International Journal of Emotional Education最新文献_第4页

A systematic review of the principles of co-production in relation to the mental health and wellbeing of care leavers 对与护理离开者的精神健康和福祉有关的合作生产原则进行系统审查

IF 1.3

International Journal of Emotional Education Pub Date : 2022-06-01 DOI: 10.56300/nvfu2763

Megan Pound, W. Sims-Schouten

引用次数: 0

Predicting Sense of Classroom Community from Foreign Language Enjoyment and Anxiety in an English as a Foreign Language Classroom 从外语课堂中的外语愉快与焦虑预测课堂共同体意识

IF 1.3

International Journal of Emotional Education Pub Date : 2022-06-01 DOI: 10.56300/agiz1797

Amef Alberth

{"title":"Predicting Sense of Classroom Community from Foreign Language Enjoyment and Anxiety in an English as a Foreign Language Classroom","authors":"Amef Alberth","doi":"10.56300/agiz1797","DOIUrl":"https://doi.org/10.56300/agiz1797","url":null,"abstract":"Whereas the role of anxiety and enjoyment in predicting learning outcomes is well documented in the literature, the role of these two emotion dimensions in predicting perceived sense of classroom community is rarely discussed in the literature despite the fact that classroom community serves as a good predictor of learning outcomes. Conducted in a sociocultural context which is under-represented in the international literature, the present study was designed to predict participants’ perceived sense of classroom community based on their reported enjoyment and anxiety scores. A total of 402 senior high school students (male: 153, female: 249) participated in the study. Participants were invited to complete the questionnaires measuring foreign language enjoyment, foreign language anxiety, and perceived sense of classroom community. Multiple regression analysis indicated that foreign language classroom anxiety and enjoyment concurrently explained 39% of the total variance in sense of classroom community. Foreign language enjoyment turned out to be a stronger positive predictor, whereas anxiety was a negative predictor. Both variables were significant predictors for sense of classroom community regardless of gender. Whereas males and females were comparable in terms of perceived sense of classroom community and foreign language enjoyment, females were more anxious than males.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49156006","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}

引用次数: 2

Book Reviews Volume 14 Issue 1 书评第14卷第1期

IF 1.3

International Journal of Emotional Education Pub Date : 2022-06-01 DOI: 10.56300/dpfv1587

H. Cowie

引用次数: 0

“Negative and positive experiences form the backbone of my understanding of myself and other people”: School life recollections of young adults “消极和积极的经历构成了我对自己和他人的理解的支柱”:年轻人的学校生活回忆

IF 1.3

International Journal of Emotional Education Pub Date : 2022-06-01 DOI: 10.56300/vvvi7606

Kadri Soo, D. Kutsar

引用次数: 0

Editorial [International Journal of Emotional Education, 14(2)] 社论[国际情感教育杂志，14（2）]

IF 1.3

International Journal of Emotional Education Pub Date : 2019-11-01 DOI: 10.56300/xfwu3499

P. Cooper, C. Cefai

引用次数: 0

Preventing adolescents' externalizing and internalizing symptoms: Effects of the Penn Resiliency Program. 预防青少年的外化和内化症状:宾大弹性计划的效果。

IF 1.3

International Journal of Emotional Education Pub Date : 2013-11-01

J J Cutuli, Jane E Gillham, Tara M Chaplin, Karen J Reivich, Martin E P Seligman, Robert J Gallop, Rachel M Abenavoli, Derek R Freres

{"title":"Preventing adolescents' externalizing and internalizing symptoms: Effects of the Penn Resiliency Program.","authors":"J J Cutuli, Jane E Gillham, Tara M Chaplin, Karen J Reivich, Martin E P Seligman, Robert J Gallop, Rachel M Abenavoli, Derek R Freres","doi":"","DOIUrl":"","url":null,"abstract":"This study reports secondary outcome analyses from a past study of the Penn Resiliency Program (PRP), a cognitive-behavioral depression prevention program for middle-school aged children. Middle school students (N = 697) were randomly assigned to PRP, PEP (an alternate intervention), or control conditions. Gillham et al., (2007) reported analyses examining PRP's effects on average and clinical levels of depression symptoms. We examine PRP's effects on parent-, teacher-, and self-reports of adolescents' externalizing and broader internalizing (depression/anxiety, somatic complaints, and social withdrawal) symptoms over three years of follow-up. Relative to no intervention control, PRP reduced parent-reports of adolescents' internalizing symptoms beginning at the first assessment after the intervention and persisting for most of the follow-up assessments. PRP also reduced parent-reported conduct problems relative to no-intervention. There was no evidence that the PRP program produced an effect on teacher- or self-report of adolescents' symptoms. Overall, PRP did not reduce symptoms relative to the alternate intervention, although there is a suggestion of a delayed effect for conduct problems. These findings are discussed with attention to developmental trajectories and the importance of interventions that address common risk factors for diverse forms of negative outcomes.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"5 2","pages":"67-79"},"PeriodicalIF":1.3,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3952879/pdf/nihms-557237.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32179961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Direct and Mediated Effects of a Social-Emotional and Character Development Program on Adolescent Substance Use. 社会情绪和性格发展项目对青少年物质使用的直接和中介影响。

IF 1.3

International Journal of Emotional Education Pub Date : 2012-04-01

Kendra M Lewis, Niloofar Bavarian, Frank J Snyder, Alan Acock, Joseph Day, David L Dubois, Peter Ji, Marc B Schure, Naida Silverthorn, Samuel Vuchinich, Brian R Flay

{"title":"Direct and Mediated Effects of a Social-Emotional and Character Development Program on Adolescent Substance Use.","authors":"Kendra M Lewis, Niloofar Bavarian, Frank J Snyder, Alan Acock, Joseph Day, David L Dubois, Peter Ji, Marc B Schure, Naida Silverthorn, Samuel Vuchinich, Brian R Flay","doi":"","DOIUrl":"","url":null,"abstract":"Mitigating and preventing substance use among adolescents requires approaches that address the multitude of factors that influence this behavior. Such approaches must be tested, not only for evidence of empirical effectiveness, but also to determine the mechanisms by which they are successful. The aims of the present study were twofold: 1) To determine the effectiveness of a school-based social-emotional and character development (SECD) program, Positive Action (PA), in reducing substance use (SU) among a sample of U.S. youth living in a low-income, urban environment, and 2) to test one mechanism by which the program achieves its success. We used longitudinal mediation analysis to test the hypotheses that: 1) students attending PA intervention schools engage in significantly less SU than students attending control schools, 2) students attending PA intervention schools show significantly better change in SECD than students attending control schools, and 3) the effect of the PA intervention on SU is mediated by the change in SECD. Analyses revealed program effects on both SECD and SU, a relationship between SECD and SU, and the effects of PA on SU were completely mediated by changes in SECD. Future research directions and implications for school-based social-emotional and character development efforts and substance use prevention are addressed.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"4 1","pages":"56-78"},"PeriodicalIF":1.3,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3845413/pdf/nihms477808.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31928414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emotional Distress May Increase Risk for Self-Medication and Lower Risk for Mood-related Drinking Consequences in Adolescents. 情绪困扰可能会增加青少年自我药物治疗的风险，降低情绪相关饮酒后果的风险。

IF 1.3

International Journal of Emotional Education Pub Date : 2012-04-01

Laura Feagans Gould, Andrea M Hussong, Matthew A Hersh

{"title":"Emotional Distress May Increase Risk for Self-Medication and Lower Risk for Mood-related Drinking Consequences in Adolescents.","authors":"Laura Feagans Gould, Andrea M Hussong, Matthew A Hersh","doi":"","DOIUrl":"","url":null,"abstract":"The current study examines indicators of emotional distress and coping that may define sub-populations of adolescents at risk for two potential affect-related mechanisms underlying substance misuse: self-medication and mood-related drinking consequences. Although theory and empirical evidence point to the salience of affect-related drinking to current and future psychopathology, we have little knowledge of whether or for whom such mood-related processes exist in adolescents because few studies have used methods that optimally match the phenomenon to the level of analysis. Consequently, the current study uses multilevel modeling in which daily reports of negative mood and alcohol use are nested within individuals to examine whether adolescents with more emotional distress and poorer coping skills are more likely to evidence self-medication and mood-related drinking consequences. Seventy-five adolescents participated in a multi-method, multi-reporter study in which they completed a 21-day experience sampling protocol assessing thrice daily measures of mood and daily measures of alcohol use. Results indicate that adolescents reporting greater anger are more likely to evidence self-medication. Conversely, adolescents displaying lower emotional distress and more active coping are more likely to evidence mood-related drinking consequences. Implications for identifying vulnerable sub-populations of adolescents at risk for these mechanisms of problematic alcohol use are discussed.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"4 1","pages":"6-24"},"PeriodicalIF":1.3,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3865427/pdf/nihms518175.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31973476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0