Journal articles on the topic 'Emotion-focused teaching'

The purpose of this study was to examine linguistic indicators of reflective practice in preservice music teachers’ written reflections following peer-teaching experiences. In an instrumental rehearsal techniques course, eight preservice music educators completed four peer-teaching episodes and submitted a written reflection after each episode. Reflections were analyzed with Linguistic Inquiry and Word Count software to examine students’ usage of pronouns (first-person singular, first-person plural, third-person singular, and third-person plural), temporal focus words (past-, present-, and future-focused words), and affect words (positive- and negative-emotion words). Results indicated significantly more first-person singular words over all other types of pronouns, fewer future-focused words than past- or present-focused words, and more positive-emotion words than negative-emotion words. These linguistic results were observed across all episodes (i.e., they did not change across time). Results are interpreted in light of previous linguistic analysis literature, and implications for music teacher educators are discussed.

Based on an in-depth semi-structured interview method, this study explored sources of nonnative university English as a Foreign Language (EFL) teachers’ professional anxiety and relevant emotion regulation strategies in a Chinese context. Participants mostly suffered from academic promotion anxiety, followed by research anxiety, teaching anxiety, and anxiety about English language proficiency and knowledge. To overcome this negative emotion, participants adopted two families of emotion modifications: response-focused regulation strategies including coping, expressive suppression, and communication, as well as antecedent-focused regulation strategies comprising cognitive reappraisal and distraction, with the former outweighing the latter. Findings revealed the complexity of nonnative university EFL teachers’ professional anxiety and cultural differences in emotion regulation strategies.

BACKGROUND: COVID -19 pandemic is a very stressful situation for doctors, who face the risk of infection in daily life. Coping is the process by which a person deals with stressful situations or demands. Identifying the coping strategies of our medical professionals will help us to understand their coping styles and to deliver effective interventions to enhance their mental well-being. METHODS: An online survey form with socio-demographic profile and BRIEF COPE tool for assessing different coping strategies was sent to interns, residents, and teaching faculty. The coping strategies were divided into emotion-based, problem-based, and dysfunctional coping, and spearman's correlation was done to determine any correlation between sociodemographic variables and the coping strategies. RESULTS: A total of 84 valid and complete responses were included in the study. There is a variable distribution of mean scores for problem-focused, emotion-focused, and dysfunctional strategies. Age and marital status had a positive correlation with problem-focused and emotion-focused strategies meaning that older adults and married people used these strategies predominantly. Higher designation used problem-focused coping predominantly. Dysfunctional coping strategies had no correlation with any of the sociodemographic variables. CONCLUSION: Sociodemographic factors affecting the coping mechanisms in medical professionals differ from those of the general population seen in previous studies. Within the group of medical professionals, those with higher age, higher designation and married had predominantly adaptive strategies. Interventions targetting maladaptive components of emotion-focused strategies and dysfunctional strategies should be aimed at a younger age group, unmarried people, interns, and residents among the medical professionals to better cope with this COVID scenario.

BACKGROUND: COVID -19 pandemic is a very stressful situation for doctors, who face the risk of infection in daily life. Coping is the process by which a person deals with stressful situations or demands. Identifying the coping strategies of our medical professionals will help us to understand their coping styles and to deliver effective interventions to enhance their mental well-being. METHODS: An online survey form with socio-demographic profile and BRIEF COPE tool for assessing different coping strategies was sent to interns, residents, and teaching faculty. The coping strategies were divided into emotion-based, problem-based, and dysfunctional coping, and spearman's correlation was done to determine any correlation between sociodemographic variables and the coping strategies. RESULTS: A total of 84 valid and complete responses were included in the study. There is a variable distribution of mean scores for problem-focused, emotion-focused, and dysfunctional strategies. Age and marital status had a positive correlation with problem-focused and emotion-focused strategies meaning that older adults and married people used these strategies predominantly. Higher designation used problem-focused coping predominantly. Dysfunctional coping strategies had no correlation with any of the sociodemographic variables. CONCLUSION: Sociodemographic factors affecting the coping mechanisms in medical professionals differ from those of the general population seen in previous studies. Within the group of medical professionals, those with higher age, higher designation and married had predominantly adaptive strategies. Interventions targetting maladaptive components of emotion-focused strategies and dysfunctional strategies should be aimed at a younger age group, unmarried people, interns, and residents among the medical professionals to better cope with this COVID scenario.

When COVID-19 became a pandemic, distant learning was adopted. As a result, teachers have had to work despite circumstances and stressors that may have affected their mental health. This study determined the teaching competencies and coping mechanisms in the new normal education among public elementary teachers in Oquendo 1 District, Schools Division of Calbayog City. The study employed a descriptive-correlation design using a survey questionnaire to gather the necessary data and information for the investigation. The tool was pilot tested and then subjected to a reliability test using Cronbach's alpha. In this study, 78 teachers from public elementary schools were selected using a combination of complete enumeration and convenience sampling techniques. Based on the result, the level of teaching competencies gained an interpretation of ‘competent across its variables such as instructional delivery, classroom management, formative assessment, and personal competencies. Moreover, personal competencies have the highest level, while formative assessment has the lowest level. Problem-focused, emotion-focused, and appraisal-focused coping mechanisms were interpreted as 'agree' based on the overall computed mean. Moreover, emotion-focused has the highest level of coping mechanism, while appraisal-focused is the least. Therefore, it can be inferred that public elementary teachers have prepared themselves to be skilled and competent in their teaching profession, which is relevant to the needs and demands of the new normal education. Moreover, they have adopted coping strategies or mechanisms that help them overcome the challenges and difficulties of the new normal education, allowing them to adjust and fit into the new educational environment. One of its recommendations is to provide ongoing training to public elementary school teachers to ensure that their pedagogical and professional competence continues to improve.

AbstractTeaching is one of the most stressful occupations. This study explores how teachers’ psychological capital — a combination of hope, resilience, optimism and self-efficacy — is related to stress, wellbeing, appraisal and coping. Teachers (n = 1502) across New Zealand and from a range of teaching levels completed surveys. Participants with more psychological capital reported less stress and more wellbeing, saw work demands more as challenges than threats, and reported using more task-focused and less emotion-focused coping strategies. Psychological capital appeared to be directly related to increased wellbeing and reduced stress. Given the importance of teacher wellbeing for the profession and for students, we need ways to build teachers’ personal resources and, importantly, to ensure that teaching environments support wellbeing.

The changing of English language teaching method from Audio-lingual Method to Communicative Language Teaching (CLT) has given great impact to the pedagogy of teaching English as a Foreign Language (EFL) and/ or English as a Second Language (ESL). Task Based Language Teaching (TBLT) method which emphasizes more on the meaning of a language and targeted tasks, then, dominates the English teaching world as a response to the un-satisfaction towards the previous methods (Long, 2015). This current study aims at seeing to what extent the task variety influences students’ willingness to communicate based on three contexts which include trait-like, situation, and linguistic. Three communicative tasks which emphasizes both on focused meaning and focused form were given. The communicative tasks include game, problem solving, and jigsaw. Observation was done during class interaction and continued with in depth interview. The result shows that emotion, class situation, and cognitive simultaneously influence the students’ willingness to communicate in English class. Those factors are inseparable, interact and influence interchangeably on the students’ willingness to communicate in English class as elucidated in complex dynamic theory.

Although there is a large body of research connecting emotion to eating behaviors, little is known about the role of caregivers’ responses to children’s emotions in the context of child feeding. The purpose of this study was to analyze the relation between caregivers’ emotional responsiveness and feeding responsiveness. The mothers of 137 children between 2 and 6 years of age reported on their responses to children’s negative emotions using the Coping with Children’s Negative Emotions Scale and on their feeding practices using the Comprehensive Feeding Practices Questionnaire. The results showed that mothers’ supportive emotion responses (e.g., problem-focused, emotion-focused, and expressive encouragement reactions) tend to be positively associated with responsive feeding practices (e.g., encouraging, modelling, and teaching healthy food-related behaviors). Instead, mothers’ unsupportive responses (e.g., distress, punitive and minimization reactions) tend to be positively associated with nonresponsive feeding practices (e.g., food as reward or to regulate emotions, and pressure to eat) and negatively associated with responsive feeding practices. Our results suggest that emotional and feeding responsiveness may be intertwined and that differences in parent’s emotional responsiveness may translate into differences in their feeding styles, setting the stage for parents’ use of positive vs. negative feeding practices.

Affective computing can be implemented across many fields in order to provide a unique experience by tailoring services and products according to each person’s needs and interests. More specifically, digital learning and robotics in education can benefit from affective computing with a redesign of the curriculum’s contents based on students’ emotions during teaching. This key feature is observed during traditional learning methods, and robot tutors are adapting to it gradually. Following this trend, this work focused on creating a game that aims to raise environmental awareness by using the social robot NAO as a conversation agent. This quiz-like game supports emotion recognition with DeepFace, allowing users to review their answers if a negative emotion is detected. A version of this game was tested during real-life circumstances and produced favorable results, both for emotion analysis and overall user enjoyment.

Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers’ motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation into account. Sampling 752 student teachers from 15 teacher education institutes in China, this study examined the relationships between student teachers’ emotional labor strategies, professional identity tensions, and motivation for teaching during their practicum. The results indicated that emotional labor strategies were found to be important resources for student teachers to cope with the challenges brought by the tensions of professional identities in teaching practicum. In particular, deep acting and expression of naturally felt emotions enhanced student teachers’ intrinsic motivation to become a teacher. The results indicated that student teachers should perform emotional labor strategically, which may motivate them to be a teacher intrinsically.

This study aims to find out the difficulties in learning PPAPK 2017/2018 of English students. The analysis focused on the analysis of difficulties based on interviews and questionnaires. The researcher used the descriptive quantitative technique to evaluate ordinal data to determine the percentage of students who had learning difficulties. There are 30 participants in this research. The results showed that learning difficulties received a high percentage. The questionnaire fields included reading, spelling and writing, math and logic, emotion and self-control, listening, and attention. The researcher got the data from the questionnaire that had been distributed. One of the most prominent suggestions made in this study is to focus on the need to diversify teaching methods, reduce the teaching burden for teachers from lessons, and open channels of communication between family and university to follow up on students'' affairs

The objective of this article was to examine the use of learning strategies used by students of distance learning, enrolled in courses from two public institutions. A total of 821 students took part in the research, 532 of them from the South Institution and 289 from the Midwest Institution of Brazil. Data was composed from the factors: emotion control, search for interpersonal help, repetition and organization, motivation control, elaboration, search for help in the teaching material, and monitoring comprehension. Results evidenced that students from the South are more strategic in all of the analyzed factors. The analysis regarding age range evidenced differences only in factor monitoring comprehension by participants of the South, who were in the higher age range showed more strategic skills. Results presented suggest the need for training tutors focused in teaching learning strategies, which could bring satisfactory results in the sense of promoting the success of DL.

The title of this Independent Research is An analysis of communicative language teaching .The analysis that is carried out is focused only on the communication approach to students or pupils with various methods that will be given. The goal of Communicative Language Teaching is to have one’s students become communicatively competent. While this has been the stated goal of many of the other methods in the communicative approach the notion of what it takes to be communicatively competent is much expanded. Adherents of the communicative approach, which we will consider in this Analysis acknowledge that structures and vocabulary are important. However they feel that preparation for communication will be inadequate if only these are taught. Students may know the rules of language usage, but will be unable to use the language. When we communicate, we use the language to accomplish some function, such arguing, persuading, or promising. More over, we carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion, but also on whom he is addressing and what his relationship with that person is. Furthermore, since communication is a process, it is sufficient for students to simply have knowledge of target language forms, meanings and functions. Students must be able to apply this knowledge in negotiating meaning. It is through the interaction between speaker and listener (or reader and writer) that meaning becomes clear. The listener gives the speaker feedbacks as to whether or not he understands what the speaker has said. In this way, the speaker can revise what he said and try to communicate his intend meaning again, if necessary.

This study used participant/observation and open-ended interviews to understand how male participants (age 18-24 years) benefited from yoga and mindfulness training within an Alternative to Incarceration (ATI) program. Findings suggest that the male participants (age 18-24 years) benefited from the intervention through reductions in stress and improvements in emotion regulation. Several participants noted the importance of the development of an embodied practice for assisting them in managing anger and impulse control. The young men’s narratives suggest that mindfulness-based interventions can contribute positively to rehabilitative outcomes within alternative to incarcerations settings, providing complementary benefit to existing ATI programs, especially for clients amenable to mindfulness training. With many jurisdictions expanding rehabilitation-focused interventions for young offenders, service providers should consider the potential positive contributions that mindfulness-based interventions can have for fostering desistance and reducing recidivism among justice system–involved populations.

Abstract In an era when scientific research is in the spotlight, foreign language teachers have developed a variety of complex and diverse emotions towards it. Research into teachers’ professional development has long focused on rational factors. However, teacher emotions are real and emotions are at the heart of teaching and learning. Teachers’ research emotions are therefore as important as the rational elements of teacher professional development. Indeed, teacher emotions have a crucial impact on teachers’ careers and development, and teacher emotions cannot be ignored. However, little attention has been paid to research on English teachers’ emotions, and there is a lack of literature reviews to sort out the limited research on English teachers’ emotions. Such a literature review would help to understand the gaps in the current field of research on English teachers’ research on emotions and thus better guide the direction of future research. By using keywords to identify relevant studies, further screening and analysing candidate studies, and reporting and summarizing existing research findings, this study reviews the current state of research on English teachers’ research on emotional experiences and finds that research on foreign language teachers’ emotions is mainly concerned with the content of emotional experiences, emotion formation and its influencing factors. On this basis, further directions for research are indicated, including the attention paying to the processes of emotion formation and emotion adjustment strategies of foreign language teachers, the emotions of university teachers and the influence of Chinese society and culture on foreign language teachers in higher education.

Our second mainstream issue of 2015 has a very student focused set of papers for your enjoyment, with contributions from across four continents. The first article (Khiat) discusses self-directed learning introducing a diagnostic test to support students in their learning. The next paper (Paton-Walsh) showcases templates to help students learn key concepts in undergraduate science courses. The third paper (Leiman) talk about the role of emotion in assessment and the considerations related to this in pedagogical approaches. Paper four (Blackburn) prepares students to be critical thinkers and effective communicators in his discussion. Next (Eaton) we look at the role of student tutors in supporting students in their assessment, particularly examinations. The fifth paper (Bissoonauth-Bedford & Stace) also looks at communication skills with a focus on written proficiency in French, introducing collaborative writing activities with online functionality. The next paper (Joseph) examines providing opportunities for cultural responsiveness in pre-service teachers. Lastly (Scott) discusses the relationships between teaching beliefs and students’ perceptions of effective teaching and learning. I am sure you will agree an interesting collection of work that puts the student at the centre of the discussion.

Background: Unresolved stress among nursing students may occur due to the failure to use effective coping strategies, which may lead to problems such as anxiety and depression.The purpose of this study was to determine the prevalence of stress, anxiety and depression among nursing students and examine its relationship with coping styles.Methods: This descriptive cross-sectional study was conducted among 680 nursing students enrolled in nine colleges affiliated to a university in Nepal during academic year 2018. Depression anxiety stress scale- 21 was used to assess the levels of depression, anxiety and stress. Coping was measured using brief cope inventory.Results: Majority of students (51%, n = 350) reported moderate to extremely severe levels of stress, anxiety, and depression.Students mostly used problem-focused coping strategies. A one-way MANOVA revealed statistically significant differences among the levels of problem- focused coping (Wilks’ Lambda = .96, F (3, 676) = 8.11. p = <.001 and emotion-focused coping (Wilk’s Lambda = .90, F (3,676) = 23.69,p = <.001 with stress, anxiety and depression. Conclusions: The findings can be sourced to create awareness among faculty and administrators of nursing colleges regarding high occurrence of stress, anxiety and depression among students. Future studies can focus on the need to establish the counseling centers in nursing colleges that may aid in teaching students the effective coping strategies.Keywords: Anxiety; brief cope inventory; depression; depression anxiety stress scale;nursing students; stress.

To understand and support teacher–student interactions, there is a need for research on teachers’ daily emotions in interactions with students. Therefore, this study investigated the development of teachers’ negative emotions in interactions with individual students with attachment problems. Using a 3-week diary study, data were collected from 71 teacher–student dyads in special education schools for students with emotional and behavioral disorders. Overall, the development of both activating (e.g., anger) and deactivating (e.g., helplessness) negative emotions was low and stable over time. Teachers with high self-efficacy and teachers with a high supportive teaching style were less likely to experience intensity of and variability in negative emotions. Student maladjustment and teachers’ depersonalization attitudes were positively associated with more activating negative emotions. Beginning teachers reported more deactivating negative emotions. The study highlights the need of emotion-focused interventions for teachers to promote positive interactions between teachers and individual students.

Feminist identity is a powerful predictor of activism on behalf of women. However, little is known about how feminist identity develops worldwide, either in terms of social identity theory or the stage model of feminist identity development. Moreover, some women’s movement advocates view feminism with suspicion, as focused only on concerns of a narrow group of women. For this study, 45 women’s movement activists from China, India, Nicaragua, Poland, and the United States were interviewed as part of the Global Feminisms Project. Participants’ personal narratives were examined to identify themes activists used to describe their own feminist identity development. The six themes that emerged were education, social relationships, gender-based injustice, violence, activism, and emotion. Alternating least squares analysis of the concurrence of these themes revealed four pathways to feminist identity: (1) education, (2) social relationships and gender-based injustice, (3) violence, and (4) activism and emotion. These findings suggest that individuals come to feminist identity in different ways. Instructors aiming to encourage understanding of women’s movement activism should point to these different pathways, and feminist activists seeking to promote feminist identity development should consider different approaches to successfully engaging people. Online slides and a podcast for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

Field education is a critical and enriching component of the undergraduate geoscience curriculum, enhanced when combined with a study abroad program. The affective domain – defined in geoscience as emotion, motivation, and connection to Earth – is an integral part of the field experience. Using questionnaire data collected at the start of two geoscience field trips, this study compares motivation and connection to Earth of study abroad students from the United States with local New Zealand students. Results show that study abroad students have more expert-like motivations and ecological worldviews, and are more attached to and see more positive and diverse meanings in the field area. To take advantage of this and improve student outcomes, we recommend that this study abroad module be adapted to be more applied, environmentally-focused, and place-based. Findings highlight the importance of teaching and learning to specific study abroad students, rather than applying unchanged curricula from local institutions.

In this study, the authors analyzed the relationship between emotions and the construction of identities, particularly national identity. We reviewed the current debate on the role of emotions and feelings in people’s actions and in the configuration of their worldviews and practical actions. The world is witnessing a revival of ideologies that seemed to have been definitively banished from human thought and political action in the 20th century; however, it is being proved not only that they have survived and grown, but that they are also widely disseminated through networks and have come to shape the thinking of the many people who use them when deciding the future of their societies and how they want them to be governed. The growth of populism is based on emotions and on the most extremely nationalistic discourses. We analyzed, first of all, the influence of emotions on the perception of social reality and on the construction of historical and social knowledge. Next, we focused on the implications that emotions have had on the teaching of history and on the results of an international exploratory selection of particularly relevant research. Finally, as a conclusion, we suggest some ideas for the search of a balance that considers the weight of reason and emotion in the teaching and learning of history.

Abstract Background Meticulous flower and bird painting is a basic course for art and technology majors in the Department of Chinese painting and art colleges. However, at present, the teaching of meticulous flower and bird painting is almost carried out in the order of copying, sketching and creation, and each teaching unit is often isolated. Through the study of Zhou Yansheng's painting characteristics and artistic style, it is found that the previous art research on Zhou Yansheng basically focused on his painting artistic style and brush art aesthetics, and there are few articles to deeply study and summarize the teaching characteristics of Zhou Yansheng's brush painting from the perspective of educational psychology. There is no adjustment of emotion in the process of painting. Topics and Methods This paper analyzes Zhou Yansheng's teaching style and teaching characteristics of flower and bird painting from the perspective of inheriting classics and pioneering innovation, and briefly expounds Zhou Yansheng's artistic view from the perspective of teaching psychology, so as to more objectively and comprehensively analyze the artistic characteristics of Zhou Yansheng's ink painting and its influence on the new development of ink painting teaching in modern colleges and universities. At the same time, in the process of painting, we studied the regulating effect of this painting style on group emotion. Using cluster sampling method, 522 freshmen to seniors (256 boys and 266 girls) from four colleges and universities in a province were selected as the research objects. There were 497 valid questionnaires, and the recovery rate was 95.2%. Among them, 138 freshmen (27.7%), 128 sophomores (25.7%), 137 Junior (27.6%) and 94 senior (18.9%). The mean age was 21.3 ± 0.87. Pearson correlation, standard deviation and statistical significance were used to illustrate the correlation. Independent sample t-test was used to verify the difference between high anxiety group and low anxiety group. According to the statistical value of anxiety, participants were divided into three groups: low, medium and high anxiety groups. The questionnaire includes two kinds of anxiety, namely debilitating anxiety and promoting anxiety. The relationship between anxiety and self-efficacy of students of different majors and genders was investigated by t-test, univariate, multivariate analysis of variance and regression analysis. Results Zhou Yansheng is not only a modern flower and bird painting painter with personal artistic characteristics, but also a highly respected practical educator of flower and bird painting. He has accumulated a lot of valuable experience in 40 years of teaching. The author summarizes his teaching system of meticulous flower and bird painting. Characteristic innovation lies in the combination of teaching composition, modeling and color innovation, and runs through copying, sketching and creation. This systematic teaching mode breaks the gap between reproduction, sketch and independent creation, and finally does not cut off the innovative curriculum mode of all links, so that the works finally show the modern Chinese painting aesthetics of plane composition, color science and material science, and the picture is full of contemporary flavor. Conclusion In practical sense, Zhou Yansheng's meticulous flower and bird painting has further developed and innovated on the basis of traditional teaching, enriched and developed the teaching of meticulous flower and bird painting to a certain extent, and has certain enlightenment significance and function for the innovation of diversified teaching styles of Contemporary Meticulous flower and bird painting.

For a long time, college English teaching in many Chinese universities has focused on cultivating students’ reading abilities while ignoring the cultivation of students’ speaking abilities, leaving many non-English majors unable to communicate in English even after years of English study. This paper outlines the entire design and development process for an intelligent correction system for spoken English, with a focus on the methods for implementing the functions of spoken English examination, question bank management, and marking. A multifeature fusion of SE (sample entropy) and MFCC (Mel frequency cepstrum coefficient) based speech emotion recognition method is proposed. It denotes the rate at which the SE nonlinear dynamic system generates new data. It can be used to describe the dynamic fluctuation of speech signals in response to various emotions. To process SE and its statistics, as well as MFCC, and calculate the probability that they belong to one of six emotions, the support vector machine is used. The spoken English recognition algorithm described in this paper has obvious performance improvements in many indicators, according to the experimental evaluation.

Emotions exist widely in the entire process of learning and affect students’ motivation as well as academic performance. In multimedia learning, academics usually focus on the impact of teachers’ emotions or the emotional design of multimedia learning materials on students’ emotions and learning results. Few studies have investigated how to enhance learning by regulating students’ pre-learning emotions. This study focused on whether playing funny videos before learning could promote students’ positive emotions to enhance their motivation, satisfaction, and learning outcomes. We randomly divided 81 elementary school students into two groups: experimental group and control group. While the experimental group watched funny video clips, the control group watched neutral video clips before starting the video learning. The experimental group had more positive pre-learning emotions than the control group. After the course, the emotion of the experimental group declined while that of the control group enhanced. However, positive pre-learning emotions still promoted students’ understanding and transfer of learning materials. Moreover, no significant differences were observed between the two groups in learning motivation, satisfaction, and retention tests. Furthermore, this paper analyzed the causes of the experimental results and discussed the insights for teaching.

Cognitive function declines with age, and when cognitive deterioration reaches a critical value and pathological changes occur, the brain neurons are irreversible. The aging of working memory even has profound adverse effects on older adults. This study aims to understand the psychological and physiological characteristics of older adults and to achieve mobile application design solutions that train working memory. According to the user study, the factors influencing the design of mobile applications for working memory training for older adults were mainly focused on six dimensions: training content, motivation, emotion, interaction, current state, and experience. Design opportunities were transformed, and seven new design strategies were obtained. Nine product functions with the highest priority were selected: daily practice, challenge mode, level-by-level difficulty selection, novice teaching, practice mode, sharing function, two-player mode, ranking, and desktop components. Finally, an interactive prototype was designed for usability testing, and the product solution was iterated based on expert evaluation and user feedback. The results indicate that the interface design provides a good user experience when applied daily. The process and results will be applied to make more solutions for training cognitive functions to be used in different situations.

Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field’s understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers’ (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used down-regulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.

SammanfattningKlimatförändringarna är ett av de mest allvarliga hållbarhetsproblem som mänskligheten står inför och är en viktig del av utbildning för hållbar utveckling. Genom dess existentiella, politiska och moraliska/etiska karaktär är klimatfrågan värdeladdad och även förknippad med en mängd känslor. Många människor oroar sig över klimatförändringarna och studier har visat att känslor ofta uppväcks i klassrummet då man undervisar om detta problem och andra hållbarhetsutmaningar. Syftet med denna artikel är att genom en genomgång av teorier och tidigare empiriska studier visa på att inte bara känslor utan också känslohanteringsstrategier är en viktig del av klimatundervisningen och att lärare spelar en viktig roll för om dessa strategier kommer att främja eller hindra läroprocesser inom detta område. Lärare har betydelse både genom att vara förebilder och genom hur de bemöter ungas känslor i klassrummet. I artikeln argumenteras för vikten av att inkludera främjandet av en ”kritisk känslokompetens” dels i lärarutbildningen och dels i utbildning för hållbar utveckling i skolan. Avslutningsvis ges några konkreta exempel på hur detta kan genomföras.Nyckelord: utbildning för hållbar utveckling, klimatförändringar, känslor, känslohanteringsstrategier, meningsfokuserad coping, lärandeEmotions, values and education for a sustainable future:Promoting critical emotional awareness in climate educationAbstractClimate change is one of the most serious sustainability problems facing humanity today. It is also an important part of education for sustainable development. Through its existential, political and moral/ethical nature, the climate issue is value laden and also associated with a multitude of feelings. Many people worry about climate change, and studies have shown that emotions are often evoked in the classroom when teaching about this problem and other sustainability challenges. The purpose of this article is to show, through a review of theories and previous empirical studies, that not only emotions but also emotion regulation strategies are an important part of climate change education and that teachers play a vital role in whether these strategies will promote or hinder learning processes. Teachers are important both by being role models and by how they respond to the feelings of young people in the classroom. The article argues for the importance of including and promoting "critical emotional awareness" in teacher education and in teaching about education for sustainable development in schools. In the end of the article some concrete examples of how this can be done are presented.Keywords: education for sustainable development, climate change, emotions, emotion regulation strategies, meaning-focused coping, learning

In this digital era where individuals in the community turn out to be more secular and dependent on science and technology, some devoted Christian parents still want to teach their children to have godly characters. These parents assume that the Bible ought to be the basis of educating their children. They need an effective pattern design to teach their children in the light of the Bible since their early age. Various samples of parents were selected based on the children's age, gender, number of siblings, parents' occupations, and church ministries. The number of parents was about forty. They focused on teaching their children based on Biblical standard. The procedure began with the step of exploration, in which the indicators were determined. The characters of their children had been described before starting the observations. Parents employed the pattern design of character education that was adopted from the childhood of some Bible heroes and Christian leaders in the Church History. Those models are individuals who have a Christ-like character and credibility. On the second half of the preparation year, the second observation was conducted to find out the difference and the development of their children’s characters. The result is a significant change in the characters of their children. Children who encountered this pattern of character education showed better character traits. They developed the ability to communicate with a healthy emotion, to be obedient to the parents, and also to build better relationships with parents and siblings. Educating children based on Biblical standard can be an effective pattern design of children education. It is a recommended model to equip parents who want their children to have godly characters in the middle of the digital era and secular society.

This article explores doctoral students’ emotional experience as they learn about conducting qualitative research. Emotions emerging from a shared learning experience provided doctoral students with opportunities to reflect on their experience as qualitative researchers and on the practice of qualitative research. Explicit links are made between students’ learning how to do research and their research as learning, to provide an example of experiential and engaged teaching practice within a doctoral program in management. A study of a module on qualitative research focused on the emotional experience of being a doctoral student, captured a range of emotions, and offered students the opportunity to understand the importance and value of emotional reflexivity within their qualitative research.

This contribution aims to introduce SCENARIO readers to my pedagogical practice at the Institute of International Relations, Taras Shevchenko National University of Kiev, which specializes in the training of future Ukrainian diplomats. In order to do so I have opted for the medium of film to give interested colleagues a vivid impression of how I propose to put empathy at the centre of diplomacy-related training programmes. Since prehistoric times empathy has been understood to be a pillar of diplomacy. For Fliess (1942: 212), empathy is the ability "to step into another's shoes", for Etchefoyen (1996: 271) "to feel and understand what another feels", for Stover (2005: 209) "to take the role of the other and to view the world from different perspectives participating in the values, feelings and perceptions of another”. Drama Pedagogy, within the protective space of the imagination, offers many ways of “living through” the lives of others. It therefore seems ideally suited to play a key role in empathy-focused training programmes. Sharing the well-known idea that being in public position is like being on stage but without a script, I developed a teaching concept which blends the diplomatic with the theatrical by using selected film clips in ...

NOTICIAS / NEWS (“transfer”, 2018) 1) LIBROS – CAPÍTULOS DE LIBRO / BOOKS – BOOK CHAPTERS 1. Bandia, Paul F. (ed.). (2017). Orality and Translation. London: Routledge. <<www.routledge.com/Orality-and-Translation/Bandia/p/book/9781138232884>> 2. Trends in Translation and Interpretin, Institute of Translation & Interpreting<<www.iti.org.uk/news-media-industry-jobs/news/819-iti-publishes-trends-e-book>> 3. Schippel, Larisa & Cornelia Zwischenberger. (eds). (2017). Going East: Discovering New and Alternative Traditions in Translation Studies. Berlin: Frank & Timme.<<www.frank-timme.de/verlag/verlagsprogramm/buch/verlagsprogramm/bd-28-larisa-schippelcornelia-zwischenberger-eds-going-east-discovering-new-and-alternative/backPID/transkulturalitaet-translation-transfer.html>> 4. Godayol, Pilar. (2017). Tres escritoras censuradas: Simone de Beauvoir, Betty Friedan y Mary McCarthy. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3149-Tres_escritoras_censuradas.html>> 5. Vanacker, Beatrijs & Tom Toremans. (eds). (2016). Pseudotranslation and Metafictionality/Pseudo-traduction: enjeux métafictionnels. Special issue of Interférences Littéraires.<<www.interferenceslitteraires.be/nr19>> 6. Jiménez-Crespo, Miguel A. (2017). Crowdsourcing and Online Collaborative Translations: Expanding the Limits of Translation Studies. Amsterdam: John Benjamins. <<https://benjamins.com/#catalog/books/btl.131>> 7. Quality Assurance and Assessment Practices in Translation and Interpreting<<www.igi-global.com/publish/call-for-papers/call-details/2640>> 8. Hurtado Albir, Amparo. (ed.). (2017). Researching Translation Competence by PACTE Group. Amsterdam: John Benjamins.<<www.benjamins.com/#catalog/books/btl.127/main>> 9. Taivalkoski-Shilov, Kristiina, Liisa Tittula and Maarit Koponen. (eds). (2017). Communities in Translation and Interpreting. Toronto: Vita Traductiva, York University<<http://vitatraductiva.blog.yorku.ca/publication/communities-in-translation-and-interpreting>> 10. Giczela-Pastwa, Justyna and Uchenna Oyali (eds). (2017). Norm-Focused and Culture-Related Inquiries in Translation Research. Selected Papers of the CETRA Research Summer School 2014. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/25509>> 11. Castro, Olga & Emek Ergun (eds). (2017). Feminist Translation Studies: Local and Transnational Perspectives. London: Routledge.<<www.routledge.com/Feminist-Translation-Studies-Local-and-Transnational-Perspectives/Castro-Ergun/p/book/9781138931657>> 12. Call for papers: New Trends in Translation Studies. Series Editor: Prof. Jorge Díaz-Cintas, Centre for Translation Studies (CenTraS), University College London.<<(www.ucl.ac.uk/centras)>>, <<www.peterlang.com/view/serial/NEWTRANS>> 13. Valero-Garcés, Carmen & Rebecca Tipton. (eds). (2017). Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb=9781783097517>> 14. Mahyub Rayaa, Bachir & Mourad Zarrouk. 2017. A Handbook for Simultaneous Interpreting Training from English, French and Spanish to Arabic / منهج تطبيقي في تعلّم الترجمة الفورية من الانجليزية والفرنسية والإسبانية إلى العربية. Toledo: Escuela de Traductores.<<https://issuu.com/escueladetraductorestoledo/docs/cuaderno_16_aertefinal_version_web>> 15. Lapeña, Alejandro L. (2017). A pie de escenario. Guía de traducción teatral. Valencia: JPM ediciones.<<http://jpm-ediciones.es/catalogo/details/56/11/humanidades/a-pie-de-escenario>> 16. Mével, Alex. (2017). Subtitling African American English into French: Can We Do the Right Thing? Oxford: Peter Lang.<<www.peterlang.com/view/product/47023>> 17. Díaz Cintas, Jorge & Kristijan Nikolić. (eds). (2017). Fast-Forwarding with Audiovisual Translation. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?K=9781783099368>> 18. Taibi, Mustapha. (ed.). (2017). Translating for the Community. Bristol: Multilingual Matters.<<www.multilingual-matters.com/display.asp?isb= 9781783099122>> 19. Borodo, Michał. (2017). Translation, Globalization and Younger Audiences. The Situation in Poland. Oxford: Peter Lang.<<www.peterlang.com/view/product/81485>> 20. Reframing Realities through Translation Cambridge Scholars Publishing<<https://cambridgescholarsblog.wordpress.com/2017/07/28/call-for-papers-reframing-realities-through-translation>> 21. Gansel, Mireille. 2017. Translation as Transhumance. London: Les Fugitives<<www.lesfugitives.com/books/#/translation-as-transhumance>> 22. Goźdź-Roszkowski, S. and G. Pontrandolfo. (eds). (2018). Phraseology in Legal and Institutional Settings. A Corpus-based Interdisciplinary Perspective. London: Routledge<<www.routledge.com/Phraseology-in-Legal-and-Institutional-Settings-A-Corpus-based-Interdisciplinary/Roszkowski-Pontrandolfo/p/book/9781138214361>> 23. Deckert, Mikołaj. (ed.). (2017). Audiovisual Translation – Research and Use. Frankfurt am Main: Peter Lang.<<www.peterlang.com/view/product/80659>> 24. Castro, Olga; Sergi Mainer & Svetlana Page. (eds). (2017). Self-Translation and Power: Negotiating Identities in European Multilingual Contexts. London: Palgrave Macmillan.www.palgrave.com/gb/book/9781137507808 25. Gonzalo Claros, M. (2017). Cómo traducir y redactar textos científicos en español. Barcelona: Fundación Dr. Antonio Esteve.<<www.esteve.org/cuaderno-traducir-textos-cientificos>> 26. Tian, Chuanmao & Feng Wang. (2017).Translation and Culture. Beijing: China Social Sciences Press.<<http://product.dangdang.com/25164476.html>> 27. Malamatidou, Sofia. (2018). Corpus Triangulation: Combining Data and Methods in Corpus-Based Translation Studies. London: Routledge.<<www.routledge.com/Corpus-Triangulation-Combining-Data-and-=Methods-in-Corpus-Based-Translation/Malamatidou/p/book/9781138948501>> 28. Jakobsen, Arnt L. and Bartolomé Mesa-Lao. (eds). (2017). Translation in Transition: Between Translation, Cognition and Technology. Amsterdam: John Benjamins.<<https://benjamins.com/#catalog/books/btl.133>> 29. Santaemilia, José. (ed.). (2017). Traducir para la igualdad sexual / Translating for Sexual Equality. Granada: Comares.<<www.editorialcomares.com/TV/articulo/3198-Traducir_para_la_igualdad_sexual.html>> 30. Levine, Suzanne Jill & Katie Lateef-Jan. (eds). (2018). Untranslatability Goes Global. London: Routledge.<<www.routledge.com/Untranslatability-Goes-Global/Levine-Lateef-Jan/p/book/9781138744301>> 31. Baer, Brian J. & Klaus Kindle. (eds). (2017). Queering Translation, Translating the Queer. Theory, Practice, Activism. New York: Routledge.<<www.routledge.com/Queering-Translation-Translating-the-Queer-Theory-Practice-Activism/Baer-Kaindl/p/book/9781138201699>> 32. Survey: The translation of political terminology<<https://goo.gl/forms/w2SQ2nnl3AkpcRNq2>> 33. Estudio de encuesta sobre la traducción y la interpretación en México 2017<<http://italiamorayta.org/wp-content/uploads/2017/09/ENCUESTAS.pdf>> 34. Beseghi, Micòl. (2017). Multilingual Films in Translation: A Sociolinguistic and Intercultural Study of Diasporic Films. Oxford: Peter Lang.<<www.peterlang.com/view/product/78842>> 35. Vidal Claramonte, María Carmen África. (2017). Dile que le he escrito un blues: del texto como partitura a la partitura como traducción en la literatura latinoamericana. Madrid: Iberoamericana.<<www.iberoamericana-vervuert.es/FichaLibro.aspx?P1=104515>> 36. Figueira, Dorothy M. & Mohan, Chandra. (eds.). (2017). Literary Culture and Translation. New Aspects of Comparative Literature. Delhi: Primus Books. ISBN: 978-93-84082-51-2.<<www.primusbooks.com>> 37. Tomiche, Anne. (ed.). (2017). Le Comparatisme comme aproche critique / Comparative Literature as a Critical Approach. Tome IV: Traduction et transfers / Translation and Transferts. París: Classiques Garnier. ISBN: 978-2-406-06533-3. 2) REVISTAS / JOURNALS 1. Call for papers: The Translator, special issue on Translation and Development, 2019. Contact: jmarais@ufs.ac.za 2. Call for papers: Applied Language LearningContact: jiaying.howard@dliflc.edu<<www.dliflc.edu/resources/publications/applied-language-learning>> 3. Panace@: Revista de Medicina, Lenguaje y Traducción; special issue on “La comunicación escrita para pacientes”, vol. 44<<www.tremedica.org/panacea/PanaceaActual.htm>> 4. mTm, issue 9<<www.mtmjournal.gr/default.asp?catid=435>> 5. Asia Pacific Translation and Intercultural Studies, Volume 4 Issue 3 (November 2017)<<http://explore.tandfonline.com/cfp/ah/aptis>>, <<www.tandfonline.com/rtis>> 6. Call for papers: The Journal of Translation Studies, special issue on Translation and Social Engagement in the Digital AgeContact: Sang-Bin Lee, sblee0110@naver.com 7. Current Trends in Translation Teaching and Learning E<<www.cttl.org>> 8. Translation and Interpreting Studies, 15 (1), Special issue on The Ethics of Non-Professional Translation and Interpreting in Public Services and Legal Settings<<www.atisa.org/call-for-papers>> 9. Call for papers: Translation & Interpreting – The International Journal of Translation and Interpreting Research, Special issue on Translation of Questionnaires in Cross-national and Cross-cultural Research<<www.trans-int.org/index.php/transint/announcement/view/19>> 10. Revista Digital de Investigación en Docencia Universitaria (RIDU), Special issue on Pedagogía y didáctica de la traducción y la interpretación<<http://revistas.upc.edu.pe/index.php/docencia/pages/view/announcement>> 11. Translation, Cognition & Behavior<<https://benjamins.com/#catalog/journals/tcb/main>> 12. FITISPos International Journal, vol. 4 (2017)Shedding Light on the Grey Zone: A Comprehensive View on Public Services Interpreting and Translation<<www3.uah.es/fitispos_ij>> 13. Post-Editing in Practice: Process, Product and NetworksSpecial issue of JoSTrans, The Journal of Specialised Translation, 31<<www.jostrans.org/Post-Editing_in_Practice_Jostrans31.pdf>> 14. Call for papers: MonTI 10 (2018), Special issue on Retos actuales y tendencias emergentes en traducción médica<<https://dti.ua.es/es/monti/convocatorias.htm>> 15. Call for papers: trans‐kom Special Issue on Industry 4.0 meets Language and Knowledge Resources.Contact: Georg Löckinger (georg.loeckinger@fh‐wels.at)<<http://trans-kom.eu/index-en.html>> 16. Translaboration: Exploring Collaboration in Translation and Translation in CollaborationSpecial Issue, Target, vol 32(2), 2020.<<www.benjamins.com/series/target/cfp_target_32.pdf>> 17. redit, Revista Electrónica de Didáctica de la Traducción e Interpretación, nº11.<<www.revistas.uma.es/index.php/redit>> 18. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.Contact: alessandra.rizzo@unipa.it & karen.Seago1@city.ac.uk<<www.unipa.it/dipartimenti/dipartimentoscienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 19. trans-kom, Vol. 10 (1), 2017. <<www.trans-kom.eu>> 20. JoSTrans, The Journal of Specialised Translation, issue 28 (July 2017).<<www.jostrans.org/issue28/issue28_toc.php>> 21. Call for papers: InVerbis, special issue on Translating the Margin: Lost Voices in the Aesthetic Discourse, June 2018.<<www.unipa.it/dipartimenti/scienzeumanistiche/.content/documenti/CFPInverbis.pdf>> 22. Call for papers: TTR, special Issue on Lost and Found in Transcultural and Interlinguistic Translation/La traduction transculturelle et interlinguistique : s’y perdre et s’y retrouver<<http://professeure.umoncton.ca/umcm-merkle_denise/node/30>> 23. Call for proposals for thematic issues:Linguistica Antverpiensia, New Series – Themes in Translation Studies (LANS – TTS)<<https://lans-tts.uantwerpen.be>> 24. Call for papers: trans‑kom, special issue on Didactics for Technology in Translation and InterpretingVol. 11(2), December 2018.Contact: aietimonografia@gmail.com / carmen.valero@uah.es 25. Journal of Languages for Special PurposesVol 22/2, New Perspectives on the Translation of Advertising<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/53>>Vol 23/1, Linguistics, Translation and Teaching in LSP<<https://ojsspdc.ulpgc.es/ojs/index.php/LFE/issue/view/72>> 26. Call for papers: Parallèles, special issue on La littérature belge francophone en traduction (in French), Volume 32(1), 2020.Contact: katrien.lievois@uantwerpen.be & catherine.gravet@umons.ac.be 27. Call for papers: Asia Pacific Translation and Intercultural Studies, Volume 5(1), 2018.<<www.tandfonline.com/rtis>> 28. Target, special issue on Translaboration: Exploring Collaboration in Translation and Translation in Collaboration<<www.benjamins.com/series/target/cfp_target_32.pdf>> 29. Research in Language, special issue on Translation and Cognition: Cases of Asymmetry, Volume 15(2).<<www.degruyter.com/view/j/rela.2017.15.issue-2/issue-files/rela.2017.15.issue-2.xml>> 30. Call for papers: Translation Spaces, special issue on Translation in Non-governmental Organisations, 7(1), 2018.<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs.pdf>> 31. Call for papers: Translating the Margin: Lost Voices in the Aesthetic Discourse, special issue of InVerbis (2018).<<www.unipa.it/dipartimenti/scienzeumanistiche/CFP-Translating-the-margin-Lost-voices-in-the-aesthetic-discourse>> 32. Call for papers: Translation and Disruption: Global and Local Perspectives, special issue of Revista Tradumàtica (2018).Contact: akiko.sakamoto@port.ac.uk; jonathan.evans@port.ac.uk and olga.torres.hostench@uab.cat 33. Call for papers: JoSTrans. The Journal of Specialised Translation 33 (January 2020), Special Issue on ‘Experimental Research and Cognition in Audiovisual Translation’. Guest editors: Jorge Díaz Cintas & Agnieszka Szarkowska. Deadline for proposals: 19 February 2018<<http://www.jostrans.org/>> 34. Dragoman – Journal of Translation Studies<<www.dragoman-journal.org/books>> 35. Call for papers: Translation Spaces 7(1) 2018, special issue on Translation in Non-governmental Organisations<<www.reading.ac.uk/web/files/modern-languages-and-european-studies/CfP_SI_Translation_Spaces-translation_in_NGOs-public-extended_deadline.pdf>> 36. Call for papers: Public Service Interpreting and Translation and New Technologies Participation through Communication with Technology, special issue of FITISPos International Journal, Vol 5 (2018).Contact: Michaela Albl-Mikasa (albm@zhaw.ch) & Stefanos Vlachopoulos (stefanos@teiep.gr) 37. Sendebar, Vol. 28 (2017)<<http://revistaseug.ugr.es/index.php/sendebar>> 38. Ranzato, Irene. (2016). North and South: British Dialects in Fictional Dialogue, special issue of Status Quaestionis – Language, Text, Culture, 11.<<http://statusquaestionis.uniroma1.it/index.php/statusquaestionis>> 39. Translation Studies 10 (2), special issue on Indirect Translation.<<www.tandfonline.com/toc/rtrs20/current>> 40. Translation & Interpreting – Special issue on Research Methods in Interpreting Studies, Vol 9 (1), 2017. 41. Translation and Translanguaging in Multilingual Contexts, special issue on Between Specialised Texts and Institutional Contexts – Competence and Choice in Legal Translation, edited by V. Dullion, 3 (1), 2017.<<https://benjamins.com/#catalog/journals/ttmc.3.1/toc>> 42. Translation and Performance, 9 (1), 2017<<https://journals.library.ualberta.ca/tc/index.php/TC/issue/view/1879>> 3) CONGRESOS / CONFERENCES 1. ATISA IX: Contexts of Translation and InterpretingUniversity of Wisconsin, Milwaukee, USA, 29 March – 1 April 2018<<www.atisa.org/sites/default/files/CFP_ATISA_2018_FINAL.pdf> 2. V International Translating Voices Translating Regions – Minority Languages, Risks, Disasters and Regional CrisesCentre for Translation Studies (CenTraS) at UCL and Europe House, London, UK, 13-15 December 2017.<<www.ucl.ac.uk/centras/translation-news-and-events/v-translating-voices>> 3. Translation and Health Humanities: The Role of Translated Personal Narratives in the Co-creation of Medical KnowledgeGenealogies of Knowledge I Translating Political and Scientific Thought across Time and Space, University of Manchester, UK7-9 December 2017.<<http://genealogiesofknowledge.net/2017/02/20/call-panel-papers-translation-health-humanities-role-translated-personal-narratives-co-creation-medical-knowledge>> 4. Fourth International Conference on Non-Professional Interpreting and Translation (NPIT4), Stellenbosch University, South Africa, 22-24 May 2018.<<http://conferences.sun.ac.za/index.php/NPIT4/npit4>> 5. I International Conference on Interdisciplinary Approaches for Total Communication: Education, Healthcare and Interpreting within Disability Settings, University of Málaga, Spain, 12-14 December 2017.<<https://ecplusproject.uma.es/cfp-iciatc>> 6. Translation & Minority 2: Freedom and DifferenceUniversity of Ottawa, Canada, 10-11 November 2017.<<https://translationandminority.wordpress.com>> 7. Staging the Literary Translator: Roles, Identities, PersonalitiesUniversity of Vienna, Austria, 17-19 May 2018.<<http://translit2018.univie.ac.at/home>> 8. IATIS 2018 – Translation and Cultural MobilityPanel 9: Translating Development: The Importance of Language(s) in Processes of Social Transformation in Developing CountriesHong Kong, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel09>> 9. Fun for All 5: Translation and Accessibility in Video Games Conference, Universitat Autònoma de Barcelona, Spain, 7-8 June 2018.<<http://jornades.uab.cat/videogamesaccess>> 10. ACT/Unlimited! 2 Symposium, Universitat Autònoma de Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 11. IATIS 2018 – Translation and Cultural MobilityPANEL 06: Museum Translation: Encounters across Space and TimeHong Kong Baptist University, 3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel06>> 12. IATIS 2018 – Translation and Cultural Mobility PANEL 12: Advances in Discourse Analysis in Translation Studies: Theoretical Models and Applications Hong Kong Baptist University3-6 July 2018.<<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel12>> 13. Understanding Quality in Media Accessibility, Universidad Autònoma de Barcelona, Spain, 5 June 2018. <<http://pagines.uab.cat/umaq/content/umaq-conference>> 14. Managing Anaphora in Discourse: Towards an Interdisciplinary Approach, University of Grenoble Alpes, France, 5-6 April 2018.<<http://saesfrance.org/4071-2>> 15. Traduire les voix de la nature / Translating the Voices of Nature, Paris, France, 25-26 May 2018.<<www.utu.fi/en/units/hum/units/languages/mts/Documents/CFP.pdf>> 16. IATIS 2018 – Translation and Cultural MobilityPANEL 10: Audiovisual Translation as Cross-cultural Mediation – New Trajectories for Translation and Cultural Mobility?Hong Kong Baptist University, 3-6 July 2018. <<www.iatis.org/index.php/6th-conference-hong-kong-2018/item/1459-panels#Panel10>> 17. The Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/firstcircular>> 18. I Coloquio Internacional Hispanoafricano de Lingüística, Literatura y Traducción. España en contacto con África, su(s) pueblo(s) y su(s= cultura(s) Universidad FHB de Cocody-Abidjan, Costa de Marfil 7-9 March 2018.<<www.afriqana.org/encuentros.php>> 19. Transius Conference 2018, Geneva, Switzerland, 18-20 June 2018.<<http://transius.unige.ch/en/conferences-and-seminars/conferences/18/>> 20. 39th International GERAS Conference - Diachronic Dimensions in Specialised Varieties of English: Implications in Communications, Didactics and Translation Studies, University of Mons, Belgium15-17 March 2018.<<www.geras.fr/index.php/presentation/breves/2-uncategorised/245-cfp-39th-international-geras-conference>> 21. 31st Annual Conference of the Canadian Association for Translation Studies - Translation and Adaptation, University of Regina, Canada, 28-30 May 2018.<<https://linguistlist.org/issues/28/28-3413.html>> 22. 2nd Valencia/Napoli Colloquium on Gender and Translation: Translating/Interpreting LSP through a Gender PerspectiveUniversità di Napoli 'L'Orientale', Italy, 8-9 February 2018.Contact: eleonorafederici@hotmail.com 23. Ninth Annual International Translation Conference: Translation in the Digital Age: From Translation Tools to Shifting Paradigms, Hamad Bin Khalifa’s Translation & Interpreting Institute (TII), Doha, Qatar, 27-28 March 2018.<<www.tii.qa/9th-annual-translation-conference-translation-digital-age-translation-tools-shifting-paradigms>> 24. ACT/Unlimited! 2 Symposium – Quality Training, Quality Service in Accessible Live Events, Barcelona, Spain, 6 June 2018.<<http://pagines.uab.cat/act/content/actunlimited-2-symposium>> 25. Fourth International Conference on Research into the Didactics of Translation, Universitat Autònoma de Barcelona, Spain, 20-22 June 2018.<<http://grupsderecerca.uab.cat/pacte/en/secondcircular2018>> 26. Talking to the World 3. International Conference in T&I Studies – Cognition, Emotion, and Creativity, Newcastle University, UK, 17-18 September 2018.<<www.ncl.ac.uk/sml/news-events/news/item/talkingtotheworld3ticonference.html>> 27. Translation & Interpreting in the Digital Era, Hankuk University of Foreign Studies, Seoul, South Korea, 29-30 January 2018.Contact: itri@hufs.ac.kr 28. 7th META-NET Annual Conference: Towards a Human Language Project, Hotel Le Plaza, Brussels, Belgium, 13-14 November 2017.<<www.meta-net.eu/events/meta-forum-2017>> 4) CURSOS – SEMINARIOS – POSGRADOS / COURSES – SEMINARS – MA PROGRAMMES 1. Certificate / Diploma / Master of Advanced Studies in Interpreter Training (online), FTI, University of Geneva, Switzerland,4 September 2017 - 10 September 2019.<<www.unige.ch/formcont/masit>> 2. Master’s Degree in Legal Translation, Institute of Advanced Legal Studies, London, UK.<<http://ials.sas.ac.uk/study/courses/llm-legal-translation>> 3. Certificat d’Université en Interprétation en contexte juridique : milieu judiciaire et secteur des demandes d’asile, University of Mons, Belgium.<<http://hosting.umons.ac.be/php/centrerusse/agenda/certificat-duniversite-en-interpretation-en-contexte-juridique-milieu-judiciaire-et-secteur-des-demandes-dasile.html>> 4. Online MA in Translation and Interpreting ResearchUniversitat Jaume I, Castellón, Spain.Contact: monzo@uji.es<<www.mastertraduccion.uji.es>> 5. MA in Intercultural Communication, Public Service Interpreting and Translation 2017-2018, University of Alcalá, Madrid, Spain.<<www3.uah.es/master-tisp-uah/introduction-2/introduction>> 6. Research Methods in Translation and Interpreting StudiesUniversity of Geneva, Switzerland.<<www.unige.ch/formcont/researchmethods-distance1>><<www.unige.ch/formcont/researchmethods-distance2>> 7. La Traducción audiovisual y el aprendizaje de lenguas extranjeras, Universidad Nacional de Educación a Distancia (UNED), Spain, 4 December 2017.<<https://goo.gl/3zpMgY>> 8. Fifth summer school in Chinese-English Translation and Interpretation (CETIP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 9. First summer school in Arabic – English Translation and Interpretation (AETP), University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 10. Third summer school in translation pedagogy (TTPP)University of Ottawa, Canada, 23 July – 17 August 2018.<<http://arts.uottawa.ca/translation/summer-programs>> 4) PREMIOS/AWARDS 1. The Warwick Prize for Women in Translation<<http://www2.warwick.ac.uk/fac/cross_fac/womenintranslation>

AbstractEmotional intelligence (EI) is widely known to be crucial for professional development in education, and it is a curricular component of Greek teacher education. Still, there is little information available on student teachers’ EI. The aim of this study was to explore whether student teachers’ trait EI can be developed through a two-week, EI-focused intervention. The study followed a quasi-experimental design with a mixed method approach, using the Trait Emotional Intelligence Questionnaire-Short Form (Greek version) (N = 42) and reflective emotion diaries (N = 19). The participants were third-year undergraduate students studying primary education and teaching at the University of Crete. While the results from the statistical analysis showed no development of student teachers’ trait EI, the findings from the thematic analysis of the reflective emotion diaries suggested that this intervention was beneficial, facilitating emotion identification and potentially enabling emotion regulation through increased self-awareness. The study concludes with a discussion of its limitations and practical implications for future intervention studies on EI.

Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers’ well-being. While many previous studies have taken teachers’ emotions in teaching as their research focuses, this study investigated university English as a foreign language (EFL) teacher-researchers’ emotions and emotion regulation strategies in research in the context of a new research policy. One-on-one semi-structured interviews were conducted with seven EFL teacher-researchers at a Chinese university which implemented China’s new research policy of breaking the “five-only,” supplemented by the analysis of narrative frames and the institutional research documents. The data revealed that university EFL teacher-researchers experienced wide-ranging and diverse emotions at the micro-level, meso-level, and macro-level of research, with different attitudes toward the new research policy. They also employed multiple strategies of antecedent-focused and response-focused approaches to regulate emotions in research. This study helps unpack the complexity of emotions experienced by university teachers in research, and also calls for the attention of stakeholders to pay to the emotions and well-being of university EFL teachers.

Artificial Emotional Intelligence research has focused on emotions in a limited “black box” sense, concerned only with emotions as ‘inputs/outputs’ for the system, disregarding the processes and structures that constitute the emotion itself. We’re teaching machines to act as if they can feel emotions without the capacity to actually feel emotions. Serous moral and social problems will arise if we stick with the black box approach. As A.I.’s become more integrated with our lives, humans will require more than mere emulation of emotion; we’ll need them to have ‘the real thing.’ Moral psychology suggests emotions are necessary for moral reasoning and moral behavior. Socially, the role of ‘affective computing’ foreshadows the intimate ways humans will expect emotional reciprocity from their machines. Three objections are considered and responded to: (1) it’s not possible, (2) not necessary, and (3) too dangerous to give machines genuine emotions.

The global trends in the 21st century language learning and teaching have promoted interpersonal communication. Recently, there has been a high demand for learning tools which increase learners’ motivation and participation with a focus on communicative competence. This paper aims to explore English majors’ attitudes towards the application of videos in the Business Communication (BC) course at a Vietnamese university. It also explores the students’ favorite learning activities employed during the course. There were 125 third-year English majors participating in the mix-methods research in which both quantitative and qualitative data were collected for an in-depth analysis through the employment of a questionnaire and semi-structured interviews. The findings showed that the participants held a positive attitude (i.e., cognition, emotion, and behavior) toward a video-based Business Communication (VBC) course. As for favourite learning activities, furthermore, collaborative learning activities (e.g., group discussion, role-play, and conversation) tended to be preferred over individual-focused ones (e.g., oral presentation and story-telling). Received 18thAugust 2019; Revised 15thApril 2020; Accepted 20th April 2020

AbstractSince Freud, clinicians have understood that disturbing memories contribute to psychopathology and that new emotional experiences contribute to therapeutic change. Yet, controversy remains about what is truly essential to bring about psychotherapeutic change. Mounting evidence from empirical studies suggests that emotional arousal is a key ingredient in therapeutic change in many modalities. In addition, memory seems to play an important role but there is a lack of consensus on the role of understanding what happened in the past in bringing about therapeutic change. The core idea of this paper is that therapeutic change in a variety of modalities, including behavioral therapy, cognitive-behavioral therapy, emotion-focused therapy, and psychodynamic psychotherapy, results from the updating of prior emotional memories through a process of reconsolidation that incorporates new emotional experiences. We present an integrated memory model with three interactive components – autobiographical (event) memories, semantic structures, and emotional responses – supported by emerging evidence from cognitive neuroscience on implicit and explicit emotion, implicit and explicit memory, emotion-memory interactions, memory reconsolidation, and the relationship between autobiographical and semantic memory. We propose that the essential ingredients of therapeutic change include: (1) reactivating old memories; (2) engaging in new emotional experiences that are incorporated into these reactivated memories via the process of reconsolidation; and (3) reinforcing the integrated memory structure by practicing a new way of behaving and experiencing the world in a variety of contexts. The implications of this new, neurobiologically grounded synthesis for research, clinical practice, and teaching are discussed.

Teachers’ job-related well-being has been affected by the sudden shift to emergency remote online teaching due to the COVID-19 pandemic which has totally reshaped the task performance. Therefore, this study attempts to enlighten the possible reasons for the deterioration in teachers’ job-related well-being and proposes an integrated application of three models of prediction for job-related affective well-being and burnout as teachers’ indicators for the well-being in online teaching settings. The first model includes personality traits (extroversion, neuroticism, and conscientiousness) measured with the revised neuroticism, extroversion, and openness personality inventory (NEO-PI-R). The second model integrates an indispensable skill for the online teaching which is technological pedagogical content knowledge (TPCK) as technology-related teaching skill conceptualized by the TPACK framework. The TPACK model is a technology integration that identifies three types of knowledge instructors need to combine for successful EdTech integration - technological, pedagogical, and content knowledge (i.e., TPACK). The third model, a multidimensional one, includes coping mechanisms (e.g., problem-focused coping, emotion-focused coping, social support coping, and avoidant coping) as mediators in the relationship between personality traits and TPCK on the one side, and job-related well-being indicators on the other side. Findings from regression analyses were used to test the first two models, and the findings from a mediation analysis were used to test the third model to show that teachers’ TPCK explains a significant amount of variance in the job-related affective well-being of the teachers. The analyses also demonstrate that avoidant coping particularly mediates the relation between burnout and job-related affective well-being during COVID-19 school closures. Results indicate the efficacy of the TPACK model in increasing the job-related well-being of the teachers. The analysis of the data led to recommend that teachers should improve their personal technology-related teaching skills and adopt coping strategies in consistent with their personality traits. Moreover, public schools, as organizations, could advance educational technology programs to enhance technology-related teaching skills with the aim of increasing the well-being of their employees in online teaching settings.

Since 2020 our planet is facing a huge danger named pandemic Covid-19. This latter seems like is tempting the humankind, reminding that besides technological miracles exist other significant factors necessary for prolonging and supporting the life on earth. Human moral values, like empathy, solidarity, helping those in needed, that were temporarily shifted back to the foreground now naturally moved back to surface. And these highly moral people gifted with such features (mainly medics and volunteers) are fighting against the virus and saving the lives all around the world. Simultaneously, importance and necessity of controlling and managing human emotions in adequate directions have aroused. Thus, emotional intelligence is attracting significant attention, it is the main and necessary background for creating everything that is valuable for humanity.Either our native country is facing and is fighting against pandemic, the country which is situated on the cross of East-West worlds, the country with enriched and ancient history and culture. After gaining the state independence important institutional branch like educational system was under refining and reforming processes when pandemic as a challenge came upon. Because of latter situation it is of great importance that new vectors and tendencies featured in contemporary worldwide educational systems should be promptly reflected on our educational system as well.By the author’s opinion, main attention should be focused on establishment of highly moral values and emotion controlling issues, especially to an education process of young people born and rising in digitalized epoch. The art, and principally literature, should make significant contribution towards this direction.In this article some processes and changes made in educational system at schools are discussed and criticized from above stated position; are mentioned and emphasized the centuries-old traditions of preaching humanism, compassion and tolerance in Georgian literature; our literature’s possibilities of teaching in terms of the development of emotional intelligence in adolescents are analyze.

Siblings of young people with chronic illness commonly undertake caring responsibilities for their affected brother/sister, which may encourage maturation, yet may also be perceived as a burden. Our study determined (1) siblings’ caring responsibilities, (2) siblings’ current emotional distress and psychosocial functioning, and (3) how siblings’ caring responsibilities and psychosocial functioning related to familial relationships and coping strategies. Siblings completed questionnaires which contained Sibling Inventory of Behavior, Sibling Inventory of Differential Experiences, PedsQL, emotion thermometers, Brief COPE, and a checklist of caregiving responsibilities. We analyzed the data with t-tests and multi-level models. Forty-five siblings (mean age = 15.40 years, SD = 3.31 years; 60.0% female) participated. Siblings who had caring responsibilities ( n = 26, 57.8%) reported lower anxiety symptoms, lower need for help, greater use of problem-focused coping, and more companionship and teaching/directiveness with their affected brother/sister than siblings without caring responsibilities. Siblings reported lower psychosocial and physical functioning when they perceived their parents provided them with less affection than their affected brother/sister. Family-based psychosocial interventions may aim to improve the sibling–parent relationship (including expressing affection) and the sibling–sibling relationship. Future interventions may also focus on increasing siblings’ use of problem-focused coping strategies.

Abstract Background Attention deficit hyperactivity disorder (ADHD) is frequently associated with emotional dysregulation (ED). ED is characterized by excessive and inappropriate emotional reactions compared to social norms, uncontrolled and rapid shifts in emotion, and attention focused on emotional stimuli. Few studies have evaluated non-pharmacological interventions to improve ED in children with ADHD. The current randomized controlled trial assesses the efficacy of a cognitive behavioral therapy (CBT) intervention compared with a theater-based intervention (TBI) in children with ADHD and ED. Methods Sixty-eight 7- to 13-year-old children with ADHD and ED will be recruited and randomly assigned to the CBT or TBI group. CBT aims to reduce ED by teaching anger management strategies. TBI seeks to reduce ED by improving emotion understanding and expression through mimics and movement. In both groups, children participate in 15 1-h sessions, and parents participate in 8 sessions of a parent management program. The primary outcome measure is the change in the “Aggression” sub-score of the Child Behavior Checklist (CBCL). Secondary outcome measures include overall impairment (Children’s Global Assessment Scale, Strengths and Difficulties Questionnaire), personality profile (Hierarchical Personality Inventory for Children), executive function (Behavioral Rating Inventory of Executive Function), quality of life (Kidscreen-27), parental stress (Parenting Stress Index, 4th edition), parental depression (Beck Depression Inventory-II), and impact of child disorders on the quality of the family life (Parental Quality of Life and Developmental Disorder). Discussion Children with ADHD and ED are at risk of functional impairment and poor outcomes and have specific therapeutic needs. This randomized controlled trial wants to assess non-pharmacological treatment options for this population. Trial registration Clinicaltrials.gov. NCT03176108. Registered on June 5, 2017.

Classroom environment is a competent platform for the students to learn and improve their understanding of the subject. An instructor’s primary responsibility lies in managing the students in a way they feel interested and focused during the class. With the aid of automated systems based on artificial intelligence, an instructor can get feedback on the students’ attention span in the class by monitoring their emotions using learning algorithms that can prove to be effective to improve the teaching style of the instructor that can in turn have positive effects on the class. In this paper, we propose an LSTM recurrent neural network trained on an emotional corpus database to extract the speech features and convolutional neural networks trained on the FER2013 facial emotion recognition database were used to predict the speech and facial emotions of the students respectively, in real-time. The live video and audio sequence of the students captured is fed to the learned model to classify the emotions individually. Once the emotions such as anger, sadness, happiness, surprise, fear, disgust and neutral were identified, a decision-making mechanism was used to analyze the predicted emotions and choose the overall group emotion by virtue of the highest peak value achieved. This research approach has the potential to be deployed in video conferences, online classes etc. This implementation proposal should effectively improve the classification accuracy and the relatability of the detected student emotions and facilitate in the design of sophisticated automated learning systems that can be a valuable tool in evaluating both the students and the instructors. The adapted research methodologies and their results are discussed and found to perform suggestively better than the other research works used in the comparison

Aims and Scope: Perception of health related quality of life (QoL) may result from the complex interplay between the severity of the disease and the patient’s psyche. It the present study we assumed that anxiety and coping based on emotions may contribute to reduced QoL in patients with mild systolic heart failure (HF). Methods: We examined mainly males with systolic HF (almost all with ischemic etiology of HF, all classified in the NYHA class II, receiving standard pharmacological treatment). Each patient underwent a physical examination, routine laboratory tests and standard transthoracic echocardiography and completed psychological questionnaires assessing: coping styles, sense of self efficacy, acceptance of illness, optimism and the level of anxiety and QoL (by Minnesota Living with Heart Failure Questionnaire). Results: Emotion-oriented coping was strongly positively related to an overall score reflecting QoL (r=0.37) as well as to both dimensions of QoL, with exceptionally high correlation with the emotional dimension (r=0.24 and r=0.62, respectively, all p<0.05). More reduced QoL (overall score as well as scores in both analysed dimensions) was significantly (all p<0.05) but weakly (r=-0.21, r=-0.20 and r=-0.26, respectively) related to lower acceptance of the illness. Higher level of anxiety was related to more reduced QoL (all p<0.05). Reduced QoL in emotional dimension was related to the tendency to avoidance-oriented coping (r=0.26, including also a sub style based on distraction, r=0.34) as well as to lower sense of self-efficacy (r=-0.20) and lower level of optimism (r=-0.20, all p<0.05). Conclusion: The results indicate that HF patients are psychologically diverse, which is not related to disease severity. However, QoL was related to emotion-oriented coping and anxiety. Psychological support for patients with HF should be focused on teaching adequate methods of coping and reducing anxiety.

Hate-inducing language, which has become a recurrent decimal in Nigerian socio-political discourse, is not unconnected to the deep-seated boundaries existing amongst different ethnic groups in Nigeria. Linguistic studies on hate language in Nigeria have largely utilised pragmatic and critical discourse analytical tools in identifying the illocutions and ideologies involved but hardly paid attention to the metalinguistic forms deployed in hate speeches. Therefore, the present study, aside adding to the research line of the Natural Semantic Metalanguage (NSM)—which has unduly focused on language typology, explores the metalinguistic evaluators that index hate speech in Nigeria, and relate them to specific pragmatic strategies through which hate speech producers’ intentions are communicated. To achieve this, three full manuscripts of hate speech made by three groups (i.e. Arewa Youth Consultative Forum, Youths of Oduduwa Republic, and Biafra Nation Youth League) from three (northern, western, and eastern, respectively) regions of Nigeria are purposively sampled from Google directories and Radio Biafra archives, subjected to descriptive and quantitative analysis, with insights from the NSM theory and aspects of pragmatic acts. Two categories of metalinguistic evaluators were identified, positive (GOOD) and negative (BAD) evaluators; and these are associated with three pragmatic strategies; namely, blunt condemnation, unshielded exposition, and appeal to emotion. While the condemning and exposing strategies largely utilise negative evaluators in initiating hate on target groups, the emotion-drawing strategy largely employs positive evaluators in boosting the image of the hate-speech producing group in the eyes of the audience. With these findings, the study takes existing scholarship on violence-inducing language a step forward, especially in providing a pragmatic explanation to the proliferation of hate crimes in Nigeria. It also offers a holistic linguistic database and critical meta-language for the teaching of hate-related language and crime, especially in second-language situations.

Students enrolled in tertiary education encounter multiple challenges, which prevent them from being proficient. One of these challenges is anxiety which is a common achievement emotion that impacts many students. Anxiety may prevent learning and may be negatively related to learning due to the negative values of classroom activities and their low controllability. As a result, obtaining more research evidence on anxiety plays an important role in allowing learners to develop the skills they need in different types of technology-based environments such as Flipped Learning (FL). With the prevalence of Internet usage, FL is gaining increasing popularity among higher education individuals. The FL approach is an important model for modifying teaching, cultivating enthusiasm, and interaction, and developing educational presentations in student-focused learning circumstances. The potential affordances of the FL environment might place learners in more positive states of control and value appraisals than the environment of conventional classes, which can lead to the removal of negative emotions such as anxiety. Given the benefits of FL and the potential affordances of its environment, the purpose of this conceptual study is to argue how the inherent affordances of the FL environment can contribute to the controllability and positive values of classroom activities reducing learners’ anxiety in light of control-value theory.

Background: Nurses face challenges when they are in a stressful situation and therefore use strategies to adapt. Objective: Considering the importance of the type of strategy used by nurses to maintain their mental health and considering the differences in the results of studies on the applicability of coping strategies, the present study investigates the emotional reactions and coping strategies of nurses during the Covid-19 pandemic. Methods: The present study is a cross-sectional (descriptive-analytical) study involving 208 nurses working in Ganjavian Hospital in Dezful in 2020. The instruments used in the questionnaire are: emotional reactions, demographic and coping style questionnaire preference for modified coping practices. Results: The results showed that the mean age of nurses participating in the study was 31.15±7.25 years. Most emotional reactions were related to nurses' feelings of desire with an average of 3.44 ±1. 23, and the lowest related to disgust with a mean of 2.44 ±1.26. The highest coping actions of nurses were related to nurses' emotional coping strategy with a mean of 26.87 ± 4.5. There was a significant relationship between problem-solving coping strategy with emotional disgust and direct anxiety. Conclusion: Due to the high level of hope and anxiety in nurses and the adoption of coping strategies focused on emotion, hospital managers and mental health managers should focus on providing psychological support to nurses and teaching problem-oriented coping strategies. Support to deal with their high level of hope for the high anxiety caused by Covid disease.

Purpose The novel coronavirus pandemic is projected to cause an elevation in anxiety levels across the globe. With everything shifting to online mode, the teaching-learning has also gone virtual. This study aims to analyze the impact of novel coronavirus and online education on student’s anxiety and self-efficacy, investigate the role of coping strategies as a moderator between anxiety and self-efficacy. Also, develop and validate an online exam anxiety scale. Design/methodology/approach The data is collected by undertaking a cross-sectional survey of 434 higher education students from various universities. For conceptualization of the construct of online exam anxiety, the principal component analysis is carried out. Thereafter, the conceptual model is validated and tested using confirmatory factor analysis and hierarchical regression analysis. Findings The hypothesized model demonstrated good reliability and validity. The results showed that students’ anxiety has an adverse impact on their self-efficacy. Findings indicate that the sample in this study reported more anxiety owing to online examinations in comparison to coronavirus induced anxiety. Also, it was found that the relationship between anxiety and self-efficacy was stronger at low levels of coping strategy whereas it got considerably weakened at high levels of coping strategy. Research limitations/implications The study is limited to students who belong at other levels of education. Further studies can attempt to capture the impact of COVID on student anxiety. This study was restricted to students in the age group of 18–25. The impact of COVID can be studied in a different age group in the future. Practical implications This study offers important implications for educators, practitioners and policymakers working in the education sector. It presents an interesting insight into how the sudden change in pedagogical delivery to online mode is preventing a smooth transition for students and becoming a cause of anxiety. It recommends higher education institutions to develop an innovative and robust approach to promote and address mental health issues among students. It also stresses the need for ensuring that the process of conducting online examinations are streamlined and adequate guidance is given to students. Social implications The study proposes the need for training students and teachers on the application of an blended learning approach and efficient adoption of information and communication technology resources in teaching-learning. Originality/value The current study contributes to the existing body of knowledge by stressing that adaptive-behavioral and emotion-focused coping strategies are significantly helpful in tackling coronavirus related anxiety. It also recommends the need for Higher education institutions to play an active role in strengthening their preparedness strategies for effective management of outbreaks and pandemics.

Introduction In an era of upheaval and uncertainty for higher education institutions around the world, scholars, like those in many in other professions, are increasingly using social media to build communities around mutual support and professional development. These communities appear to offer opportunities for participants to exert more positive influence over the types of interactions they engage in with colleagues, in many cases being valued as more altruistic, transformational, or supportive than established academic structures (Gibson, and Gibbs; Mewburn, and Thomson; Maitzen). What has been described as ‘digital scholarship’ applies social media to “different facets of scholarly activity in a helpful and productive way” (Carrigan 5), with online scholarly communities being likened to evolutions of face-to-face practices including peer mentoring (Ferguson, and Wheat) or a “virtual staffroom” (Mewburn, and Thomson). To a large extent, these accounts of scholarly practice adapted for digital media have resonance. From writing groups (O’Dwyer, McDonough, Jefferson, Goff, and Redman-MacLaren) to conference attendance (Spilker, Silva, and Morgado) and funding (Osimo, Priego, and Vuorikari), the transformational possibilities of social media have been applied to almost every facet of existing academic practices. These practices have increasingly attracted scrutiny from higher education institutions, with social media profiles of staff both a potential asset and risk to institutions’ brands. Around the world, institutions use social media for marketing, student recruitment, student support and alumni communication (Palmer). As such, social media policies have emerged in recent years in attempts to ensure staff engage in ways that align with the interests of their employers (Solberg; Carrigan). However, engagement via social media is also still largely considered “supplementary to ‘real’ scholarly work” (Mussell 347).Paralleling this trend, guides to effectively managing an online profile as a component of professional reputation have also become increasingly common (e.g. Carrigan). While public relations and management literatures have approached reputation management in terms of how an organisation is regarded by its multiple stakeholders (Fombrun) this is increasingly being applied to individuals on social media. According to Gandini a “reputation economy” (22) has come to function for knowledge workers who seek to cultivate a reputation as a good community member through sociality in order to secure more (or better) work.The popularity of professional social media communities and scrutiny of participants raises questions about the work involved in building and participating in them. This article explores these questions through analysis of tweets from the first year of #ECRchat, a Twitter group for early career researchers (ECRs). The group was established in 2012 to provide an opportunity for ECRs (typically within five years of PhD completion) to discuss career-related issues. Since it was founded, the group has been administered through partnerships between early career scholars using a Twitter account (@ECRchat) and a blog. Tweets, the posts of 140 characters or fewer, which appear on a user’s profile and in followers’ feeds (Twitter) are organised into a ‘chat’ by participants through the use of the hashtag ‘#ECRchat’. Participants vote on chat topics and take on the role of hosting on a volunteer basis. The explicit career focus of this group provides an ideal case study to explore how work is represented in an online professionally-focused community, in order to reflect on what this might mean for the norms of knowledge work.Digital Labour The impact of Internet Communication Technologies (ICT), including social media, on the lives of workers has long been a source of both concern and hope. Mobile devices, wireless Internet and associated communications software enable increasing numbers of people to take work home. This flexibility has been welcomed as the means by which workers might more successfully access jobs and manage competing commitments (Raja, Imaizumi, Kelly, Narimatsu, and Paradi-Guilford). However, hours worked from home are often unpaid and carry with them a strong likelihood of interfering with rest, recreation and family time (Pocock and Skinner). Melissa Gregg describes this as “presence bleed” (2): the dilutions of focus from everyday activities as workers increasingly use electronic devices to ‘check in’ during non-work time. Moving beyond the limitations of this work-life balance approach, which tends to over-state divisions between employment and other everyday life practices, a growing literature seeks to address work in online environments by analysing the types of labour being practiced, rather than seeing such practices as adjunct to physical workplaces. Responding to claims that digital communication heralds a new age of greater freedom, creativity and democratic participation, this work draws attention to the reliance of such networks on unpaid labour (e.g. Hearn; Hesmondhalgh) with ratings, reviews and relationship maintenance serving business’ economic ends alongside the individual interests which motivate participants. The immaterial, affective, and often precarious labour that has been observed is “simultaneously voluntarily given and unwaged, enjoyed and exploited” (Terranova). This work builds particularly on feminist analysis of work (see McRobbie for a discussion of this), with behind the scenes moderator, convenor, and community builder roles largely female and largely unrecognised, be they activist (Gleeson), creative (Duffy) or consumer (Arcy) groups. For some, this suggests the emergence of a new ‘women’s work’ of affective immaterial labour which goes into building transformational communities (Jarrett). Yet, digital labour has not yet been foregrounded within research into higher education, where it is largely practiced in the messy intersections of employment, unpaid professional development, and leisure. Joyce Goggin argues that convergence of these spheres is a feature of digital labour. Consequently, this article seeks to add a consideration of digital labour, specifically the cultural politics of work that emerge in these spaces, to the literature on digital practices as a translation of existing academic responsibilities online. In the context of widespread concerns over academic workload and job market (Bentley, Coates, Dobson, Goedegebuure, and Meek) and the growing international engagement and impact agenda (Priem, Piwowar, and Hemminger), it raises questions about the implications of these practices. Researching Twitter Communities This article analyses tweets from the publicly available Twitter timeline, containing the hashtag #ECRchat, during scheduled chats, from 1 July 2012 to 31 July 2013 (the first year of operation). Initially, all tweets in this time period were analysed in anonymised form to determine the most commonly mentioned topics during chats. This content analysis removed the most common English language words, such as: the; it; I; and RT (which stands for retweet), which would otherwise appear as top results in almost any content analysis regardless of the community of interest. This was followed by qualitative analysis of tweets, to explore in more depth how important issues were articulated and rationalised within the group. This draws on Catherine Driscoll’s and Melissa Gregg’s idea of “sympathetic online cultural studies” which seeks to explore online communities first and foremost as communities rather than as exemplars of online communications (15-20). Here, a narrative approach was undertaken to analyse how participants curated, made sense of, and explained their own career stories (drawing on Pamphilon). Although I do not claim that participants are representative of all ECRs, or that the ideas given the most attention during chats are representative of the experiences of all participants, representations of work articulated here are suggestive of the kinds of public utterances that were considered reasonable within this open online space. Participants are identified according to the twitter handle and user name they had chosen to use for the chats being analysed. This is because the practical infeasibility of guaranteeing online anonymity (readers need only to Google the text of any tweet to associate it with a particular user, in most cases) and the importance of actively involving participants as agents in the research process, in part by identifying them as authors of their own stories, rather than informants (e.g. Butz; Evans; Svalastog and Eriksson).Representations of Work in #ECRchat The co-creation of the #ECRchat community through participant hosts and community votes on chat topics gave rise to a discussion group that was heavily focused on ‘the work’ of academia, including its importance in the lives of participants, relative appeal over other options, and negative effects on leisure time. I was clear that participants regarded participation as serving their professional interests, despite participation not being paid or formally recognised by employers. With the exception of two discussions focused on making decisions about the future of the group, #ECRchat discussions during the year of analysis focused on topics designed to help participants succeed at work such as “career progression and planning”, “different routes to postdoc funding”, and “collaboration”. At a micro-level, ‘work’ (and related terms) was the most frequently used term in #ECRchat, with its total number of uses (1372) almost double that of research (700), the next most used term. Comments during the chats reiterated this emphasis: “It’s all about the work. Be decent to people and jump through the hoops you need to, but always keep your eyes on the work” (Magennis).The depth of participants’ commitment comes through strongly in discussions comparing academic work with other options: “pretty much everyone I know with ‘real jobs’ hates their work. I feel truly lucky to say that I love mine #ECRchat” (McGettigan). This was seen in particular in the discussion about ‘careers outside academia’. Hashtags such as #altac (referring to alternative-academic careers such as university research support or learning and teaching administration roles) and #postac (referring to PhD holders working outside of universities in research or non-research roles) used both alongside the #ECRchat hashtag and separately, provide an ongoing site of these kinds of representations. While participants in #ECRchat sought to shift this perception and were critically aware that it could lead to undesirable outcomes: “PhDs and ECRs in Humanities don’t seem to consider working outside of academia – that limits their engagement with training #ECRchat” (Faculty of Humanities at the University of Manchester), such discussions frequently describe alternative academic careers as a ‘backup plan’, should academic employment not be found. Additionally, many participants suggested that their working hours were excessive, extending the professional into personal spaces and times in ways that they did not see as positive. This was often described as the only way to achieve success: “I hate to say it, but one of the best ways to improve track record is to work 70+ hours a week, every week. Forever. #ecrchat” (Dunn). One of the key examples of this dynamic was the scheduling of the chat itself. When founded in 2012, #ECRchat ran in the Australian evening and UK morning, eliding the personal/work distinction for both its coordinators and participants. While considerable discussion was concerned with scheduling the chat during times when a large number of international participants could attend, this discussion centred on waking rather than working hours. The use of scheduled tweets and shared work between convenors in different time zones (Australia and the United Kingdom) maintained an around the clock online presence, extending well beyond the ordinary working hours of any individual participant.Personal Disclosure The norms that were articulated in #ECRchat are perhaps not surprising for a group of participants seeking to establish themselves in a profession where a long-hours culture and work-life interference are common (Bentley, Coates, Dobson, Goedegebuure, and Meek). However, what is notable is that participation frequently involved the extension of the personal into the professional and in support of professional aims. In the chat’s first year, an element of personal disclosure and support for others became key to acting as a good community member. Beyond the well-established norms of white collar workers demonstrating professionalism by deploying “courtesy, helpfulness, and kindness” (Mills xvii), this community building relied on personal disclosure which to some extent collapsed personal and professional boundaries.By disclosing individual struggles, anxieties, and past experiences participants contributed to a culture of support. This largely functioned through discussions of work stress rather than leisure: “I definitely don’t have [work-life balance]. I think it’s because I don’t have a routine so work and home constantly blend into one another” (Feely). Arising from these discussions, ideas to help participants better navigate and build academic careers was one of the main ways this community support and concern was practiced: “I think I’m often more productive and less anxious if I'm working on a couple of things in parallel, too #ecrchat” (Brian).Activities such as preparing meals, caring for family, and leisure activities, became part of the discussion. “@snarkyphd Sorry, late, had to deal with toddler. Also new; currently doing casual teaching/industry work & applying for postdocs #ecrchat” (Ronald). Exclusively professional profiles were considered less engaging than the combination of personal and professional that most participants adopted: “@jeanmadams I’ve answered a few queries on ResearchGate, but agree lack of non-work opinions / personality makes them dull #ecrchat” (Tennant). However, this is not to suggest that these networks become indistinguishable from more informal, personal, or leisurely uses of social media: “@networkedres My ‘professional’ online identity is slightly more guarded than my ‘facebook’ id which is for friends and family #ECRchat” (Wheat). Instead, disclosure of certain kinds of work struggles came to function as a positive contribution to a more reflexive professionalism. In the context of work-focused discussion, #ECRchat opens important spaces for scholars to question norms they considered damaging or at least make these tacit norms explicit and receive support to manage them. Affective Labour The professional goals and focus of #ECRchat, combined with the personal support and disclosure that forms the basis for the supportive elements in this group is arguably one of its strongest and most important elements. Mark Carrigan suggests that the practices of revealing something of the struggles we experience could form the basis for a new collegiality, where common experiences which had previously not been discussed publicly are for the first time recognised as systemic, not individual challenges. However, there is work required to provide context and support for these emotional experiences which is largely invisible here, as has typically been the case in other communities. Such ‘affective labour’ “involves the production and manipulation of affect and requires (virtual or actual) human contact, labour in the bodily mode … the labour is immaterial, even if it is corporeal and affective, in the sense that its products are intangible, a feeling of ease, well-being, satisfaction, excitement or passion” (Hardt, and Negri 292). In #ECRchat, this ranges from managing the schedule and organising discussions – which involves following up offers to help, assisting people to understand the task, and then ensuring things go ahead as planned –to support offered by members of the group within discussions. This occurs in the overlaps between personal and professional representations, taking a variety of forms from everyday reassurance, affirmation, and patience: “Sorry to hear - hang in there. Hope you have a good support network. #ECRchat” (Galea) to empathy often articulated alongside the disclosure discussed earlier: “The feeling of guilt over not working sounds VERY familiar! #ecrchat” (Vredeveldt).The point here is not to suggest that this work is not sufficiently valued by participants, or that it does not parallel the kinds of work undertaken in more formal job roles, including in academia, where management, conference convening or participation in professional societies, and teaching, as just a few examples, involve degrees of affective labour. However, as a consequence of the (semi)public nature of these groups, the interactions observed here appear to represent a new inflection of professional reputation work, where, in building online professional communities, individuals peg their professional reputations to these forms of affective labour. Importantly, given the explicitly professional nature of the group, these efforts are not counted as part of the formal workload of those involved, be they employed (temporarily or more securely) inside or outside universities, or not in the paid workforce. Conclusion A growing body of literature demonstrates that online academic communities can provide opportunities for collegiality, professional development, and support: particularly among emerging scholars. These accounts demonstrate the value of digital scholarly practices across a range of academic work. However, this article’s discussion of the work undertaken to build and maintain #ECRchat in its first year suggests that these practices at the messy intersections of employment, unpaid professional development, and leisure constitute a new inflection of professional reputation and service work. This work involves publicly building a reputation as a good community member through a combination of personal disclosure and affective labour.In the context of growing emphasis on the economic, social, and other impacts of academic research and concerns over work intensification, this raises questions about possible scope for, and impact of, formal recognition of digital academic labour. While institutions’ work planning and promotion processes may provide opportunities to recognise work developing professional societies or conferences as a leadership or service to a discipline, this new digital service work remains outside the purview of such recognition and reward systems. Further research into the relationships between academic reputation and digital labour will be needed to explore the implications of this for institutions and academics alike. 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