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Prasanthi, G. Vani, and Dr K. Anuradha Dr. K. Anuradha. "Emotional Intelligence of Elementary School." Paripex - Indian Journal Of Research 3, no. 2 (January 15, 2012): 135–37. http://dx.doi.org/10.15373/22501991/feb2014/43.
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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Хворова, Екатерина. "Когнитивно-культурные, индивидуально-психологические и возрастные особенности способности к распознаванию эмоций." Problemy Wczesnej Edukacji 32, no. 1 (March 31, 2016): 126–29. http://dx.doi.org/10.5604/01.3001.0008.5641.
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This article describes the features of the development of the emotional sphere. It emphasizes the importance of the primary school age in the development of certain components of emotional intelligence, one of which is the ability to recognize emotions. In the early school years, children are able to understand emotions, but mostly with the help of their own emotional experience and/ or according to the situations they are used to experiencing, they mostly rely on the context of the situation, and, as we know, it does not always work correctly: different people in the same situations may experience completely different emotions. Few children are able to establish the reasons that caused other people emotions. Besides, one of the components of emotional intelligence is the ability to control one’s own emotions. Emotion regulation becomes available for children after the socialization associated with the first years at school. Child development is partly determined by the process of socialization, which determines specific cognitive representations of emotions, so called emotional prototypes. Also the culture in which the child grows up has effects on the process of emotion recognition and expression, so, for example, in the individualistic culture emotional expression and recognition is encouraged, and in collectivist cultures, there are certain rules of emotional expression fixing in which situations and to what extent the expression of emotions is permissible.
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Sasse, Heide, and Miriam Leuchter. "Capturing Primary School Students’ Emotional Responses with a Sensor Wristband." Frontline Learning Research 9, no. 3 (May 25, 2021): 31–51. http://dx.doi.org/10.14786/flr.v9i3.723.
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The emotions experienced by primary school students have both positive and negative effects on learning processes. Thus, to better understand learning processes, research should consider emotions during class. Standard survey-based methods, such as self-reports, are limited in terms of capturing the detailed trajectories of primary school children’s emotions, as their abilities of self-reporting are developing and still limited. Emotions can also be tracked by capturing emotional responses as they occur e.g. from physiological reaction measured with sensor wristbands. This technology generates an emotional responsestypology based on continuously captured physiological data, such as skin conductivity and skin temperature. However, such measurement methods need to be validated before being used. The present study thus attempted to validate this instrument with primary school students. We used the BM Sensor Wristband technology, as its emotional response typology is based on the categorical emotion and homeostasis approach. In our research, we focus on the emotional responses that can be distinguished by the BM Typology and that can influence learning processes. These emotional responses are: “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”. Therefore, we induced emotional responses in primary school children through specifically developed audio-visual stimuli. Using logistic mixed effects modelling, we investigated the occurrence of opposing reactions. We observed that primary school children’s reactions to audio-visual stimuli could be differentiated. We conclude that primary school children’s emotional responses, such as “joy”, “curiosity”, “attention”, “fear”, “anger” and “passivity”, can be accurately measured by evaluating physiological data.
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Lupu, Valentin. "A Study of the Family Structure in Relation to Emotional Intelligence of High School Students." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (June 1, 2019): 269–75. http://dx.doi.org/10.2478/kbo-2019-0093.
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Abstract The current study assessed and compared the emotional intelligence of 75 high school students who grew up with different family structures. High school students between the ages of 16-18 years were randomly selected from high schools in Bucharest, Romania. The General Emotional Intelligence Scale (GEIS) was used to measure the level of their emotional intelligence. In addition, a nonverbal test consisting of 20 face photoswith different facial expressions was used to measure a specific aspect of emotional intelligence, perceiving emotions. Results revealed that family structure does not influence emotional intelligence; however, when looking at the aspect of perceiving emotions, family structure influences this aspect of emotional intelligence.
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Muhammadjanovna, Xayitova Zilola. "Psychological Characteristics Of Emotional Intelligence Formation In Small School Age." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 664–69. http://dx.doi.org/10.37547/tajssei/volume03issue04-108.
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The article describes the results of a study of the formation of emotional intelligence in older preschool children. The definition of emotional intelligence is given, a two-level structural model of this concept is presented, as well as the model and methods of development and formation of emotional intelligence in preschoolers. From the earliest stage of life, children have a lot of emotions. They show various feelings such as anger, fear, joy, pride, shame, etc. This whole system of feelings forms the emotional sphere of human life. Emotions give children information about their condition and that of the other person. Positive emotions make children feel safe and secure. On the contrary, negative emotions signal danger and displeasure.
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Wullur, Mozes M., and Basilius Redan Werang. "Emotional exhaustion and organizational commitment: Primary school teachers’ perspective." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 912. http://dx.doi.org/10.11591/ijere.v9i4.20727.
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<p>Teaching is a noble profession to educate the youth of nations facing today’s global challenges. Teaching, at the same time, has become a highly challenging profession and occasionally a draining work, especially for those who are working in the remote areas. A high-level of teacher absenteeism in the primary schools of Southern Papua has blown some societal alarm for conducting studies focusing on emotional exhaustion as a latent predictor for low-performance. This study attempted to describe the eventual correlation between the emotional exhaustion and organizational commitment of teachers working in the primary schools of Merauke, Indonesia. A survey approach was employed to collect data from a total of 243 primary school teachers in Merauke, Papua, Indonesia. Data were examined statistically by employing Pearson’s correlation model. Results of analysis showed that the emotional exhaustion and commitment of primary school teachers in Merauke, Indonesia, are significantly negatively correlated. This result may be useful for the teachers to benefit from the information of how they may interact with all the school elements and the extent to which these emotions directly affect their organizational commitment. The result may also be advisable for the school leaders to take some tactical efforts of securing teachers’ emotion to promote a high-level of teachers’ organizational commitment and, in turn, improving students’ capabilities in reading, writing, and arithmetics.</p>
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Kumar, Arun. "Emotional Intelligence Dimensions, Job Satisfaction and Primary School Teachers." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 5, no. 1 (October 27, 2016): 8. http://dx.doi.org/10.21013/jems.v5.n1.p2.
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<em>In this study, the researcher has tried to identify the relationship of five dimensions of emotional intelligence (Self-Awareness, Managing Emotions, Emotional Maturity, Empathy and Social competency & social skills) with job-satisfaction. 400 primary school teachers were randomly selected from 150 primary schools of district Meerut. Self prepared Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale’ (TJSS) developed by Dr. J.P. Srivastava and Dr. S.P. Gupta was used. The data was analyzed with the help of SPSS-17 programme. The results of the study indicate that Emotional Intelligence is important have significant positive relationship with job satisfaction. Among all the five dimensions (self-awareness, managing emotions, maturity, empathy and social competency & social skills) only managing emotions and maturity play major role in prediction of job satisfaction than the self awareness, empathy and social competency & social skills, it means that emotional intelligence is good predictor of job satisfaction for primary school teachers. </em>
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Washington, Ernest, and Elham Zandvakili. "The Emotional Climate Scale: Understanding Emotions, Context and Justice." Journal of Education and Learning 8, no. 1 (December 30, 2018): 21. http://dx.doi.org/10.5539/jel.v8n1p21.
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The Emotional Climate Scale (ECS) was used to study the emotional responses of minority and majority elementary school students to different settings within their schools. The ECS applies a 7 point Likert scale to assess the emotions of anger, sadness, anxiety, loneliness, calmness, excitement, happiness, and hope in the school settings of the school bus, the playground, the principal office as well as the English, mathematics, social studies, and science classes. Minority children are significantly happier and lonelier on the bus and they are also more excited, angry and lonely in English classes than their white peers. In math classes minority children are more excited but lonelier. On the playground minority children are significantly sadder than majority children. In the principal’s office, minority children are significantly calmer than majority children. In science, minority children were significantly more excited and hopeful. In social studies minority children were also more excited. In the gym, there were no significant differences between majority and minority children. Excitement and happiness are the two positive emotions are preferred and appropriate for all classes. A key question raised by the ECS is the question “Is this school fair to minority children?” The presence of loneliness, sadness, and anger are troubling indicators of something that is not right in this school.
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Pope, Debbie J., Hannah Butler, and Pamela Qualter. "Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years." Child Development Research 2012 (December 17, 2012): 1–9. http://dx.doi.org/10.1155/2012/975670.
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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.
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Maxwell, Aimee, and Philip Riley. "Emotional demands, emotional labour and occupational outcomes in school principals." Educational Management Administration & Leadership 45, no. 3 (July 9, 2016): 484–502. http://dx.doi.org/10.1177/1741143215607878.
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Most research into emotional labour is focussed on front-line service staff and health professionals, in short-term interactions. Little exists exploring the emotional labour involved in repeated on-going interactions by educational leaders with key stakeholders. This study explored the relationships between emotional demands, three emotional labour facets, burnout, wellbeing and job satisfaction in 1320 full-time school principals. Principals displayed significantly higher scores on emotional demands at work, burnout and job satisfaction, and significantly lower wellbeing scores than the general population. Structural equation modelling revealed that emotional demands predicted the elevated use of all emotional labour strategies. Surface Acting-Hiding emotions had an inverse relationship with burnout, wellbeing and job satisfaction. Surface Acting-Faking emotions had an inverse relationship with job satisfaction. Deep Acting demonstrated no significant associations with outcome variables. The findings of this study extend the current literature on the effects of emotional labour. The study also extends understanding about the separate effects of the facets of emotional labour, which will aid in the development of interventions to reduce high levels of burnout reported by educational leaders.
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Sencio, MSLT, Florence C., and Celo I. Magallanes. "Emotional Intelligence and Resilience of High School Teachers in Diocesan Schools in Antique." Philippine Social Science Journal 3, no. 2 (November 15, 2020): 105–6. http://dx.doi.org/10.52006/main.v3i2.255.
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In our globalized society, understanding emotions and developing resilience can help us move adeptly through the current challenges and future ones. Emotional intelligence is the capacity of individuals to understand their emotions and those of other people. It is an ability to label and adjust emotions appropriately, use and manage behavior and relationships, and help them adapt to environments. On the other hand, resilience refers to an individual's capacity to maintain and renew themselves, particularly in the presence of stressors; that is, they can withstand stressors without manifesting psychological dysfunction. Teaching is regarded as among the most stressful jobs today. Knowing how to cope despite setbacks or barriers, or limited resources is a must for teachers; otherwise, they will easily quit or give up. Hence, the paper describes the level of emotional intelligence and resilience of high school teachers of a Diocesan Catholic School in Antique during the School Year 2019-2020. Additionally, it measures the differences in the level of emotional intelligence and resilience when grouped according to demographic variables. The study also explores the relationship between emotional intelligence and resilience of teachers.
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Abid, Mohammed, Oumzaienb Bertiaa, Mustapha Belfaquir, and Mustapha Hafid. "L’intelligence Emotionelle Chez Les Apprenants De L’ecole Primaire : Cas Du Niveau 6ème Aep (Maroc)." European Scientific Journal, ESJ 12, no. 10 (April 29, 2016): 32. http://dx.doi.org/10.19044/esj.2016.v12n10p32.
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At school, the learner is confronted with a group of classmates, peers, rules of life and an environment that generates potential emotions. School is the ideal place to develop the learner’s emotional intelligence. At Moroccan primary schools, learning the emotional intelligence is still underdeveloped, even if professionals and those in charge of education are increasingly aware of its importance. The child is unable to put his emotional life in standby. Without guidance and support, it will be difficult for him to face and handle certain emotions; for instance, those he can experience in the family circle and at school, such as fear before hardships, failure and ridicule. The same applies for timidity before the adult and the group, lack of confidence and, on the contrary, impulsiveness, extroversion, egocentricity, intolerance, aggression, etc. This work of research aims to explore the emotional repertoire of the learners of the 6th AEP (Morocco) in three areas: urban, peri-urban and rural. This study was conducted based on the analysis of the results of a survey consisting of the following five emotional skills: self-consciousness, management of the emotions, relationship with the others, parental relationship and school performance.
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Nadelson, Louis S., Estefany Soto, Tye Smith, Sarah Nekonchuk, Jessica Ims, and Sandra G. Nadelson. "Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum." Children and Teenagers 4, no. 1 (December 15, 2021): p1. http://dx.doi.org/10.22158/ct.v4n1p1.
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Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.
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Sukhopara, Iryna. "Factors of development of emotional intelligence of junior schoolchildren in the context of a new Ukrainian school." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 296–301. http://dx.doi.org/10.33310/2518-7813-2019-65-2-296-301.
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The article reveals the role and place of emotional intelligence in the personal growth of a junior schoolboy in the context of a new Ukrainian school. The interdependence of the ability to understand their emotions and other people is indicated, manage your own emotions and success in life, profession, society. The characteristic of emotional intelligence is given, its structural components. It is noted that emotional intelligence is possible and expedient to develop already at the junior school age, determining the peculiarities of its development in this age period. The biological and pedagogical factors of development of emotional intelligence of pupils in the educational process of modern elementary school are outlined. Biological factors include the domination of the right hemisphere, the properties of temperament, the level of emotional intelligence of parents and their family income. By pedagogical: emotionality of teacher; an atmosphere of emotional comfort; emotional communication in the educational environment; partnership relations, interaction, cooperation of schoolchildren, teachers, parents; paired and group forms of work; activity, the result of which is an important result that brings joy, emotion, success; active, mobile forms of organization of educational activities that cause emotions (games, quizzes, competitions, tournaments, morning meetings, trainings, quests); emotional content of the material being studied; Visibility, which excite the feeling, causes vivid images; multimedia; a complex of exercises, tasks for the development of emotions. It is determined that the idea of development of emotional intelligence was reflected in the concept of a new Ukrainian school, in the formulation of tasks, key components, identified key competencies, organization of educational process, selection of forms and methods of training.
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Berkovich, Izhak, and Ori Eyal. "The effects of principals’ communication practices on teachers’ emotional distress." Educational Management Administration & Leadership 46, no. 4 (March 6, 2017): 642–58. http://dx.doi.org/10.1177/1741143217694894.
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Educational leadership plays a significant role in school success, through its effects on teachers’ emotions, attitudes, and behaviours. However, the knowledge of how school leaders influence teachers’ emotions is very limited. Most existing evidence focuses on general explanations that are not the result of controlled research designs, which is why we lack solid operative knowledge on principals’ emotional support of teachers in emotional distress. The present study seeks to address this lacuna. Our approach focuses on interpersonal communication, aimed at expanding the operative knowledge about emotionally supportive communication in principal–teacher relations. The study is based on the experimental vignette method, which makes it possible to infer causality. The data were collected using a sample of 113 primary school teachers. The study found that principals’ empathic listening is associated with greater attributed emotional reframing (i.e. positive emotional change), irrespective of the message that principals communicate; however, it is only the presence of a reframing message, whether empowering or normalising, that influences the actual reframing of negative affect.
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Rachmawati, Arista, and Thatit Nurmawati. "The Correlation Between Parenting and Emotional Intelligence Of School Age Children." Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 1, no. 1 (March 1, 2014): 007–12. http://dx.doi.org/10.26699/jnk.v1i1.art.p007-012.
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ABSTRACTIntroduction: Parenting is an interaction between the child’s parents and the parents include educating, guiding, disciplining and protecting children. Chilren who reach school age children will learn the the principles and rules. The ability to control emotions depending on the level of intelligence emosinalnya includes recognizing, understanding, controlling and using emotion. The purpose of of this study was to determine the correlation between parenting parents with emotional intelligence in children of school age ( 7-12 years). Method: Research design was analytic with cross sectional approach. Research sample was 97 in primary school of Sambigede 03 Blitar on May 14th, 2012,its choosed with total sampling. Data collected by questionnaire. Analysis using Spearmen Rank test, with p≤0.0. Result: The result showed that association between parenting with emotional intelligence in children of school age (7-12) years, with a = 0.000 and correlation coefficient of 0.633. Discussion: Parents with an authoritative parenting have good emotional intelligence children . Keywords : parenting, emotional intelligence , school-age children
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Cassinda-Vissupe, María Domingas, Lisandra Angulo-Gallo, and Vivian Margarita Guerra-Morales. "Características de la expresión emocional en los escolares primarios y su manejo desde la perspectiva del personal docente-educativo." Revista Electrónica Educare 21, no. 1 (December 6, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.19.
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The research aimed to characterize the emotional expression of primary school children, events linked to its manifestation and its management from the perspective of the teaching staff. For this descriptive exploratory study, a non-probabilistic sample of 53 teachers from various primary schools was conformed. The study was carried out by using the analysis of documents, interviews and observation, and implementing the content analysis for interpretation. Teachers identified a predominance of pleasant emotions in school, mainly joy. The main unpleasant emotions were anxiety and anger. In the school context, the unpleasant emotions were associated with the activities and the academic demands; in the family, with conflict and little family support, fundamentally. The principal drivers of pleasant emotions in school are the group acceptance, teacher professionalism and recreation; the latter is also present in the family, together with the support, dedication and harmonious coexistence. The professor says not to possess the necessary theoretical and methodological training to direct the emotional education of their students, although they recognize its importance. It is very important to provide a more solid training that allows them to know, understand and regulate their emotions as well as enhance the emotional development of their students, creating an emotional environment which facilitates the process of learning.
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Berkovich, Izhak, and Ori Eyal. "Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment." Journal of Educational Administration 55, no. 5 (August 7, 2017): 450–68. http://dx.doi.org/10.1108/jea-07-2016-0072.
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Purpose Empirical evidence links transformational school leadership to teachers’ autonomous motivation and affective organizational commitment. Little empirical research, however, has focused on the emotional mechanisms behind these relations. Following the argument in the literature that transformational leadership can transform followers’ emotions, the purpose of this paper is to examine whether teacher’s experience of emotional reframing by principal mediates the relationships between transformational school leadership and these work-related outcomes (i.e. teachers’ motivation and commitment). Design/methodology/approach Questionnaires were used to collect information from 639 primary school teachers nested in 69 randomly sampled schools. The data were analyzed using multilevel path analysis software. Findings The results indicated that the effect of transformational school leadership behaviors on teachers’ autonomous motivation was fully mediated by emotional reframing, and that the effect of transformational school leadership on affective organizational commitment was partially mediated by it. The authors further found an indirect relationship of transformational school leadership with affective organizational commitment through emotional reframing and autonomous motivation. Originality/value The present study makes a unique contribution to the literature by confirming that teachers’ sense of emotional reframing is a key affective mechanism by which school leaders influence teachers’ motivation and commitment.
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Sukmawati, Inten Rengganis, and Neti Hernawati. "Family Interaction and Emotional Intelligence of School-Age Children in Urban Poor Areas." Journal of Child Development Studies 2, no. 1 (April 30, 2017): 35. http://dx.doi.org/10.29244/jcds.2.1.35-46.
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<p>Emotional intelligence is the ability of children to express their emotions appropriately. Emotions play an important role in children’s lives because through the emotion someone knows what was perceived themselves and others. The aim of this research was to analyze the influence of the characteristics of children and family, interaction between children and parents as well as siblings toward school-age children’s emotional intelligence. The study design was cross-sectional study with proportional random sampling method. Samples in this study were children and mothers (n=100) in urban poor areas, which are located in Empang Village and Tegal Lega Village, Bogor City. Data were collected by interview using a questionnaire. The results showed that there is a negative significant relation between age of mother and parent-child interaction. Mother’s education length and sibling interaction have a positive significant relation with emotional intelligence. Emotional intelligence of school-age children in urban poor areas was affected by mother’s education length and sibling interaction. Age of child does not influence on child emotional intelligence in urban poor areas. </p>
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Morris, Elizabeth. "School of Emotional Literacy." Gifted Education International 17, no. 2 (May 2003): 184. http://dx.doi.org/10.1177/026142940301700212.
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Morris, Elizabeth. "School of Emotional Literacy." Gifted Education International 17, no. 1 (January 2003): 103–4. http://dx.doi.org/10.1177/026142940301700113.
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Alfiasari, Alfiasari, and Meilia Rachmawati. "Emotional Socialization and Emotional Intelligence Prevent Aggressive Behavior among School-age Children in the Rural Family." Journal of Child Development Studies 2, no. 1 (April 30, 2017): 12. http://dx.doi.org/10.29244/jcds.2.1.12-22.
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Emotional socialization is important factor to shape emotional intelligence for children. Children who have high emotional intelligence will prevent to behave aggressively. Basic emotions in children such as anger, sadness, and fear is still regarded as inappropriate emotions expressed. The aimed of this research was to analyze the effect of emotional socialization of three basic emotions and emotional intelligence on aggressive behavior of school-age children in the rural family. This research was conducted at Ciasmara and Ciasihan Village, Pamijahan Sub District, Bogor Regency. Design of this research was cross sectional. The samples of this research were intact family who had school-aged children. Hundreds students were selected by proportional random sampling in the two selected school. Result showed that there were significant positive correlation between emotional socialization and emotional intelligence. Emotional intelligence was significant negatively correlated with aggressive behavior. Other result found that mother’s age, acceptance dimension of emotional socialization, awareness and self-regulation of emotional intelligence had significant influences on aggressive behavior among school-age children of rural family
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Sholokhova, Elizaveta Nikolaevna, Elena Valerievna Kazakova, and Lyudmila Vladimirovna Sokolova. "Psychological component of school adaptation of first-graders in the conditions of modern educational establishments of various types." Психолог, no. 5 (May 2020): 33–44. http://dx.doi.org/10.25136/2409-8701.2020.5.33806.
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The subject of this research is the psychological component of school adaptation among first-graders of public and sanatorium-based boarding schools. The author describes and compares the characteristics of psychological component of school adaptation. The goal consists in determination of peculiarities of the psychological component of school adaptation of elementary school students in the modern educational establishments of various types. The research involved 110 first-graders 7-8 years old (56 girls and 54 boys). The sampling is aligned by gender, age, and school. Research methodology contains the following projective techniques: ”Little Houses” by A. O. Orekhova; “Faces” by N. V. Lukyanchenko and T. L. Yadryshnikov; “House-Tree-Person” by J. Buck, with symptom complexes formulated by Bieliauskaitė. The method of descriptive statistics revealed that the majority of first-graders of sanatorium-based boarding school demonstrate negative emotions, insecurity, anxiety, lack of confidence in themselves, inferiority feeling and depressiveness; while the majority of children of public schools experience emotional maladaptation, emotional tension towards mastering school subjects. Using Mann–Whitney U test, the author determines that the students o sanatorium-based boarding school much rarely demonstrate emotional towards school activity; emotional maladaptation is more characteristic to the students of public schools. The research materials are applied in educational process by the pedagogues, psychologists, and school administrations for determining the individual and differentiated approach towards students; as well as in a cycle of scientific and practical seminars for school pedagogues and parents of the students.
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Bustos, Ruth Claire, and Emily B. Tan. "REVISITING SCHOOL CULTURE." International Journal for Innovation Education and Research 9, no. 6 (June 1, 2021): 120–30. http://dx.doi.org/10.31686/ijier.vol9.iss6.3153.
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Since the abrupt change in learning mode last March 2020, schools’ administrators have been looking for ways to somehow alleviate the stress and anxiety the children have to face using the online study mode. One of the things the school management tries to address is the development of Social-Emotional Skills in children amidst the COVID-19 pandemic. This paper seeks to analyze and bridge the gap on the roles of the schools in nurturing the Socio-Emotional Development of Children during the outbreak of the disease. Using Literature Review Method, this study is going to highlight key roles of the school leaders and educators in their tasks to help children strengthen their coping mechanism. It shall also discuss the importance of nourishing the socio-emotional skills of the children now that schools are adopting the Distance Learning. Moreover, it will present possible strategies to foster a school culture geared toward the safety and improvement of the child’s socio-emotional skills.
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McCormac, Mary E., and Sarah Snyder. "Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons." Professional School Counseling 22, no. 1b (January 2019): 2156759X1983443. http://dx.doi.org/10.1177/2156759x19834438.
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Evidence-based social/emotional learning (SEL) programs have been shown to have many benefits and are considered best practice in helping students apply the knowledge, attitudes, and skills necessary to understand and manage emotions. One school district undertook a multiyear process to move to a common school counseling core curriculum in the social/emotional domain. The process included curriculum selection, development, implementation, assessment, and revision. Preliminary results indicate that school counselors are delivering the standardized curriculum across schools, and most report that the program has a positive impact on students.
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Moneva, Jerald C., and Bandino P. Gatan. "EMOTIONAL INTELLIGENCE AND SELF-DISCIPLINE IN SENIOR HIGH SCHOOL." International Journal of Research -GRANTHAALAYAH 8, no. 1 (June 3, 2020): 69–77. http://dx.doi.org/10.29121/granthaalayah.v8.i1.2020.249.
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This study examined the relationship between emotional intelligence and self- discipline in schools. Emotional Intelligence and Self-discipline are important factors in influencing the students to achieve academically. Emotional Intelligence is the ability to understand, use and manage their own emotion while self-discipline is a practice, a habit, a skills to understand the important factors in life of every individuals. This study is a descriptive correlation that described the two variables, if they had a connection. However, the results were determined if the two variables have a relationship that will affect the students discipline and their emotional intelligence. A students’ questionnaire was constructed to obtain data on the students’ emotional intelligence and self- discipline. Chi- square was used to establish whether differences in emotional intelligence between self-discipline and it will serve as the basis to identify the level 0f both emotional and self-discipline. The purpose of sampling was done targeting to all the senior high school students. With a target of 245 students who are qualified to answer the questionnaire that I was provided. Emotional Intelligence and Self-discipline is a way that make the students to be aware about the factors in achieving their goals that make the students to be an independent individual. It makes as the basis to manage their own emotions. The data collected using questionnaire was cleaned, encoded, analyze and then interpreted for processing of result. The student’s level were compared and analysis made on which discussion was based. The average weighted mean will be used to determine the assessment of the respondents with regards to their personal profile.
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McLachlan, Debra A., Teresa Burgos, Holly K. Honeycutt, Eve H. Linam, Laura D. Moneymaker, and Meghan K. Rathke. "Emotion Locomotion: Promoting the Emotional Health of Elementary School Children by Recognizing Emotions." Journal of School Nursing 25, no. 5 (July 10, 2009): 373–81. http://dx.doi.org/10.1177/1059840509339738.
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Emotion recognition is a critical life skill children need for mental health promotion to meet the complexities and challenges of growing up in the world today. Five nursing students and their instructor designed Emotion Locomotion, a program for children ages 6–8 during a public health nursing practicum for an inner-city parochial school. Emotion Locomotion used an analogy that the “engine” of a train represents the “individual” and the train “cars” represent various emotions, such as happiness, sadness, calmness, and anger. Analysis of pre- and posttest scores showed an increase in appropriate student responses that involved identifying emotions from photographs and in recognition of vocabulary words representing emotions. Students' role playing during puppet shows demonstrated increased appropriate expression of emotions and healthy ways to deal with feelings during scenarios. Programs such as Emotion Locomotion present opportunities to expand the outreach of school nurses and colleges of nursing through community partnerships to provide critical life skills for student populations.
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Arikan, Neslihan. "Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence." Journal of Education and Learning 9, no. 2 (February 26, 2020): 148. http://dx.doi.org/10.5539/jel.v9n2p148.
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Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.
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Demerath, Peter. "The emotional ecology of school improvement culture." Journal of Educational Administration 56, no. 5 (August 6, 2018): 488–503. http://dx.doi.org/10.1108/jea-01-2018-0014.
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Purpose The purpose of this paper is to understand how high-performing schools develop and sustain improvement culture. While school culture has consistently been identified as an essential feature of high-performing schools, many of the ways in which culture shapes specific improvement efforts remain unclear. The paper draws on new research from social cognitive neuroscience and the anthropology and sociology of emotion to account for the relative impact of various meanings within school culture and how school commitment is enacted. Design/methodology/approach The analysis here draws on three years of ethnographic data collected in Harrison High School (HHS) in an urban public school district in River City, a large metropolitan area in the Midwestern USA. Though the school’s surrounding community had been socioeconomically depressed for many years, Harrison was selected for the study largely because of its steady improvement trajectory: in December, 2013, it was deemed a “Celebration” school under the state’s Multiple Measurement Rating system. The paper focuses on a period of time between 2013 and 2015, when the school was struggling to implement and localize a district-mandated push-in inclusion policy. Findings Study data suggest that the school’s eventual success in localizing the new inclusion policy was due in large part to a set of core interlocking feedback loops that generated specific emotionally charged meanings which guided its priorities, practices and direction. Specifically, the feedback loops explain how staff members and leaders generated and sustained empathy for students from disadvantaged backgrounds, optimism in their capabilities and motivation to help them learn and flourish. Furthermore they show how school leaders and staff members generated and sustained confidence and trust in their colleagues’ abilities to collaboratively learn and solve problems. Originality/value The model of the school’s emotional ecology presented here connects two domains of educational practice that are frequently analyzed separately: teaching and learning, and organization and leadership. The paper shows how several key features of high-performing schools are actually made and re-made through the everyday practices of leaders and staff members, including relational trust, academic optimism and collective efficacy. In sum, the charged meanings described here contributed to leaders’ and staff members’ commitment to the school, its students and each other – and what Florek (2016) has referred to as their “common moral purpose.”
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Ratcliffe, Belinda, Michelle Wong, David Dossetor, and Susan Hayes. "Improving Emotional Competence in Children With Autism Spectrum Disorder and Mild Intellectual Disability in Schools: A Preliminary Treatment Versus Waitlist Study." Behaviour Change 36, no. 4 (June 26, 2019): 216–32. http://dx.doi.org/10.1017/bec.2019.13.
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AbstractThis pilot study evaluated the effectiveness of delivering a new cognitive behavioural intervention package ‘Emotion-Based Social Skills Training (EBSST) for Children with Autism Spectrum Disorder (ASD) and Mild Intellectual Disability (ASD + MID)’ in schools. Fourteen school counsellors nominated 75 children (aged 7–13 years) with ASD + MID to receive 16 sessions of EBSST in groups of 3–8 children in their schools. Parent and teacher pre-post ratings of emotional competence (Emotions Development Questionnaire), social skills (Social Skills Improvement System Rating Scales) and mental health (Developmental Behaviour Checklist) were collected. Forty-three children received 16 sessions of EBSST and 32 children were allocated to the 9-month waitlist control group. Teachers and parents also received six EBSST training sessions in separate groups at school. Significant improvements in parent and teacher ratings of emotional competence were found at posttreatment among children in the EBSST group relative to controls; however, the results were not significant after the Bonferroni adjustment. Small to medium effect sizes were found. No difference in untrained social skills or mental health was observed. This study provides preliminary support for the utility of EBSST in teaching emotional competence skills for children with ASD + MID in schools and provides valuable pilot data for future research.
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Dmitrieva, E. S., and V. Ya Gelman. "Perception of Auditory and Visual Emotional Information in Primary School Age Children and its Impact on Their Academic Progress." Психологическая наука и образование 23, no. 5 (2018): 29–39. http://dx.doi.org/10.17759/pse.2018230504.
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This work explored the connection between the characteristics of perception of non-verbal emotional information in two modalities of presentation — visual and auditory — with indicators of school achievements in 32 schoolchildren aged 8—9 years.We studied how the children recognised four basic emotions — "joy", "sadness", "anger", "fear" — in facial expressions and intonation of speech.The characteristics of their perceptions were compared with their academic achievements in three school disciplines: Russian language, reading and mathematics.It is shown that there is a clear correlation between the child’s school progress and acoustic perception of emotions, while no connection with visual perception was found.It was revealed that the features of the relationship between the effectiveness of perception of emotions and school performance differed in boys and girls and also depended on the specific school subject and the type of emotion.Unlike girls, boys showed an improvement in academic performance when the accuracy of their emotion recognition increased.There was no evidence of a link between successful learning and the preferred type of perception of emotional information (acoustic or visual) in primary school children.
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Banerjee, Tapomay, Amjad Khan, and Piriyanga Kesavan. "Impact of lockdown and school closure on children in special schools: a single-centre survey." BMJ Paediatrics Open 5, no. 1 (February 2021): e000981. http://dx.doi.org/10.1136/bmjpo-2020-000981.
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Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.
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Hartmann, Jeffrey. "Understanding the Emotional Systems in Schools." Voices of Reform 3, no. 2 (December 29, 2020): 118–32. http://dx.doi.org/10.32623/3.10008.
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There is a hidden dynamic in schools that is potent, pervasive, and impacts all aspects of a school’s function. This dynamic exists among those within a school and has the power to propel or thwart improvement efforts, include or exclude new staff members, and be a help or hindrance to the mental well-being of our educators. Revealing this hidden world and understanding its impact is key to moving schools forward. What follows are examples of how our school used a conceptual framework known as Resilient Leadership, based on Bowen Family Systems Theory, to help our team better understand this hidden world as we moved forward. Our school needed a framework to help everyone navigate the emotional tumult that inevitability occurs through the process of improvement.
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Kulsum, Dr Umme, and Prathima H. P. Prathima H. P. "A Study On Emotional Intelligence Of Secondary School Teachers." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 64–66. http://dx.doi.org/10.15373/2249555x/feb2012/25.
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N.Subramanian, N. Subramanian, and Dr A. Veliappan Dr.A.Veliappan. "A Study on Emotional Maturity of High School Students." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 142–43. http://dx.doi.org/10.15373/2249555x/nov2013/47.
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Uchida, K., T. Yokoshima, and K. Yamasaki. "Effects of implicit affect on emotional coping and school adjustment: A short-term longitudinal study with a school-based universal prevention program for enhancing emotional abilities." European Psychiatry 33, S1 (March 2016): s219. http://dx.doi.org/10.1016/j.eurpsy.2016.01.534.
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In recent years, affect and emotions are hot research topics in the domains of psychology and brain science. Moreover, an increasing number of studies have started to investigate the effects of implicit affect on health and adjustment. The purpose of this study was to examine the effects of implicit affect on explicit emotional coping with others’ emotions and school adjustment in children.MethodsParticipants were 5th- and 6th-grade children in two public elementary schools in Japan. The final samples were fifty-six children (25 boys and 31 girls). Participants completed a battery of three questionnaires just before (T1) and after (T2) an school-based universal prevention program for enhancing emotional coping abilities with others’ emotions, which was implemented in eight classes during one month. The questionnaires were utilized for assessing implicit positive and negative affect (IPA and INA), explicit emotional coping abilities to identify, understand, and regulate others’ emotions, and the adaptive status of children at school.ResultsHierarchical regression analyses showed that higher IPA at T1 was associated with higher explicit emotional coping and motivation for learning at T2. Also, higher INA at T1 was related to better peer relationship at T2. Moreover, higher IPA and INA at T1 were concerned with higher scores of classroom climate and approval at T2.ConclusionThis study suggested that higher IPA leads to higher explicit emotional coping with others’ emotions. Also, it suggested that higher implicit affectivity (i.e., both higher IPA and INA) causes more adaptive status of children at school.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Fiorilli, Caterina, Alessandro Pepe, Ilaria Buonomo, and Ottavia Albanese. "At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes." Open Psychology Journal 10, no. 1 (August 15, 2017): 127–39. http://dx.doi.org/10.2174/1874350101710010127.
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Background: Teachers are at-risk of burnout due to continuous emotional demands. Existing research suggests that there is a strong relationship between the burnout phenomenon and teachers’ propensity to experience unpleasant emotions. Objective: The current study examined whether teachers' levels of burnout affect the process by which they appraise school-life events that elicit negative emotions. Methods: Participants were 316 school teachers. Teachers' appraisal of both students' negative emotion intensity (SAE) and their own negative emotion intensity (TAE) was evaluated via the Emotional Competence Questionnaire. Teachers' burnout levels were measured using the Maslach Burnout Inventory. The main hypothesis was tested by using SEM to assess a full model. Results: The findings suggest that burnout compromises teachers’ appraisal of both their students’ and their own negative emotion intensity. Conclusion: We discuss how our main findings may be interpreted and explore their implications for educational settings.
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Majmudar, Gaurav, Johnson Jill, Evan Anderson, and Sherry Morgan. "A systematic review of the emotional responses of student athletes post concussion." Neurology 91, no. 23 Supplement 1 (December 4, 2018): S19.1—S19. http://dx.doi.org/10.1212/01.wnl.0000550691.26216.0b.
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BackgroundThe estimated incidence of sports related concussion has increased from 300,000 in 2007 to over 1.6 million in 2017, with a large percentage occurring in youth athletes. There are growing concerns about the cognitive and emotional wellbeing of young athletes during concussion recovery.ObjectiveTo review research evaluating how concussion relates to changes in emotion and mood in high school and college athletes.Design/methodsRelevant articles from 1997 to 2017 were searched on PubMed using keywords and official MeSH terms such as: (1) concussion; or brain injuries, traumatic; or TBI and (2) high school; or college; and, (3) depression; or affect; or mood. English language articles were included for analysis if they measured concussed high school or college athletes using a validated instrument for assessing emotion and mood.ResultsTen published studies met the inclusion criteria. Five studies measured changes in emotional response in athletes after concussion. The other studies compared emotional response in athletes after concussion to the emotional response in athletes after non-concussive sports injury, such as musculoskeletal, or orthopedic injury.ConclusionDespite heterogeneity in methods and limitations in the literature, our review suggests growing consensus that concussions result in altered emotions and mood. However, current research shows conflicting results on whether alterations in emotional response are different post-concussion than post non-concussive sports injury.
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Löytönen, Teija. "Emotions in the Everyday Life of a Dance School: Articulating Unspoken Values." Dance Research Journal 40, no. 1 (2008): 17–30. http://dx.doi.org/10.1017/s0149767700001340.
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In everyday thinking art is very often linked to emotion and, more generally, to a kind of emotional and spontaneous way of relating to the world that contrasts with the rational and controlled intellect that, for example, science is understood to cultivate. Emotion is also commonly linked, via bodily existence, to femininity and the private sphere—the home (see, for example, Heinämaa and Reuter 1994; Sihvola 1999. These conceptualizations reveal a tendency toward typically Western dichotomies between art and science, emotion and reason, body and mind, private and public, and woman and man (see also Domagalski 1999; Sandelans and Boudens 2000).Furthermore, working life and emotion have long been seen as separate; only emotion-free employees and institutions have been perceived as being efficient because emotional control, self-restraint, and rationality bolster stability and predictability in working life. Thus, emotions belong somewhere else. In fact, Lloyd Sandelans and Connie Boudens (2000, 48) note that we have had the habit of building special quarters for the exercise and display of emotion such as concert halls, movie theaters, football fields, and therapist's offices. This does not mean, however, that emotions can be eliminated from working life, as many studies on emotion at work have shown (Ashkanasy, Hartel, and Zerbe 2000; Fineman 2000, 2003; Hochschild 1983).
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Kalnciema, Baiba, and Guna Svence. "CHANGES IN SCHOOL ANXIETY AND EMOTIONAL SELF-REGULATION OF AN ADOLESCENCE EXPERIMENTAL GROUP FOLLOWING THE ABKT-B PROGRAMME." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 253. http://dx.doi.org/10.17770/sie2020vol3.5160.
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The purpose of this study was to adapt the experimental programme MBCT-C (Randy J. Semple & Jennifer Lee’s programme “Mindfulness-Based Cognitive Therapy for Anxious Children”, 2011) in early adolescents and compare the changes in school anxiety and emotional regulation indicators before and after in the experimental and control group. The necessity for intervention with respect to school anxiety and emotional regulation among children with emotional regulation and school anxiety issues in the early adolescence group was indicated by research into problems connected with youth behaviour and difficulties in regulating emotions. The study analysed the results of six 6th grade students (12-13 years old) using the following instruments: The Emotion Questionnaire (Rydell, Berlin, & Bohlin, 2003, adapted by Grīvza, Brūdere-Ruska, & Raikova, 2014); the School Anxiety Questionnaire (Beeman N. Phillips, 1970, translated by Zalcmane, 2004), the Parent Evaluation Questionnaire (Semple & Lee, 2011) and the Children Evaluation Questionnaire (Semple & Lee, 2011) that have been used in research as assessment instruments. Testing was performed in two stages: before intervention and after 12 intervention sessions. The experimental group showed an improvement in all school anxiety results compared to the control group, but the school anxiety results of control group pupils deteriorated. Emotional regulation indicators for both groups decreased, but the main impact of the experiment was demonstrating that after 12 intervention sessions the level of school anxiety dropped, while scores related to emotional awareness compared to the control group increased.
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Mergler, Amanda G., and Rebecca Spooner-Lane. "Assessing the Personal and Emotional Developmental Outcomes of High-School Students." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 4–16. http://dx.doi.org/10.1375/aedp.25.2.4.
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AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.
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Jannatunnaim, Lu’ Luul. "STABILITAS EMOSI PELAKU PERNIKAHAN DINI DALAM MENDIDIK ANAK BALITA." AL-TAZKIAH 7, no. 2 (December 1, 2018): 112–23. http://dx.doi.org/10.20414/altazkiah.v7i2.656.
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The rate of early marriage from year to year continues to increase due to economic factors, family internal factors, and social factors. Most early marriages are still middle school / high school students who do not have good emotional stability and tend to do everything they want without thinking about the impact that will occur. Many of the early marriages have children, where in educating children they unconsciously apply permissive education patterns. The personal circumstances and attitudes of each child are different, making the task of educating hard to implement, and influencing the emotional state of parents. The results showed that the emotional stability of early marriages in educating children is not good, this is because early marriages are still easily influenced by negative emotions that can be seen from the emotional response shown. Excessive emotional response is not in accordance with the notion of emotional stability, namely a permanent emotional state, not easily changed, and the response shown is not excessive. In relieving negative emotions and resolving problems that occur, early marriages more often submit to the situation assuming that emotions will be lost if left unchecked, without any effort to fnd a way out or a method of solving the problem accordingly. Although early marriages do not have good emotional stability, some early marriages have been able to maintain their emotional stability by calming themselves down and solving problems that are sources of emotion.
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Sunarti, J., Iip Istirahayu, and Slamat Fitriyadi. "EMOTIONAL ANALYSIS OF CHILDREN IN CLASS I PRIMARY SCHOOL." JBKI (Jurnal Bimbingan Konseling Indonesia) 2, no. 1 (October 30, 2017): 1. http://dx.doi.org/10.26737/jbki.v2i1.240.
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<p>This study aims to describe the emotional dynamics of first grade students at the beginning of the lesson and at the end of the lesson of one elementary school in Singkawang City and to analyse the factors causing the emotions of the first grade students at the beginning of the lesson and at the end of the lesson on one elementary school in Singkawang City. This type of research is qualitative research. Sources of data used are class I and Teacher homeroom I. Data collection techniques that researchers use is participatory observation in the process of learning in the classroom at the beginning and end of the lesson. Interview techniques in the form of structured interviews used to obtain information as complete as possible. Data collection techniques with documents in the form of writing and photos. Data Collecting Instrument used in this research are observation sheet, interview questionnaire and activity photo. The results explain the emotional dynamics in the first grade students of Brother Singkawang Elementary School at the beginning of the lesson is 100% happy. At the end of the hour 18% happy, 18% sad, and 63% angry. Factors causing emotions happy at the beginning of the lesson because it can meet friends, play and learn together. As for sad and angry emotions are not visible. At the end of the lesson there are happy emotions caused by content to play, full because they have eaten and ready to learn again and can answer teacher questions. The sad emotion at the end of the lesson is caused by still want to play, sick, hot weather, tired or tired and fighting. Furthermore, feelings of anger caused by a friend's fight and bullied, hot weather, angry due to the teacher warned and hyperactive.</p>
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Larsson, Anna. "Physical, emotional, and social illness." History of Education Review 46, no. 2 (October 2, 2017): 194–207. http://dx.doi.org/10.1108/her-01-2016-0006.
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Purpose The purpose of this paper is to examine ideas and notions in the founding and development of the area of mental health services in school in Sweden, with special focus on school psychology and school social work. Design/methodology/approach From a history of thought perspective, this paper investigates public Swedish school-related documents from the early 1900s up until the 1980s in order to reveal the influential ideas about school health care, children’s needs, and professionals’ responsibilities. These ideas are linked to the twentieth century development of the behavioural sciences, the school system, and the welfare state in Sweden. Findings Two main turning points are identified. The first occurred in the 1940s when psychologists and social workers were invited to become part of schools as experts on children’s mental health care, implying that mental health issues had become included in the school’s responsibility. The second turning point came in the 1970s when the tasks and the ideational context for the mental health experts changed dramatically. The first turning point challenged the dominant explanation model, a model that relied on scientific references to medicine, and eventually led to an acceptance of psychology instead as dominant provider of explanatory models. The second turning point affected the tension between child and system, and implied a subordination of the needs of the system for the benefit of the needs of the child. Originality/value This paper highlights how views on children’s needs and on the responsibilities of school and its professionals have been constructed and conceptualised differently over time and how those views are connected to changes in science, school, and society.
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Greenberg, Mark T., Carol A. Kusche, Elizabeth T. Cook, and Julie P. Quamma. "Promoting emotional competence in school-aged children: The effects of the PATHS curriculum." Development and Psychopathology 7, no. 1 (1995): 117–36. http://dx.doi.org/10.1017/s0954579400006374.
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AbstractThis study examined the effectiveness of the PATHS (Promoting Alternative Thinking Strategies) curriculum the emotional development of school-aged children. PATHS, a school-based preventive intervention model was designed to improve children's ability to discuss and understand emotions and emotion concepts. The intervention field trial included 30 classrooms in a randomized design and involved the assessment of 286 children from grades 2 and 3. Approximately 30% of the children were in self-contained special needs classrooms, with the remainder in regular education. Teachers were trained in the intervention model and provided PATHS lessons during most of the one school year. Results indicated that the intervention was effective for both low- and high-risk (special needs) children in improving their range of vocabulary and fluency in discussing emotional experiences, their efficacy beliefs regarding the management of emotions, and their developmental understanding of some aspects of emotions. In some instances, greater improvement was shown in children with higher teacher ratings of psychopathology. Discussion focused on the nature of change school-based prevention trials.
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Mironova, S. G. "Socio-psychological characteristics of the leaders of today's schools: the role of emotional intelligence in building a model of an effective leader." Psychology and Law 7, no. 3 (2017): 71–82. http://dx.doi.org/10.17759/psylaw.2017070306.
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The article presents the data of study of expression of emotional intelligence in school leaders. Emotional intelligence, as one of the socio-psychological characteristics of personality, showed the closest relationship with the components of attitude of heads of schools towards his subordinates. In turn, these components of the relationship, in our opinion, represent a modern model of the head of school. The study surveyed 101 head of school from the Moscow region in age from 26 to 65 years males - 8.9 per cent; the Director of schools is 57, the position of Deputy Director of school on teaching and educational work of 44 people, a complex of six methods. One of which is the Author's questionnaire, the study of socio-psychological personality characteristics and components of attitude of heads of schools to subordinates-teachers. The rest EMIN questionnaire D. V. Lyusina, allowing to identify the level of emotional intelligence, the scale of personal anxiety CH. D. Spielberger, L. Y. Hanin, diagnosis of Machiavellianism personality of V. V. Znakov, the scale measure the level of sociability of the individual L.N. Lutoshkina, diagnosis of the tendency to stress G. Jackson. On the basis of obtained results it is concluded that the most important socio-psychological characteristics of personality is the emotional intelligence that allows a supervisor not only to understand their own and others ' emotions, to manage them successfully, but also contribute to the ability to arouse certain feelings in the people around them. Model the relationship of the heads of educational institutions to the staff, includes three components: emotional, behavioral and cognitive. It is suggested that such socio-psychological characteristics of personality as emotional intelligence, manipulative, sociability, anxiety and stress have a close relationship with all components of the attitude of heads of schools for their employees.
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S., Dr Nithya. "A Key to Unlock: Empowering Emotional Intelligence and Experiencing Transformation among School Students through Emotional Intelligence Intervention." Revista Gestão Inovação e Tecnologias 11, no. 2 (June 5, 2021): 1474–80. http://dx.doi.org/10.47059/revistageintec.v11i2.1773.
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India is the largest democracy in the world, and students are called future of the country. Schools are the place for the empowerment and development of good attitude-oriented personality students. The development of good attitude-oriented personality includes both cognitive skills and social cum emotional skills among school students that in turn would lead the country to be a developed country in the near future. In the present world of globalization, all the schools take good effort in imparting education that meet the requirements of present day globalised organizations. But at the same time, the schools are missing the key of upgrading the student’s social and emotional skills which would be the tool to retain success both in their professional and personal life. Hence the present study investigation would be an evidence for proving that upgrading the student’s social and emotional skills through Emotional intelligence intervention would lead to experience the empowerment and real transformation among school students of government schools. The present study would be an experimental study investigating the government school students’ Emotional intelligence before and after Emotional intelligence intervention.
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Meshko, Halyna M., Oleksandr I. Meshko, and Iryna M. Trubavina. "Study of the Emotional Well-Being of Students in the Process of Education in the Modern School." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 4 (August 26, 2021): 381–89. http://dx.doi.org/10.6000/2292-2598.2021.09.04.5.
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The article is devoted to the current problem of the modern school - the emotional well-being of students in the learning process. The study analyzes the role of the emotional component in students' learning activities, the impact of emotions on learning outcomes, and the importance of emotional well-being in maintaining and strengthening their health. The purpose of the study was to identify the causes of emotional discomfort of students in the learning process, the ways to ensure the emotional well-being of students, the implementation of which will improve learning success, maintain and strengthen students' health. The following methods were used to study the state of the emotional well-being of the students: 1) a questionnaire developed by the authors of the research to study the emotional well-being of students at school; 2) the method of assessment of mental activation, interest, emotional tone, tension and comfort, created by L. Kurganskyi and his colleagues; 3) a card to identify factors of learning success. The results of the study showed a low level of the emotional well-being of students in modern schools. Based on the analysis of the study outcomes, the causes of emotional discomfort of students in the learning process are identified. The possibility of improving the effectiveness of learning, educational achievements of students by ensuring their emotional well-being in the learning process is described. Practical ways to improve the emotional well-being of students in the modern school and the formation of their emotional health are outlined and substantiated.
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Onkari, Daneshwari, Sus hma, Gow thami, and Nish mitha. "Emotional Intelligence of School Children." International Journal of Current Microbiology and Applied Sciences 9, no. 9 (September 10, 2020): 3694–700. http://dx.doi.org/10.20546/ijcmas.2020.909.456.
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