower levels of anxiety and higher life satisfaction. It can be concluded that resilience is a full mediator between extraversion and conscientiousness on the one hand, and life satisfaction and anxiety on the other. In addition, resilience is a partial mediator between agreeableness and emotional stability, and also between life satisfaction and anxiety. The practical contribution of the study lies in understanding how to better support students’ mental health by targeting the protective factors of different personality traits. Keywords: personality, life satisfaction, anxiety, resilience, early adulthood","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"24 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139306143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning 职前教师教育中的情感教学法:显性学习与替代学习相结合的双重方法

International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/lmcv5282

Carolina Falcón-Linares

{"title":"Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning","authors":"Carolina Falcón-Linares","doi":"10.56300/lmcv5282","DOIUrl":"https://doi.org/10.56300/lmcv5282","url":null,"abstract":"What happens when affection and the awareness of affectivity, in the sense of ‘love’ or ‘tenderness’, become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the emotional dimension in the construction of a professional teaching identity, and the relevance of a teacher’s historical-emotional background for the cognitive construction of heuristics. We developed a teaching program designed to energize the experience of pre-service teachers in the university classroom. Through positive emotional arousal, we aimed to provoke a series of creative reflection processes regarding the teaching profession. Our research goal was to describe and interpret the program’s potential effects on the learning process and the construction of these pre-service teachers’ professional identity. The method applied in this paper was action-research carried out during three academic years of fieldwork with a total of 365 students. We coded the students’ narratives regarding their learning process and teaching identity into several conceptual nodes representing their insights and feelings concerning those topics. Our results and discussion highlight the importance of affective teacher education as a means of enhancing pre-service teachers’ learning, contributing toward the growth of their professional identity, and cultivating a culture of care and love in the classroom. Keywords: pre-service teacher training, teacher-student interaction, emotions, cultural models, action-research","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"155 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135161632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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CHAPTER 4: The biopsychosocial model and what it means for understanding inclusion in education - Brahm Norwich Introduction This chapter focuses on two specific pieces of Paul Cooper’s writing from 19 and 15 years ago respectively, namely his ideas about the biopsychosocial model and how he developed and used this perspective in unique ways to expand our thinking about inclusion and inclusive education. I believe this will give me the opportunity to show the detail of his analyses and way he … 本章重点介绍Paul Cooper分别于19和15年前撰写的两篇文章，即他关于生物心理社会模型的观点，以及他如何以独特的方式发展和使用这一观点来扩展我们对包容和全纳教育的思考。我相信这将给我机会展示他分析的细节和他…

International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/esja4186

Anna Patti-Signorelli, José Javier Romero-Díaz de la Guardia

{"title":"CHAPTER 4: The biopsychosocial model and what it means for understanding inclusion in education - Brahm Norwich Introduction This chapter focuses on two specific pieces of Paul Cooper’s writing from 19 and 15 years ago respectively, namely his ideas about the biopsychosocial model and how he developed and used this perspective in unique ways to expand our thinking about inclusion and inclusive education. I believe this will give me the opportunity to show the detail of his analyses and way he …","authors":"Anna Patti-Signorelli, José Javier Romero-Díaz de la Guardia","doi":"10.56300/esja4186","DOIUrl":"https://doi.org/10.56300/esja4186","url":null,"abstract":"The present study aimed to determine the emotional characteristics of the Trait-Meta-Mood-Scale (TMMS-24) in music-oriented secondary school students in Italy. A 24-item self-assessment protocol was applied to measure the level of perceived emotional intelligence according to 3 dimensions: attention, clarity and repair. This tool represents one of the most widely used self-assessment measures of perceived emotional intelligence. The objective of the study was to conduct construct validation to examine reliability of the Italian version of the TMMS-24 in order to identify its feasibility for the assessment of emotional intelligence. Exploratory and confirmatory factorial analyses were conducted on a sample of music-oriented secondary school students in Italy (n=402). Exploratory factor analysis outcomes revealed that the three dimensions of the original scale (attention, clarity and emotional repair) are supported in the examined context, showing adequate internal consistency and describing 52.6% of overall variance. Outcomes were confirmed via confirmatory analysis, obtaining good fit indices (CFI=0.986; TLI=0.985; RMSEA=0.038). The TMMS-24 scale is a valid and reliable instrument for measuring the emotional intelligence of secondary school students in Italy. Keywords: TMMS-24, emotional intelligence, secondary school education, exploratory factor analysis, confirmatory factor analysis.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"238 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135011676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Theory of Constructed Emotion: Emotional vocabulary and emotional intelligence 建构情绪理论：情绪词汇与情绪智力

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International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/bvaa2684

A. Calero, Nicole Rosenfeld, María Belén Jader, Débora Inés Burin

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Book Reviews [IJEE, 15,2] 书评 [IJEE, 15,2]

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International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/fvwb8252

Helen Cowie

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Editorial [IJEE, 15,2] 社论 [IJEE, 15,2]。

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International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/twcc3130

C. Cefai

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Relationality and student engagement in higher education: Towards enhanced students’ learning experiences 关系性与高等教育中的学生参与：提升学生的学习体验

IF 1.3

International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/zanl1419

Y. Owusu-Agyeman, Enna Moroeroe

{"title":"Relationality and student engagement in higher education: Towards enhanced students’ learning experiences","authors":"Y. Owusu-Agyeman, Enna Moroeroe","doi":"10.56300/zanl1419","DOIUrl":"https://doi.org/10.56300/zanl1419","url":null,"abstract":"This study examines how student engagement and social relationships between teachers and students may enhance the learning experiences of students in a South African university. Two separate sets of semi-structured interviews were held with 27 university teachers and 51 students respectively. The findings revealed that that the relationships between the behavioural and cognitive dimensions of student engagement and social relationships between teachers and students are motivated by good relational communication; relational pedagogy; good inter-relational culture; teacher relational competences (cognitive, behavioural and inter-cultural); and teacher demonstration of care. The current study adds to the literature on relational pedagogy and student engagement by highlighting the importance of inter-relational culture and teacher relational competences to the behavioural and cognitive development of university students. Moreover, when students and particularly, first generation students, students from low socio-economic backgrounds and students from rural communities develop good relationships with their teachers, they are set to have positive learning experiences. Keywords: Student engagement, learning experiences, social relationships, inter-relational culture, teacher competences","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"19 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Portraits of pre-service special education teachers: Perspectives on well-being and its association with self-efficacy and work engagement 职前特殊教育教师的肖像：关于幸福感及其与自我效能和工作投入的关系的观点

IF 1.3

International Journal of Emotional Education Pub Date : 2023-11-01 DOI: 10.56300/vhrv8364

V. Cavioni, G. Toto, V. Ornaghi

{"title":"Portraits of pre-service special education teachers: Perspectives on well-being and its association with self-efficacy and work engagement","authors":"V. Cavioni, G. Toto, V. Ornaghi","doi":"10.56300/vhrv8364","DOIUrl":"https://doi.org/10.56300/vhrv8364","url":null,"abstract":"The well-being of teachers is a critical concern with significant implications for teaching effectiveness and student outcomes. However, there exists a notable gap in the literature concerning the well-being of pre-service teachers. Moreover, there is a scarcity of research focusing on the unique challenges faced by prospective special education teachers. This study addresses this dual gap by exploring the well-being of pre-service special education teachers and its relationship with self-efficacy and work commitment. Data was collected from a sample of 133 preservice teachers (mean age = 38,14; sd = 8.25 years) enrolled in a professional course for high school special education teachers. Employing cluster analysis, three distinct profiles based on mental health, perceived stress, and resilience z-scores were identified. We further explored how the identified well-being profiles related to self-efficacy and work engagement. The findings provide valuable insights on improving educational policies, personalized teacher training programs, and early support structures to nurture educators’ well-being and equip them with the skills necessary to navigate the complex landscape of special education. Keywords: teachers’ well-being, mental health, self-efficacy, work engagement, cluster analysis","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"24 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139304862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Short Research Report: The impact of the Sentituz programmes on emotional competence and social climate in the classroom 简短的研究报告:Sentituz课程对课堂情感能力和社会氛围的影响

IF 1.3

International Journal of Emotional Education Pub Date : 2023-05-01 DOI: 10.56300/xtxs9970

Jon Berastegui-Martínez, María Ángeles de la Caba-Collado, N. Pérez-Escoda

{"title":"Short Research Report: The impact of the Sentituz programmes on emotional competence and social climate in the classroom","authors":"Jon Berastegui-Martínez, María Ángeles de la Caba-Collado, N. Pérez-Escoda","doi":"10.56300/xtxs9970","DOIUrl":"https://doi.org/10.56300/xtxs9970","url":null,"abstract":"The aim of this preliminary study was to evaluate the effects of two emotional education programmes in a charter school in Donostia-San Sebastián, Spain, on students’ emotional competence and the social climate in the classroom. A quasi-experimental pretest-posttest repeated measures design with a control group was utilized in the study. The participants in the study were 105 students in Year 6 of primary school and Year 2 of secondary school. The Emotional Development Questionnaire (EDQ) and the Classroom Social Climate Scale (CES) were used to assess the effect of the intervention. The results indicate that the ‘Sentituz 10-12’ programme is effective in improving students’ social competence and the quality of student-teacher relationships, whereas the ‘Sentituz 12-14’ programme is effective in promoting the emotional autonomy and overall emotional competence of students. This was however, a small scale preliminary study, and further and more rigorous studies are also need in order to evaluate the impact of these two emotional education programmes. Keywords: classroom climate; social climate, social-emotional learning; emotional education; emotional competence","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42917319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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