Academic literature on the topic 'Emotions in adolescence – Study and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Emotions in adolescence – Study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Emotions in adolescence – Study and teaching"
1
Malakar, Sudipta, and Deb Prasad Sikdar. "MENSTRUAL HYGIENE AND EDUCATIONAL INTERVENTION ON ADOLESCENT RURAL GIRLS OF NADIA DISTRICT, WEST BENGAL." International Journal of Advanced Research 9, no. 11 (November 30, 2021): 891–95. http://dx.doi.org/10.21474/ijar01/13817.
Full textAbstract:
Introduction: Adolescence is a period when so many physical, emotional, cognitive changes areoccur, menstruation is one of the major changes that happen in a female body but it is surrounded by so many social taboos and supernatural societal belief. The main focus of the present study was to measure the effectiveness of planned teaching on menstrual hygiene and input the knowledge among them. Materials and method: A study was conducted from September, 2020 to December, 2020 in rural area of Nadia district, West Bengal among 120 adolescent school girls in the age group of 14–17 years. Data were collected by the self-made and pretested questionnaires. Results: After analysis it was found that, better practice was adopted after post-test as compared to that of pre-tests planned teaching become effective on adolescence rural girls, and there is a significant relationship between pre-test and post- test regarding attitude about menstrual hygiene. It also shows that, there is a significant positive relationship at 0.05 level between planned teaching and Practice, planned teaching and Attitude at 0.01 level. Conclusion: Menstrual hygiene practices and attitude amo0ng rural adolescence girls of Nadia district is not satisfactory before planned teaching programme, so girls should be educated properly regarding menstrual hygiene and it may bring them out of misconception and batter practiced attitude in future life.
2
Bao, Cadeo Canh, and Due Bihn. "Excess Anxiety's Effect on the Occurrence of Insomnia in Adolescents in Late Adolescence." Journal of Asian Multicultural Research for Medical and Health Science Study 2, no. 3 (August 4, 2021): 52–59. http://dx.doi.org/10.47616/jamrmhss.v2i3.162.
Full textAbstract:
Due to the difficult process of social transition associated with the end of adolescence, this may create complications. For example, the issue of anti-social conduct in teenagers, as well as disagreements with parents, often result in conflict, ties of solidarity that may result in hazardous hazards and emotional illnesses such as stress, excessive anxiety, and depression. Anxiety disorder is a kind of emotional illness that may develop in late adolescence as a result of psychosocial causes. In which late adolescents react to stresses in an inappropriate and accurate manner. Anxiety disorders may impair the development of teaching and learning, since they lead people to suffer information processing distortion. The purpose of this study was to evaluate the impact of excessive worry on the prevalence of sleeplessness in late teenage adolescents. The researchers will conduct an analytical observational study using a cross sectional design. Teenagers with anxiety were classified as having no anxiety by 71 individuals (88.8 percent), mild anxiety by 8 people (10.0 percent), and moderate anxiety by one person (1.3 percent ). According to the classification of insomnia, there were 48 individuals (60.0 percent) in the severe group, 18 teenagers (22.5 percent) in the very severe category, and 14 adolescents (17.5 percent) in the moderate category. There is a link between anxiety and the prevalence of sleeplessness in late teenage teens.
3
Wu, Renye, Xin Deng, Songliang Wang, Yunshi Liu, Min Jiang, and Rao Sabir Sattar. "STUDY ON THE INFLUENCE OF INTELLIGENT TEACHING MODE BASED ON EMOTION REGULATION ON THE TEACHING QUALITY OF AGRICULTURAL METEOROLOGY." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A14. http://dx.doi.org/10.1093/ijnp/pyac032.018.
Full textAbstract:
Abstract Background The traditional teaching mode ignores the dominant position of students' learning and damages students' learning initiative. In addition, students have rich knowledge acquisition channels, the traditional way of knowledge transfer can not meet the needs of students, and the traditional teaching effect is not obvious. Therefore, a new teaching mode is urgently needed to improve this situation. The emergence of intelligent teaching mode improves the disadvantages of traditional teaching mode to a certain extent, effectively realizes the flipped classroom, and better reflects the status of students as learning subjects. At the same time, teaching must help students adjust their emotions. Research Objects and Methods Investigate the impact of intelligent teaching mode on the teaching quality of agrometeorology, and analyze the achievements in forestry, ecology, soil and water conservation and desertification control. This paper analyzes the plant protection under the traditional classroom teaching mode and the plant protection under the intelligent teaching mode. In terms of scientific teaching methods, intelligent teaching tools are combined with rainy day classroom and pad classroom (demonstration, assimilation and discussion). Then investigate students' cognition of intelligent teaching mode. In order to verify that teaching can only affect students' emotional aher behavior, this paper will also use and evaluation methods to evaluate the Cognitive Emotion Regulation Questionnaire. The questionnaire revised by Dong guangheng and others is adopted, with a total of 36 items. The five-level scoring method is adopted, and 1-5 points are given successively from “completely inconsistent” to “fully consistent”. It includes 9 subscales (4 items each), which are divided into adaptive cognitive emotion regulation strategies (acceptance, active Refocus, refocus planning, positive reappraisal and rational analysis) and non adaptive cognitive emotion regulation strategies (self blame, meditation, disaster and blame others), The higher the score of each subscale, the more individuals tend to use this cognitive emotion regulation in the face of negative events. Results The intelligent teaching mode is helpful to improve the teaching quality of agricultural meteorology and effectively make up for the shortcomings of the traditional classroom teaching mode. The final paper score, experimental score and final total score are higher than those in traditional classroom; 83.04% of the students affirmed the application of intelligent teaching mode in agrometeorology teaching. The post hoc comparison of negative emotion regulation strategies found that for cognitive reappraisal, the high group was significantly higher than the subthreshold (P <. 05) and (P <. 001), but there was no significant difference between the subthreshold low group and the high group (P >. 05); For cognitive immersion, the high group was significantly lower than the subthreshold low group (P < (P <. 001), and the subthreshold was also significantly lower than that of depressed adolescents (P <. 05). Conclusion The intelligent teaching mode constructs an interdisciplinary teaching platform for interactive teaching, maximizes students' learning time, enables students to make full use of their spare time to find academic literature and deepen their understanding of the classroom. Students listen and interact in a prepared, purposeful and confident way, which has greatly mobilized students' enthusiasm and initiative in learning and greatly improved classroom efficiency. Intelligent teaching mode can improve students' innovative ability, fully stimulate students' divergent thinking, improve students' awareness of autonomous learning, and promote mutual learning and friendship among students. It provides a platform for learning style ideas. It is a teaching mode that makes students have a real sense of acquisition and is actively recognized by students. Intelligent teaching mode realizes the information transmission and curriculum resource sharing among students, and changes the current situation of low utilization efficiency of information resources in traditional teaching. Strengthen the communication between students, enhance the sense of teamwork, and promote their cooperation and common learning. Intelligent teaching mode not only improves the teaching quality, but also enriches the teaching content, increases the amount of learning knowledge, improves students' learning initiative, meets students' thirst for knowledge, and can better transport learning talents for the society. Promote students' anxiety regulation in life events and cultivate students' all-round development. Acknowledgement This research has been financed by Fujian Agriculture and Forestry University undergraduate education reform key project in 2020 “Reconstruction of teaching organization and reform of talent training mode of agriculture specialty under the background of new agriculture construction” (111420001) and Fujian provincial education reform project in 2021“Evaluation reformation of faculty teaching quality based on ‘PACD’ closing loop” (FBJG20200250).
4
Simonsson, Olivia, Hedvig Engberg, Johan Bjureberg, Brjánn Ljótsson, Julia Stensils, Hanna Sahlin, and Clara Hellner. "Experiences of an Online Treatment for Adolescents With Nonsuicidal Self-injury and Their Caregivers: Qualitative Study." JMIR Formative Research 5, no. 7 (July 23, 2021): e17910. http://dx.doi.org/10.2196/17910.
Full textAbstract:
Background Nonsuicidal self-injury (NSSI) is common in adolescence and is associated with several adverse outcomes. Despite this, few established treatment options exist. Online treatment seems promising for several conditions; however, knowledge on NSSI is scarce. It is important to explore how online treatment for NSSI is experienced to improve such interventions and learn more about factors that are important in the treatment of adolescents with NSSI. Objective This study aims to explore the experiences of a novel online treatment for adolescents with NSSI and their caregivers. Methods A qualitative study using thematic analysis was conducted through semistructured interviews with 9 adolescents and 11 caregivers at treatment termination or at the 6-month follow-up of the online emotion regulation individual therapy for adolescents. Results A total of 3 overarching themes were identified. The theme support can come in different shapes showed how support could be attained through both interaction with the therapist as well as through the format itself (such as through the fictional characters in the material and the mobile app). Caregivers found it helpful to have their own online course, and adolescents accepted their involvement. The theme self-responsibility can be empowering as well as distressing showed that self-responsibility was highly appreciated (such as deciding when and how to engage in treatment) but also challenging; it caused occasional distress for some. The theme acquiring new skills and treatment effects showed the advantages and challenges of learning several different emotion regulation skills and that decreased emotion regulation difficulties were important treatment outcomes for adolescents. In addition, several different skills seemed to facilitate emotion regulation, and having access to such skills could hinder NSSI. Conclusions Online emotion regulation individual therapy for adolescents seems to offer an accepted way to deliver family interventions for this target group; facilitate skills training with several means of support, including support from both the mobile app and the therapist; contribute to decreasing emotion regulation difficulties and teaching skills that could hinder NSSI; and cause (in some individuals) distress because of the self-responsibility that is inherent to online formats, which needs to be addressed.
5
Humphreys, Jane. "Maternal and teacher attachment as predictors of student engagement." Psychology of Education Review 44, no. 2 (2020): 3–11. http://dx.doi.org/10.53841/bpsper.2020.44.2.3.
Full textAbstract:
Internal working models of social relationships are based on the earliest attachment bonds we make with caregivers (Bowlby, 1969, 1973), and relate to a number of later outcomes in childhood, adolescence and adulthood. In education, attachment styles map on to young children’s educational journey but finding evidence in older groups has been harder (Hagenauer & Volet, 2014). However, transitioning to university is a time of stress and challenge where we might expect to see attachment mechanisms activated. Therefore, the objective of the two studies reported here was to explore the relationship between attachment and academic outcomes in university students during their first year. Study 1 assessed 387 students (71 per cent female) in the first month of arrival on maternal attachment; attachment to a school teacher; and their current emotions. The second study assessed 91 students (74 per cent female) later in their first year on: measures of student-instructor relationships; adjustment; engagement; academic locus of control; and self-rated attendance at seminars and lectures. Findings from correlational and regression analyses suggest that there are relationships between attachment and student outcomes, with likely implications for university teaching staff and support services.
6
Li, Hongju, Qian Yu, Shuwen Ji, and Yunan Wang. "A QUESTIONNAIRE SURVEY ON THE RELATIONSHIP BETWEEN EARLY ART EDUCATION AND EMOTION REGULATION OF CHINESE COLLEGE STUDENTS." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A82—A83. http://dx.doi.org/10.1093/ijnp/pyac032.112.
Full textAbstract:
Abstract Background Chinese groups are prone to stress when facing life problems such as learning tasks, employment and marriage, resulting in more and more groups suffering from anxiety, insomnia, emotional disorders and other problems. There are also some students who are under great pressure in an increasingly competitive environment, suffering from depression and suicidal tendencies. Relevant research shows that art education is conducive to alleviate the anxiety and anxiety of groups and promote the development of physical and mental health of groups. Theme and methods: through the questionnaire survey on the relationship between group early art education and mental health, this paper discusses the relationship between group art learning years and mental health. Participants and Methods The adolescent daily Emotion Regulation Questionnaire (aderq) was used to measure the frequency of adolescents' use of cognitive reappraisal, cognitive immersion, expression inhibition and expression catharsis in their daily life. Among them, cognitive reappraisal refers to the individual giving emotional stimulation a different meaning from the past; Cognitive immersion refers to individuals repeatedly thinking about the emotion itself and the causes and possible consequences of emotion; Expression inhibition refers to an individual hiding his internal emotional experience in his external behavior; Expression and catharsis refers to an individual's internal emotional experience in external behavior. There are 35 items in the questionnaire. Likert's 5-point score is adopted, ranging from 1 (completely unqualified) to 5 (fully qualified). All items are scored positively. The questionnaire is divided into two sub questionnaires: positive emotion regulation and negative emotion regulation, and includes four dimensions: cognitive reappraisal, cognitive immersion, expression inhibition and expression catharsis. The scores of the questionnaire and each dimension are the average of the corresponding items. The larger the score, the more individuals use the strategy. In this study, Cronbach's α Is. 80, Cronbach's of each dimension α Between. 70 and. 85. Results The study found that the mental health status of students who received early art education was significantly better than that of students who did not receive art education in childhood. The longer the art learning time, the better the students' life meaning experience and the higher their life satisfaction. The longer you study art, the higher your love for art and the higher the meaning of life. In short, the years of art learning can directly or indirectly affect life satisfaction and life meaning experience. Conclusion The years of art study are positively correlated with the level of group mental health. The limitation of this study is that the number of years of art study has no direct impact on the group's positive and negative emotions, but it has an intermediary effect on the group's mental health. This study adopts the method of empirical research to explore the relationship between early art education and group mental health, which has certain significance and value for a more comprehensive grasp of group mental health. In short, we should fully consider the important impact of art learning on students' emotions, actively pay attention to the changes of students' psychological emotions and behaviors and their impact on active behavior, actively and flexibly organize rich activities according to students' psychological characteristics, strive to create a relaxed and harmonious teaching atmosphere, create a friendly and mutual assistance relationship, encourage and guide students to adjust their psychology to the best state, Promote their good cognition and healthy development of life.
7
Chapagai, Manisha, Kabin Man Dangol, and Pratiksha Tulachan. "A Study Of Psychiatric Morbidty Amongst Children Attending A Child Guidance Clinic At A Tertiary Level Teaching Hospital In Nepal." Journal of Nobel Medical College 2, no. 1 (March 3, 2013): 55–63. http://dx.doi.org/10.3126/jonmc.v2i1.7677.
Full textAbstract:
Background: Mental health and its related problems are growing concerns over the world. The early onset of emotional and behavioral problem in the young children is related to a variety of health and behavior problems in adolescence. It is a challenging all over the world to determine the epidemiology of childhood mental disorders. Objective: The aim of this study is to sort out the prevalence and predominance of mental illness and their onset of age and sex among the child and adolescent who attended in the child guidance clinic in TUTH. Methodology: A retrospective study of a total of 539 consecutive cases of child and adolescent attended in Child Guidance Clinic TUTH. Diagnosis was made according to the criteria of Diagnostic and Statistical Manual of Mental Disorders, 4th edition, Text Revision. Result: The cases from the age of 0.4 year to 21 years with mean age 8.85±4.08 years. Significantly majority were boys (n=343, 63.6%) and most of from out of the Kathmandu valley (n=300, 53.2%). Significantly most case referred from ENT OPD of TUTH (n=97, 18%) and mental retardation was the commonest (n=81, 15%) followed by conversion disorder (n=77, 14.3%) and anxiety spectrum disorder (n=63, 11.7%) Conclusion: Boys are common in mental illness among child and adolescents. The common diagnoses among child and adolescent are mental retardation, conversion disorder, anxiety spectrum disorders and Autism spectrum disorder. Journal of Nobel Medical College Vol. 2, No.1 Issue 3 Nov.-April 2013 Page 55-63 DOI: http://dx.doi.org/10.3126/jonmc.v2i1.7677
8
Trigueros, Aguilar-Parra, López-Liria, and Rocamora. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education." International Journal of Environmental Research and Public Health 16, no. 22 (November 12, 2019): 4444. http://dx.doi.org/10.3390/ijerph16224444.
Full textAbstract:
Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously conducted studies have focused on motivational processes and not on emotional processes, nor on the way in which students learn. The objective of the present study was to explore the dark side of the self-determination theory, its influence on emotional intelligence and the meta-cognitive strategies of students. Methodology: A total of 1602 young people undertaking secondary education participated, with self-reported ages between 13 and 19 years. The following questionnaires were utilized: Controlling Coach Behaviors Scale, Frustration of Psychological Needs in PE classes Scale, Emotional Intelligence in PE Scale and Motivated Strategies for Learning Questionnaire. A structural equation model was developed which explained causal associations between the study variables. Results: Psychological control positively predicted each one of the sub-factors of frustration of psychological needs. Frustration of psychological needs negatively predicted emotional intelligence. Finally, emotional intelligence positively predicted meta-cognitive thinking. Conclusions: The influence and importance of the teaching style adopted by teachers is indicated, in addition to the effect of students’ psychological experiences on emotions and learning strategies.
9
Zdravković, Danijela, and Dragana Stanojević. "Violence, outdoor school activities and contradiction in socialization of school children." Socioloski godisnjak, no. 5 (2010): 175–93. http://dx.doi.org/10.5937/socgod1005175z.
Full textAbstract:
In the first part of the work the author reviews the importance of a conceptual determination of outdoor school activities and the effects of democratization of an educational process in the teaching practice domain outside school classrooms. The study of contradictions in the process of socialization goes from Froyd's teaching about social shaping of an individual from early childhood until adolescence, and of Durkheim's teaching which emphasizes education as one of more powerful means for social shaping of an individual. In the second part we deal with the problems of social reality transition, which reflect on the process of the institutional education and they are additionally fatigued by the ruined value system and the phenomenon of violence. Frequent violence over the elementary schoolchildren for different reasons imposes a justified socio-pedagogical reflection on the following questions: how big are the effects of modernization of Serbian school system, how safe are children at school, what makes them behave violently at school, is the existence of violence at school a product of the society which tolerates family violence, or is the aggressive behaviour of schoolchildren the result of the information technologies' influence, or is the increase of violence, on the other hand, the benchmark of the value system and social relations in Serbia. In the third part of the work, in the approach to new concepts of educational process in Serbia (outdoor school activities), organized at Teaching Training faculties in Serbia, the author emphasizes the importance and significance of a practical work, an active studying and the increase of an interaction between the changed socio-cultural environment and natural surroundings. New concepts of Outdoor school include among other things, multidisciplinary contents: the processing and training of social experience and emotions, a group solidarity in relation to natural environment, the harmonization of social relations between peer groups, the more liberal regime of school culture "outside classroom" , et cetera. In the end we summarize, that the flexibility of the concept of an Outdoor school is being provided by various possibilities of deepening one area within advanced courses and by a modulation of study programs. We emphasize, it is imposible to set the advanced courses without general and basic knowledge in philosophy, sociology and psychology.
10
C., Ramya, Pavan Kumar K., and Karthik S. "Psychiatric morbidity in children attending child guidance clinic in a tertiary care teaching hospital." International Journal of Contemporary Pediatrics 7, no. 6 (May 22, 2020): 1313. http://dx.doi.org/10.18203/2349-3291.ijcp20202140.
Full textAbstract:
Background: Mental health and its related problems are growing concerns over the world. The early onset of emotional and behavioral problem in the young children is related to a variety of health and behavior problems in adolescence and later life as well. Most of these children present to Pediatric outpatient clinics owing to the Stigma and lack of awareness. The aim of the study is to find out the pattern and prevalence of psychiatric morbidity in children presenting to pediatric outpatient clinics.Methods: It is a cross sectional, point prevalence study of children who have attended Child Guidance Clinic of Pediatric Department in a tertiary care teaching hospital October 2019 to January 2020. Clinical and demographic details was collected in a semi-structured proforma and the details were analyzed.Results: A total of 114 children were analyzed during the study period and this study comprised of 62 boys and 52 girls. Most of the children belonged to the age group of 11-15 years (51%) followed by the ages of 6-10(29.8%). Most common reason for consultation was change in behavior, school refusal and poor academic performance. The most common diagnosis made was Dissociative Conversion Disorder (17.6%), Nocturnal enuresis (15.7%), Mild Mental Retardation (10.5%) and Seizure Disorder with Behavioral Problems (10.5%).Conclusions: A significant number of children attending the Paediatric OPD of general hospitals have psychiatric disorders. The emotional and behavioral problems in children often present with physical symptoms. An effective liaison of services will help to identify and treat children with psychiatric morbidity.
Dissertations / Theses on the topic "Emotions in adolescence – Study and teaching"
1
Wilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.
Full textAbstract:
Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.
2
Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
Full textAbstract:
Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
3
Loh, Ka-yee Elizabeth, and 羅嘉怡. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38300928.
Full text
4
Ho, Kam-kau Elizabeth, and 何劍翹. "Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639262.
Full textAbstract:
This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional growth in the teaching of Chinese language to EM students.
This research is a study of self-exploration. To make it simple, the autoethnography is written in accordance to the natural sequence of my self-exploration. First, I have chosen to report some of my raw experiences over the two-and-half years of teaching with the 2009 and 2010 cohorts of EM students (S2 and S1) as significant critical incidents that form the basis of my layers of reflection. They form the primary domain of the study.
The writing is structured according to the classification suggested by Schon:
1. Reflection in Action: This part of the writing provides rich description of a series of critical incidents or episodes and my thoughts and feelings in the incidents. In writing each incident, the memory brings me back to the time and some instant reflection (usually filled, with some heavy emotions, confusion which needs clarity) may also be added to the description. The ‘Reflection in Action’ with the 2 cohorts of students is reported in two separate chapters.
2. Reflection on Action: After each ‘Reflection in Action’ chapter (which is mainly narratives of the critical incidents), there is a ‘Reflection on Action’ chapter which provides more in-depth analysis and reflection of my experience. With the 2009 cohort (S2 students), the associated ‘Reflection on Action’ is structured around the various emotions and relations experienced. And then with the 2010 cohort (S1 students), the associated ‘Reflection on Action’ is structured around my roles, values and cultural conflicts in the experience.
3. ‘Reflection for Action’: After I have completed ‘Reflection on Action’ on my experience to these two groups of students, I then make an overall reflection. The intention is to develop a better conceptualization of the whole experience and develop some theory that can serve as direction for my future practice, or hypothesis for consideration and future research by others.
Before writing this final ‘Reflection for Action’, to provide a more valid and reliable basis for it, I interview some students (those involved in some of the significant incidents), three teachers from my school and three other teachers from other educational institutions. (One is a teaching staff working at the University of Hong Kong, one is from a Band 2 secondary school with lot of EM students, and the last one is a teaching staff working in a subsidized secondary school with some EM students.) Having the private talk with students can give me more insight on how some issues are seen from the students’ side. In the interviews, the critical incidents are used as stimulus together with questions which are designed for sharing emotions and enhancing understanding.
After the final ‘Reflection for Action’, I will reflect on how the process of autoethographic writing and try to share with readers its values in teacher growth and other practical knowledge on using this methodology, including its strengths and limitations.
In reflecting on my interaction, relation and emotions with students, I found my weaknesses; but I also came to realize fear existed in most of us. The way we handled our fear reflects our values and attitudes and in turn affected the fear of others. Our students also had their fear. The cultures of my students and me, and the differences, had made a great impact on our understanding of each other, and hence our emotional feelings towards each perceptions on cultural identity, and I tried to match the cultural strategies I learnt from literature with the cultural strategies practiced by me and my students. I also began to question how I saw (and would need to see) myself as their teacher, and respond to the
differences between us. The issue of a teacher’s self and its formation in intercultural teaching then also became the focus of the study.
In the end, you may ask, ‘what do you get from writing this autoethnographic research? In this teaching journey: teaching Chinese to the non-Chinese, you may ask, is teaching pedagogy very important fro students to learn better? Yes. But apart from teaching pedagogy, we need to take other issues into consideration. The issue of emotions and intercultural difference often emerges during the process of teaching and learning especially when teaching with ethnic minority students and this we need to take it into consideration to make the teaching of ethnic minority more smooth. To make the teaching of ethnic minority successful, we also need to understand our limitations and be accommodating, positive and show understanding to our students. In short, in the process of autoethnographic study, I have learned from lived experience. Through layers of reflection in different perspectives and different timing: reflection, it allows me to have some space to understand myself, show respect to others: students, parents and colleagues. We learn when we teach and we grow when we nurture our students with understanding and teach them with the virtue of gratitude.published_or_final_version
Education
Doctoral
Doctor of Education
5
Ho, Yiu-shun, and 何耀舜. "Acquiring a better English accent by second language adolescence learners: what can passive exposure do?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36219526.
Full text
6
Cafferky, Marlene B. "A curriculum for dealing with anger as an emotion in the first-grade classroom." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/447.
Full text
7
Shanker, Utpala. "Relation of family functioning to treatment outcomes in day and residential programs a clinical study with emotionally disturbed adolescents /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3121.
Full text
8
Handy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full text
9
Boujarwah, Fatima Abdulazeez. "Facilitating the authoring of multimedia social problem solving skills instructional modules." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43644.
Full textAbstract:
Difficulties in social skills are generally considered defining characteristics of High-Functioning Autism (HFA). These difficulties interfere with the educational experiences and quality of life of individuals with HFA, and interventions must be highly individualized to be effective. I explore ways technologies may play a role in assisting individuals with the acquisition of social problem solving skills.
This thesis presents the design, development, and evaluation of two systems; Refl-ex, which is a collection of multimedia instructional modules designed to enable adolescents with HFA to practice social problem solving skills, and REACT, a system to facilitate the authoring of a wider variety of instructional modules. The authoring tool is designed to help parents, teachers, and other stakeholders to create Refl-ex-like instructional modules. The approach uses models of social knowledge created using crowdsourcing techniques to provide the authors with support throughout the authoring process.
A series of studies were conducted to inform the design of high-fidelity prototypes of each of the systems and to evaluate the prototypes. The contributions of this thesis are: 1) the creation of obstacle-based branching, an approach to developing interactive social skills instructional modules that has been evaluated by experts to be an improvement to current practices; 2) the development of an approach to building models of social knowledge that can be dynamically created and expanded using crowdsourcing; and 3) the development a system that gives parents and other caregivers the ability to easily create customized social skills instructional modules for their children and students.
10
Knollman, Gregory. "From Adolescence to Adulthood: Analyzing Multiple Perspectives on the Transition from High School to Post-School Life through a Multi-Case Study Design." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5973.
Full textAbstract:
The purpose of this study was to explore the transition experience of three individuals with intellectual disabilities, members of their family, their former transition program coordinator, and members of their support network including current employers or support service providers. This qualitative study used Bronfenbrenner’s (1977) ecological model and Kohler’s (1996) Taxonomy for Transition to frame three case studies designed to capture the transition experience of young adults with disabilities who exited a university-based, school district funded, transition program.
Using Bronfenbrenner’s (1977) ecological perspective, which focused on a behavior or interaction of people across multiple environments, the aim was to interview individuals from the micro, meso, and exo levels within the individuals’ systems of support. The transition experience took place outside the bounds of a school and involved a broad network of support that ranged from close nuclear ties between the individual with disabilities and their family members to broader social ties between the individual with disabilities and their employer or support service provider.
A total of nineteen interviews were conducted for this study. Each interview lasted between twenty to ninety minutes in length. Individuals were asked to participate in an interview to respond to pre-scripted, open-ended questions based around Kohler’s (1996) five domains of transition within the Transition Taxonomy. The nineteen interviews were transcribed, coded and organized around themes linked to the five domains of transition: student-focused planning, student development, program structure, family involvement and interagency collaboration. In addition to the five domains of transition, five additional themes were common across members of the three case studies. These additional themes included:
• It Takes a Strong Interconnected Network
• Recognizing Narrative is Critical
• Inclusion is Important to the Community
• A Knowledgeable Transition Coordinator is Integral
• Life is Comprised of a Series of Transitions
The transition from high school to post-school life includes a focus on employment and independent living. That transition is unique and personal, but regardless of the person, a network of support is required to ensure success. The three young adults who were interviewed and around whom the case studies were developed exemplify the importance of maintaining a strong support network as you plan for and implement the transition from school to post-secondary life. Each young adult has utilized ties with family and members of their community to secure paid employment, maintain their social circles, and expand their level of independence.
Books on the topic "Emotions in adolescence – Study and teaching"
1
Into adolescence : communicating emotions. Santa Cruz, CA: Network Publications, 1990.
Find full text
2
1971-, Jackson Jeff, and Ornstein, Robert E. (Robert Evan), 1942-, eds. Me and my feelings: What emotions are and how we can manage them. [Los Altos, Calif.]: Hoopoe Books, 2010.
Find full text
3
Xiong, Junmei. Affective aspects of learning: Adolescents' self-concept, achievement values, emotions, and motivation in learning mathematics. Frankfurt am Main: Lang, 2009.
Find full text
4
Vernon, Ann. Thinking, feeling, behaving: An emotional education curriculum for adolescents. Grades 7-12. Champaign, Ill: Research Press, 1989.
Find full text
5
Morris, Elizabeth. Assertiveness: For middle school students. Camberwell (Vic.): ACER Press, 2004.
Find full text
6
Thinking, feeling, behaving: An emotional education curriculum for children. Grades 1-6. Champaign, Ill: Research Press, 1989.
Find full text
7
J, Buddenberg Laura, ed. Unmasking sexual con games: Helping teens avoid emotional grooming and dating violence. 3rd ed. Boys Town, Neb: Boys Town Press, 2003.
Find full text
8
McGee, Kathleen M. Unmasking sexual con games: A teen's guide to avoiding emotional grooming and dating violence. 3rd ed. Boys Town, Neb: Boys Town Press, 2003.
Find full text
9
1959-, Hirn Polly, Mayo Patty 1959-, and Gajewski Nancy 1960-, eds. Social skill strategies: A social-emotional curriculum for adolescents: Book B. 2nd ed. Eau Claire, Wis: Thinking Publications, 1998.
Find full text
10
Nurturing future generations: Promoting resilience in children and adolescents through social, emotional, and cognitive skills. 2nd ed. New York: Routledge, 2005.
Find full textBook chapters on the topic "Emotions in adolescence – Study and teaching"
1
Albert, Ágnes. "The Trait Questionnaire Study: Examining Learners’ Motivation, Emotions, and Self-Efficacy Beliefs." In Second Language Learning and Teaching, 65–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20221-6_5.
Full text
2
De Simone, Marina. "Intertwinement of Rationality and Emotions in Mathematics Teaching: A Case Study." In ICME-13 Monographs, 233–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13761-8_11.
Full text
3
Albert, Ágnes. "The Task-Based Study: Investigating Learners’ Motivation, Emotions, Self-Efficacy Beliefs, and Flow State in Relation to Their Performance on Language Tasks." In Second Language Learning and Teaching, 91–126. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20221-6_6.
Full text
4
Wienhold-Leahy, Bernita. "An Integral Analysis of Mindfulness and Self-Compassion Among Adolescents." In Integral Theory and Transdisciplinary Action Research in Education, 134–59. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5873-6.ch007.
Full textAbstract:
This case study focused on teaching self-compassion to adolescents through a mindfulness program. Self-compassion involves being kind towards oneself, understanding that we are all part of common humanity, and mindfulness. This multi-methods study was grounded in integral theory, which examines self-compassion through multiple lenses with both qualitative and quantitative methodologies. The findings indicated that a mindfulness program teaching self-compassion had many benefits to students, including increased mindful awareness and focused attention; emotional awareness and regulation; self-awareness, self-kindness, and self-acceptance; resiliency and growth mindset; compassion, acceptance, and forgiveness for others; and a belief it could reduce bullying in schools. Mindfulness programs in the school context will need to be introduced slowly over the next several years as students, parents, teachers, and administrators all have to understand the importance of these skills before they can be implemented into the classroom.
5
Winnicott, Donald W. "Theoretical Statement of the Field of Child Psychiatry." In The Collected Works of D. W. Winnicott, 421–30. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0097.
Full textAbstract:
Winnicott looks at the area of medicine known as Child Psychiatry. He sees psychiatry as based on the emotional growth of the normal infant, child, adolescent, and adult, and their developing relationship to external reality. Psychiatry covers the area that is at the borderline between physical and emotional growth in children. The paediatrician who knows the physical side of child care, in Winnicott’s view, cannot just ‘slip over’ to understanding and practising child psychiatry. As a psychoanalyst Winnicott advocates psychotherapy in order to study the whole child. As an analyst who is also a child psychiatrist, Winnicott values his understanding of the emotional development of the individual. He advocates the specialist teaching and training of child psychiatry, because in the individual’s emotional development is contained society’s potential for family functioning and for the institution and maintenance of social groupings.
6
Di Giunta, Laura, Carolina Lunetti, Silvia Pagliarani, Giulia Gliozzo, Alessia Teresa Virzì, Clementina Comitale, and Chiara Riccioni. "Individual and Contextual Determinants of (mal)adjustment in College Students who Study Abroad." In Motivation and Success [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108238.
Full textAbstract:
This study focuses on a sample of college students who study abroad and the individual and contextual factors that, interacting with each other, may affect their (mal)adjustment. Studying abroad is an immersive experience that could potentially bring great benefits for students’ careers and personal growth, but at the same time, without the right tools, can lead to the risk of students’ maladjustment. Self-efficacy in dealing with negative emotions and empathic self-efficacy were considered as individual factors, and an inclusive teaching environment was considered as the contextual factor necessary for promoting youths’ adjustment (prosocial behavior and academic performance) and for preventing maladjustment (internalizing and externalizing problems). American college students (169 mean Age = 20.59, SD = 1.59; 78% males) participated to this study. A path analysis model showed that: internalizing problems were negatively predicted by self-efficacy beliefs in dealing with negative emotions; externalizing problems were negatively predicted by self-efficacy in dealing with negative emotions; prosocial behavior was positively predicted by empathic self-efficacy, self-efficacy beliefs in dealing with negative emotions, and inclusive teaching; scholastic performance was positively predicted by inclusive teaching.
7
Muñoz, Karla, Paul Mc Kevitt, Tom Lunney, Julieta Noguez, and Luis Neri. "Affective Educational Games and the Evolving Teaching Experience." In Computer Games as Educational and Management Tools, 206–28. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-569-8.ch013.
Full textAbstract:
Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.
8
Concilio, Ilana de Almeida Souza, and Pedro Henrique Cacique Braga. "Game Concepts in Learning and Teaching Process." In Research Anthology on Developments in Gamification and Game-Based Learning, 21–54. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch002.
Full textAbstract:
The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.
9
Concilio, Ilana de Almeida Souza, and Pedro Henrique Cacique Braga. "Game Concepts in Learning and Teaching Process." In Handbook of Research on Immersive Digital Games in Educational Environments, 1–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5790-6.ch001.
Full textAbstract:
The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.
10
Collet, Vicki Stewart. "Blogging as Online Reflection During Student Teaching." In Effective Practices in Online Teacher Preparation for Literacy Educators, 24–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch002.
Full textAbstract:
One of the most vital forms of dialogue for a novice teacher is the inner dialogue of reflective practice. Reflection is an evidence-based practice that improves instruction during preservice teachers' practicum experiences. While student teaching, preservice teachers may be so caught up in implementing lessons that they are unable to reflect in action; therefore, reflection-on-action, which occurs after teaching episodes, is critical. This study explores use of blogs as tools for reflection during the student-teaching experience, finding that blogs serve as a means of both self-expression and reflection. Additionally, the study suggests that self-questioning may lead to deeper reflection, and that preservice teachers should balance the articulation of emotions with specific descriptions of teaching and judgments about student learning in order to support reflection that leads to increased professional knowledge.
Conference papers on the topic "Emotions in adolescence – Study and teaching"
1
Germani, Sara, and Tommaso Palombi. "RELATIONSHIP BETWEEN AUTONOMY SUPPORT AND STUDENTS’ SCHOOL WELL-BEING: THE MEDIATING ROLE OF NEED FOR COMPETENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end096.
Full textAbstract:
"Within a Self-Determination Theory perspective (SDT; Deci and Ryan, 2000), this study aims to examine the relationship between students’ perception of autonomy support provided by teachers and their school well-being (439 students, mean age = 12.2 years; 51% male). SDT proposed the existence of three universal, innate psychological needs of all human beings: autonomy, relatedness and competence. In the school context, the need for autonomy refers to students’ desires to experience a sense of self-determination of their behavior. The need for relatedness refers to students’ desires to experience a sense of connection with teachers and classmates. The need for competence refers to students’ desires to interact effectively with the school environment. The satisfaction of these needs plays an important role in several educational outcomes (e.g. school satisfaction and motivation), particularly when teachers support students’ autonomy, attempting to understand, acknowledge, and where possible, be responsive to students’ perspectives. In the school specific domain, many recent empirical studies have used the SDT as a conceptual framework, to show that an autonomy-supportive teaching style tends to predict adolescents students’ needs satisfaction and school well-being (Ryan and Deci, 2020). Satisfaction of need for competence seems to be a particularly strong predictor of adolescent students’ subjective well-being at school (Tian, Han and Huebner, 2014). According to Tian (2008), subjective well-being in school includes students’ school satisfaction and affect, that is the frequency with which students experience positive emotions. In Italy, research based on the SDT in schools is limited, particularly as regards the effect of students’ needs satisfaction on their well-being. The present paper looks carefully at the mediating role of need for competence considering the relation between the support for autonomy provided by teachers and the adolescents students’ positive and pleasant emotions at school, using a Structural Equation Modelling. The posited model fitted the data quite well: x² = 225 (df = 101), p< .001; TLI = .968; SRMR = 0.037; RMSEA = 0.053, 90% CI [.044, .062]. Results show that a greater perception of support for autonomy has a positive effect on the students’ positive emotions, and this effect is partially mediated by the satisfaction of the need for competence. This finding suggest that students’ psychological needs should be considered and teachers should not only be aware of the importance of autonomy-supportive teaching, but also of how they can improve their teaching style (Vandenkerckhove et al., 2019)."
2
Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.
Full textAbstract:
This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
3
Shui Ng, Wing. "Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.
Full textAbstract:
Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.
4
Schlag, Ruben, and Maximilian Sailer. "Linking teachers’ facial microexpressions with student-based evaluation of teaching effectiveness: A pilot study using FaceReader™." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13093.
Full textAbstract:
This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p > .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.
5
Leutanu, Gabriela. "Involvement of psychology as a science in teaching by reducing anxiety in students and teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p249-254.
Full textAbstract:
Psychology as a science investigates the most common mental health problems during childhood and adolescence, including anxiety disorders. When the child begins to doubt his abilities in a subject, anxiety can become a factor that prevents him from learning or reproducing the acquired knowledge. Sometimes this can be confused with a learning disorder when it comes to just anxiety. Left untreated, anxiety disorders can affect both students' ability to study and personal relationships. In severe cases, anxiety disorders can make it difficult to go to school. Anxiety is the first intrinsic answer to the requirement of functioning and performance in conditions at least different from the conditions in which we formed our usual techniques.
6
Dao, Minh-son, Duc-Tien Dang-Nguyen, Asem Kasem, and Hung Tran-The. "HealthyClassroom - A Proof-of-Concept Study for Discovering Students’ Daily Moods and Classroom Emotions to Enhance a Learning-teaching Process using Heterogeneous Sensors." In Special Session on INsights DiscovEry from LifElog Data. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006749106850691.
Full text
7
Mukaromah, Nahdiyatul. "Adolescent Response on Menarche: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.03.
Full textAbstract:
ABSTRACT Background: Menarche (first menstrual period) is a sign of physical maturity in adolescent girls, which has an impact in the future, both from a psychological and socio-cultural perspective on adolescents. Menarche provides different responses and emotions to adolescent; this is due to differences in preparation for dealing with menarche. Scoping review aims to overview the menarche acceptance among adolescent. Subjects and Method: This was a scoping review study using the Arksey & O’Malley framework with 5 stages, including: identifying scoping review questions, identifying relevant articles using databased including PubMed, ScienceDirect, and EBSCO. This study using gray literature, selecting relevant articles using inclusion and exclusion criteria, mapping data charting and compiling, summarizing and producing a review report. Results: There were 6 articles selected using the Hawker assessment checklist tools. Articles obtained were using qualitative methods. The article selected in this study were based on the methodology, year of publication, and the participants used in the article. Two major themes that emerged as a result of the scoping review were knowledge and attitude. Conclusion: The acceptance of menarche among adolescents will differ depending on the information and support environment for adolescents. The acceptance of menarche in adolescents was still need an attention from health workers, families, and teachers. The provision of pre-menarche health education before adolescent reach menarche is important. So that adolescents are better prepared to gain good experiences and perceptions. Keywords: acceptance, menarche, adolescence, scoping review Correspondence: Nahdiyatul Mukaromah. Universitas ‘Aisyiyah Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: nadianad996@gmail.com. Mobile: 085880451711 DOI: https://doi.org/10.26911/the7thicph.03.03
8
Moreira Da Silva, Fernando, and Rita Almendra. "Emotion: A Vital Component in Design Decision Making." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001386.
Full textAbstract:
According to several authors, emotions are vital in decision-making, existing three fundamental components in the emotional set, that is, the affective, the cognitive and the motor, which gives emotions a central role in design projects, along with intuition, directly relating the design product with its user, which may lead to the adoption of new attitudes. Since emotions are processed at memory level, they can enable the generation of new meanings established by each user, motivating feelings of belonging, in addition to promoting greater durability in the relationship established between user/object, which may lead to positive attitudes at the level of product life cycle. Over the last few decades, there has been a paradigm shift in terms of design processes and methods, which has brought with it greater flexibility in the incorporation of concepts, promoting interaction and empathy with human beings, valuing a more cognitive and humanistic design approach. In this paper we present an investigation that fits into the disciplinary territory of Design, in which we intend to give emotion a central role in design decision-making. It uses a mixed methodology centred on literature review and practical experience in teaching design project. It is intended to stimulate reflection and bring new perspectives on the addressed object of study that may lead to a position taking the emotional component as a fundamental advantage key strategy in design decision making, contributing to a more sustained vision of the professionals but also the students, in the development of projects in design.
9
Bellaby, Amanda, Michael Sankey, and Louis Albert. "Rising to the occasion: Exploring the changing emphasis on educational design during COVID-19." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0137.
Full textAbstract:
With the advent of COVID-19, the majority of universities in Australasia have had to adjust quickly to provide the bulk of their learning and teaching activities online. To a great extent this involved learning/educational designers (and titles similar to this) needing to provide a range of tasks (some new) associated with supporting many teaching staff unfamiliar with teaching online. In some cases, this has meant a change in role, while for others it was transitioning to new and higher levels of responsibility. Regardless, the emotional impact of this should not be understated, or at least should understood. This paper explores these concepts based on the feedback from 90 educational designers, mainly from the Australasian higher education sector. It presents details of the results of a semi-structured qualitative study of those working in the field of educational design at universities. These designers were asked to consider how COVID-19 has impacted the ways in which they undertook their work, the types of issues they are dealing with, and the solutions they were proposing and contributing. Their accounts document the changing nature of their roles and their emotions in the face of potentially unalterable changes.
10
Sirotova, Mariana, and Alzbeta Lobotkova. "The impact of a teacher´s motivational influence on pupils´emotional experience." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8003.
Full textAbstract:
It is necessary to pay increased attention to the managing of emotions, to motivation and empathy, which requires most of all an individual approach to pupils in the process of teaching. This scientific study focuses on motivating and demotivating reactions of teachers and their impact on positive and negative emotional experiences of pupils during lessons. Our goal was to find out, if there are differences between emotional experiences of pupils taught by teachers, whose motivating had a positive character, and pupils of those teachers, whose motivating had a negative character. We have executed a quantitative research supplemented by a qualitative analysis. The research sample consisted of students of higher secondary education and their teachers from secondary vocational schools in the Trenčín district. Ten teachers and 375 students had been included in the research. We have identified the differences with the help of a method of microteaching analysis with the use of analytical scheme AS9 (author is Miron Zelina) and a modified version of the Questionnaire of Emotional Experience. The questionnaire contains entries focusing on positive and negative experiences. In both variables we have observed a statistically significant difference with students taught by Teacher 10, whose motivating had a negative character.
Reports on the topic "Emotions in adolescence – Study and teaching"
1
Hardani, Rika, Diana Setiyawati, and Yuli Fajar Susetyo. The Effect of Emotion Self-Regulation on Academic Achievement During Adolescence: a Protocol for a Systematic Literature Review And Meta-Analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0073.
Full textAbstract:
Review question / Objective: The research uses the PICOS method to determine the topic and research objectives. PICOS stands for population, intervention, comparison, outcomes and study. PICOS is one of the guidelines that is often used in quantitative research in systematic research literature reviews (Eriksen & Frandsen, 2018). This study intends to determine how the influence of adolescent self-regulation of emotions on academic achievement. Condition being studied: In the process of achieving high academic achievement, apart from the role of cognitive factors, non-cognitive factors also play an important role. In psychology, there are non-cognitive variables called emotion self-regulation. Many previous studies have investigated this matter. However, researchers have not found a systematic literature review that discusses the effect of emotion self-regulation on adolescent academic achievement.