Journal articles: 'Emotions in adolescence – Study and teaching'

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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.

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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 14Ã¢Â€Â“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.

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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.

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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.

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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.

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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).

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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.

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Ismanto, Heri Saptadi, Sugiyo; Anwar Sutoyo, and Soesanto . "Dynamics of Risking Sex and Sufistic Counseling at College Students in Semarang." Volume 5 - 2020, Issue 9 - September 5, no. 9 (October 9, 2020): 1172–77. http://dx.doi.org/10.38124/ijisrt20sep724.

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The objectives of this study were: (1) to describe the dynamics of students having risky sex behavior, (2) to describe sufistic counseling to help students not to engage in risky sex behavior. This study used a qualitative research method with a phenomenological approach to describe the values of Sufism in counseling students with risky sexual behavior. Data collection was carried out by observation, interviews, questionnaires and documentation. The results showed 1) the dynamics of students with risky sex behavior was explained by the subject's data in general, the level of religiosity was low. This is a problem faced in adolescence, namely the transition period which makes adolescent emotions less stable; 2) Sufism values in counseling are a concept of scientific counseling services that are required to be more humanistic, empirical and functional (appreciation of Islamic teachings). This counseling discusses and discusses how to build the morale of the people. Sufism counseling method begins with a futuwwah framework by applying the ascetic attitude towards the world of macrocosm and microcosm (human).

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Prabu, Y. John Sam Arun, and M. Priyanka Israel. "A quasi experimental study to assess the knowledge and attitude regarding premenstrual syndrome among adolescent girls in selected schools at Madurai." Journal of Community Health Management 9, no. 2 (July 15, 2022): 89–92. http://dx.doi.org/10.18231/j.jchm.2022.018.

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Adolescence is a journey from the world of the child to adult. It is a time of physical and emotional change as the body matures. Adolescence is a critical transitional period that includes the biological changes of puberty and the need to negotiate key developmental task and it requires special attention and protection. Health of today’s adolescence is hope for tomorrow’s world The aim of the study is to investigate the knowledge and the attitude of adolescent school girls towards premenstrual syndrome. A quasi experimental research using one group pre-test post-test design was conducted with simple random sample of 100 adolescent girls, Madurai. A structured knowledge on premenstrual syndrome and likert type attitude scale were developed by the researcher to assess the attitude regarding premenstrual syndrome and used to collect data from the participants. The planned teaching programme covered all aspects in it. The knowledge and attitude of the adolescent girls were assessed immediately before and a week after planned teaching programme was conducted.The majority 75(75%) of the adolescent girls belonged to the age group of 15 to 18 years. Nearly three fourths 90(70%) of the adolescent girls attained menarche in the age group of 11 to 16 years. Majority 95(95%) had inadequate knowledge and 5(5%) had moderate knowledge regarding pre menstrual syndrome in the pre-test and 50(50%) of adolescent girls had adequate knowledge, 38(38%) had moderate knowledge and 12(12%) had inadequate knowledge in the post-test (12.4±4.36 to 23.6±8.25 p< 0.05; paired t- test). Majority 56(56%) had neutral attitude, 41(41%) had negative attitude and 3(3%) had positive attitude in the pre test. Majority 48(48%) had positive attitude, 42(42%) had neutral attitude and 10(10%) had negative attitude. The attitude score significantly increased from 11.0±2.21 to 13.9±2.61 (p< 0.05; paired t- test). There was significant positive correlation between post test knowledge and attitude scores (r=0.06). The present study concludes that recently pre menstrual syndrome is a common problem all over the world affecting the quality of life of women significantly. Despite the growing awareness, there remains a considerable deficiency of knowledge and attitude about the symptoms, treatment and home remedies of pre menstrual syndrome. The further research is required for a large population including women from various background for the better assessment and strategize to manage this rising problem. Majority of adolescent reports, stress exacerbates their pre menstrual syndrome. It is important that a healthy culture to be promoted among adolescent girls as well as women through health education. Pre menstrual syndrome, programme KAA dolescent girls.

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Saniya, Saniya, Neni Triana, and Miranti Manda Sari. "KECENDERUNGAN PERILAKU BULLYING DITINJAU DARI KEPRIBADIAN NEUROTISME PADA REMAJA DI DESA RANTAU BARU RIAU." Al-Asalmiya Nursing Jurnal Ilmu Keperawatan (Journal of Nursing Sciences) 10, no. 1 (July 27, 2021): 20–28. http://dx.doi.org/10.35328/keperawatan.v10i1.1584.

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ABSTRAK Bullying adalah perilaku agresif yang dilakukan oleh seseorang atau sekelompok orang yang dapat menyakiti korbannya baik secara fisik maupun mental. Bullying terbagi menjadi tiga jenis yaitu bullying fisik, bullying verbal dan bullying mental/psikologis. Remaja yang kurang mampu mengolah emosinya cenderung akan menjadi pelaku bullying. Seseorang dengan kepribadian neurotisme cenderung mudah mengalami emosi negatif seperti cemas, takut, mudah marah, dan depresi. Tujuan penelitian ini untuk mengetahui hubungan kepribadian neurotisme dengan perilaku bullying di Desa Rantau Baru. Desain penelitian menggunakan jenis penelitian kuantitatif korelasional. Populasi dalam penelitian seluruh remaja di Desa Rantau Baru yaitu sebanyak 102 orang. Teknik pengambilan sampel menggunakan teknik random sampling. Hasil penelitian menunjukkan tidak terdapat hubungan yang signifikan antara kepribadian neurotisme dengan perilaku bullying (P Value = 0,84). Diharapkan pencegahan terhadap bullying dapat dimulai dari orang tua yaitu dengan mengajarkan kecerdasan emosional sejak dini. Sekolah dan pemerintah juga dapat berkolaborasi untuk mencegah perilaku bullying dan kepribadian neuroticisme dengan menerapkan program anti bullying dan bimbingan konseling di sekolah. Kata Kunci : Bullying, Neuroticisme, Remaja ABSTRACT Bullying is aggressive behavior by a person or group of people that can hurt the victim both physically and mentally. Bullying is divided into three types, namely physical bullying, verbal bullying and mental/psychological bullying. Teens who are less able to process their emotions tend to become bullies. A person with a neurotic personality tends to experience negative emotions such as anxiety, fear, irritability and depression. The purpose of this study was to determine the relationship between neuroticism and bullying behavior in Rantau Baru Village. The research design uses correlational quantitative research. The population in the study of all adolescents in the village of Rantau Baru was 102 people. The sampling technique uses random sampling technique. The results showed that there was no significant relationship between neuroticism and bullying behavior (P value = 0.84). It is hoped that the prevention of bullying can be started from parents, namely by teaching emotional intelligence from an early age. Schools and the government can also collaborate to prevent bullying behavior and neuroticism by implementing anti-bullying programs and counseling in schools. Keywords: Bullying, Neuroticism, Adolescents

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VISHNIKINA, L., V. SAMOYLENKO, O. FEDIY, and O. LYSYTSYA. "DEVELOPMENT OF STUDENTS' EMOTIONAL INTELLIGENCE IN THE GEOGRAPHY COMPETENCE LEARNING PROCESS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 54–62. http://dx.doi.org/10.33989/2075-146x.2021.27.247027.

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The article highlights the urgency of the problem of formation and development of emotional intelligence of teachers and students, which solution is related with present-day modernization of geographical education. The authors analyzed the concept of "emotional intelligence" and characterized the transformation of this concept. Based on the study of psychological and pedagogical literature, the authors identified the main elements of emotional intelligence – self-knowledge, self-regulation, empathy and motivation. They proved the need to develop emotional intelligence in geography teachers as a necessary condition under which teachers can form it in students. The paper points out the peculiarities of the formation of subject geographical competence of students "emotional and value attitude to the environment and human activity in it", which is closely related to the formation and development of their emotional intelligence in the process of learning geography. The article analyzes the conditions for the development of emotional intelligence in adolescence, highlights the characteristic of this age emotional properties. The authors substantiate the specific possibilities of developing the emotional intelligence of students in geography lessons through the use of teaching methods, which are a set of emotional and sensory influences on the student's personality in the process of organizing his educational and cognitive activities. Here the methodical methods of formation of emotional intelligence developed by authors are presented, their content and procedure of realization found out, conditions of their application in the course of training of geography are characterized.

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I.M., Vizniuk. "PSYCHOLOGICAL DETERMINANTS OF SUCCESS DURING TEACHING STUDENTS WITH A TENDENCY TO DEPRESSION." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 1 (April 15, 2021): 66–74. http://dx.doi.org/10.32999/ksu2312-3206/2021-1-9.

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The aim of our study was to identify the psychological determinants of success in teaching students with a predisposition to depression. In order to obtain results, we used such techniques as the A. Beck questionnaire, which was aimed at determining the level of predisposition to depression, the method of diagnosing personality motivation for the success of T. Ehlers, the method for determining the type of accentuation of character and temperament K. Leonhard and calculation of determining the average score of annual grades, to determine the school performance of adolescents. According to the results of the article, using the SPSS program, it was found that there is no relationship between the level of predisposition to depression and the types of character accentuation, but there is a relationship between the types of accentuation. There is also no link between the level of depression and school performance, but there is a relationship between the level of motivation to succeed and school performance.Adolescent depression can be both a consequence and a cause of school failure of students, because adolescence is a very difficult period in a person's life. As a result, the presence of depressive symptoms can affect the school system of students, their success, relationships with teachers and peers. Ignoring these symptoms and correcting them in time can lead to serious consequences, ranging from serious mental disorders to suicide. Fatalities are rare, but very dangerous, but the failure of students with a predisposition to depression during training is quite numerous and relevant today.Conclusions. Psychological determinants such as character accentuations are of great importance in motivating adolescents with a tendency to depression and academic success, because they can suppress the activity of the individual and affect his motivational sphere. However, the correlation analysis showed the presence of statistically significant relationships between the types of accentuation of adolescent character, namely between emotional, stuck, anxious, cyclothymic, unbalanced, dysthymic, exalted, meticulous, demonstrative. And the relationship between the level of motivation for success and school performance of adolescents.Key words: adolescents with a tendency to depression, academic performance, motivational sphere of personality, character accentuations, psychological determinants. Метою нашого дослідження було виявити психологічні детермінанти успішності під час навчання учнів зі схильністю до депресії. Для того щоб отримати результати, ми використовували такі методики,як опитувальник А. Бека, який спрямований на визначення рівня схильності до депресії, методика діагностики особистості на мотивацію до успіху Т. Елерса, методика для визначення типу акцентуації рис характеру та темпераменту К. Леонгарда та розрахунок визначення середнього балу річних оцінок для визначення шкільної успішності підлітків. За результатами статті, використовуючи програму SPSS, було встановлено, що не існує взаємозв’язку між рівнем схильності до депресії та типами акцентуації характеру, але існує взаємозв’язок між самими типами акцентуації. Також з’ясовано відсутність зв’язку між рівнем схильності до депресії та шкільною успішністю, але при цьому існує зв’язок між рівнем мотивації до успіху та шкільною успішністю.Підліткова депресія може бути як наслідком, так і причиною шкільної неуспішності учнів, адже підлітковий вік є досить складним періодом у житті людини. В результаті цього наявність депресивних ознак може накладати відбиток у системі шкільного навчання учнів, на їх успішність, на взаємини з учителями та однолітками. Ігнорування цих ознак та їх невчасне коригування може призвести до серйозних наслідків, починаючи від серйозних психічних розладів і закінчуючи самогубством. Летальні випадки є рідкими, проте дуже небезпечними, а от неуспішність учнів зі схильністю до депресії під час навчання є досить численною і актуальною у наш час.Висновки. Отже,велике значення у мотивації підлітків зі схильністю до депресії та успішністю до навчання мають такі психологічні детермінанти, як акцентуації характеру, адже вони можуть пригнічувати активність особистості і впливати на її мотиваційну сферу. Однак кореляційний аналіз показав наявність статистично значущих зв’язків між типами акцентуації характеру підлітків, а саме між емотивним, застрягаючим, тривожним, циклотимним, неврівноваженим, дистимічним, екзальтованим, педантичним, демонстративним; та взаємозв’язок між рівнем мотивації до успіху та шкільною успішністю підлітків.Ключові слова: підлітки зі схильністю до депресії, успішність до навчання, мотиваційна сфера особистості, акцентуації характеру, психологічні детермінанти.

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Simanjuntak, Jeperson, and Imanuel Sri Mei Wulandari. "Gangguan Emosi Dan Perilaku Remaja Akibat Kecanduan Gadget." Malahayati Nursing Journal 4, no. 4 (April 5, 2022): 1057–65. http://dx.doi.org/10.33024/mnj.v4i4.6221.

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ABSTRACTThe use of gadgets is very much needed in the teaching and learning process of students during the Covid-19 pandemic. Information and knowledge will be easily accessible by using gadgets. Excessive use of gadgets has a negative impact on adolescent development both emotionally and behaviorally. Addiction to gadgets can make teenagers difficult to socialize or interact with other people, tend to close themselves to interactions, and have less concentration in doing things. This study aims to portray the emotions and behavior of adolescents due to gadgets abuse. This study uses a quantitative descriptive research design, with a cross-sectional approach. The sample in this study was 100 adolescents with an age range 0f 13-15 years old. The sample selection used a random sampling technique at SMPN 28 Bandung. Data analysis is descriptive. Respondents are mostly male which is 57%. the level of gadget addiction is categorically low at 52%. Few of them have emotional and behavioral problems, such as social, emotional, behavioral change, hyperactivities, and peer relationship problems. The conclusion that can be drawn is that addiction to gadgets can trigger emotional and behavioral changes in adolescents. Supervision from parents is required to prevent increasing addiction to the use of gadgets and behavior changes in adolescents. Keywords: Behavioral Disorders, Emotional Of Adolescent, Gadget Addiction ABSTRAK Penggunaan gadget menjadi suatu kebutuhan pada remaja di masa pandemik covid-19, dimana proses belajar mengajar dilakukan secara daring. Informasi dan kegiatan belajar dapat dilakukan secara jarak jauh dengan menggunakan gadget. Penggunaan gadget yang berlebihan mempunyai dampak negatif bagi perkembangan remaja baik secara emosi maupun perilaku. Kecanduan gadget dapat mengakibatkan remaja tidak mudah untuk bersosial atau berinteraksi dengan orang lain, cenderung menutup diri dan mempunyai konsentrasi yang kurang dalam melakukan suatu hal. Penelitian ini mempunyai tujuan untuk mengetahui gambaran emosional dan perilaku remaja akibat kecanduan terhadap gadget. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif, dengan pendekatan cross-sectional. Sampel pada penelitian ini adalah 100 remaja dengan rentang usia 13-15 tahun. Pemilihan sampel menggunakan teknik random sampling pada remaja di SMPN 28 Bandung. Analisa data yang dilakukan dalam penelitian ini dengan deskripsi. Mayoritas responden bejenis kelamin laki-laki 57 %. Tingkat kecanduan gadget pada remaja masuk kategori rendah dengan 52%, gangguan emosi dan perilaku yang terjadi pada remaja adalah sebagian kecil remaja memiliki masalah emosi dan perilaku, yaitu masalah sosial, emosional, perubahan perilaku, hiperaktivitas dan gangguan hubungan dengan teman sebaya. Kesimpulan yang dapat diambil adalah kecanduan pada gadget mampu memicu gangguan emosional dan perilaku remaja pada hal yang bersifat negatif. Diperlukan pengawasan dari orang tua untuk mencegah meningkatkan kecanduan dalam pemakaian gadget dan perubahan perilaku pada remaja, sehingga penulis memberikan masukan untuk penelitian berikutnya dengan melibatkan orangtua untuk mengatasi masalah kecanduan gadget pada remaja. Kata Kunci: Gangguan Emosi, Kecanduan Gadget, Perilaku Remaja

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a, Reena, and Shalini Aswal. "A PREEXPERIMENTAL STUDY TO ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED TEACHING REGARDING INSTAGRAM FITSPIRATION ON BODY IMAGE SATISFACTION AMONG ADOLESCENT STUDENTS AT SELECTED SCHOOL DEHRADUN." International Journal of Advanced Research 10, no. 10 (October 31, 2022): 176–201. http://dx.doi.org/10.21474/ijar01/15477.

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Body image relates to how people think and feel about their own body. It relates to a persons perceptions, feelings, and thoughts about his or her body and is usually conceptualized as incorporating body size estimation, evaluation of body attractiveness, and emotions associated with body shape and size.Fitspiration, an amalgamation of the words fitness and inspiration has been put forward as a healthy antidote to thinspiration. Thinspiration, an unhealthy internet-based trend, idealises and promotes bodily thinness through harmful weight loss strategies. Despite fitspiration s aims to inspire positivity and a healthy lifestyle. Problem Statement: A Pre-experimental study to assess the effectiveness of video assisted teaching regarding Instagram fitspiration on body image satisfaction among adolescent students at selected school of Dehradun. Objectives of the study: 1. To assess the body image satisfaction among adolescent students. 2. To assess the effectiveness of video assisted teaching regarding Instagram fitspiration on body image satisfaction among adolescent students. 3. To find out the association between post-test score of the adolescent students with selected socio- demographic variables. Methodology:A quantitative research approach was used. The research design was pre-experimental. The study was conducted in Fylfot Public School Dehradun. The conceptual framework used for this study is based on system of model. The research design used for this study was one group pre-test post-test design. Data collection using nonprobability convenient sampling and sample size is 40. Pilot study was conducted with constructed tool with which it as found reliable respectively. The data was collected to assess the satisfaction level in a view to prepare a video assisting teaching by using knowledge questionnaire. The data collection was analysed and interpreted by using descriptive and inferential statistics. Results: Majority 62.5% of samples were in the age group16 years, 55% of samples were male, 97.5% of samples in 11th class, 100% of sample belong to urban area, 42.5% of samples family income was more than 30,000. 85% of samples had no previous knowledge regarding body image, 57.5% previous knowledge regarding Instagram Fitspiration. In the study the mean post-test satisfaction level of students was significantly higher than the mean pre-test scores. The calculated t valueâ€– is 22.053 was more than the table value at 0.5 level of significance. There is significance association between previous knowledge regarding Instagram fitspiration but there is no association between age, gender, class, place of living, family income, previous knowledge regarding body image at significance level 0.05. Recommendation: 1. The same study can be repeated with large samples. 2. The study can be done in adults who are studying in selected college of Dehradun. Discussion: Based on the objectives of the study, a knowledge questionnaire was used to assess the effectiveness of video assisted teaching regarding Instagram Fitspiration on body image. It was considered to be appropriate instrument. Conclusion: The study concludes that the satisfaction level regarding body image among adolescents was found 75% Good.

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Trakšelys, Kęstutis. "The Experience of Lithuanian University of Educational Sciences Students on Pedagogical Practices: Pupil Behaviour Observation." Pedagogika 118, no. 2 (June 10, 2015): 44–57. http://dx.doi.org/10.15823/p.2015.04.

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Behaviour is usually named as a main and the essential educational stimulus in the lesson. Due to the pupils’ inappropriate behaviour is common to blame their unwillingness to learn, laziness or period of adolescence. Teachers are usually looking for various types of abnormal behavior and other disorders in their pupils. Students who had teacher‘s assistant practice at schools were observing pupils and their teachers interaction in lessons. The observed lessons’ data show that lots of impact for pupil’s behaviour has teacher’s personality, the ability to communicate, respect and interact with them. The appropriate teaching organization, the competence to explain the aims and goals of the task, ability to select suitable teaching / learning methods, didactic attitude, the ability to control emotional intelligence and ect. According to reports of students, who had pedagogical teacher’s assistant practice at these schools, teachers not always give well suited teaching material. It doesn’t correspond to the pupils in his / her needs, interests, and expectations. Thy don‘t want and can‘t concentrate attention for 45 minutes. Sometimes happen when the teacher has wrong planned lessons, then pupils waste their time because simply they don‘t have what to do. The results show that very low percent of pupils work effectively, have high quality knowledge and learning results. In many cases teachers do not create positive learning environment, fail to ensure emotional security by threatening to write negative marks, to send away from classroom or end the lesson. Teachers usually don’t pay enough attention for their pupils for many reasons. They prefer treating these who are more motivated to study or are going to take the exam of the curriculum. Behaving in this way teachers make all conditions for unwillingness to study and provoke inappropriate activity of their students during lessons. In such conditions the educators don’t involve pupils of all social groups. It means that integration doesn’t work for children with the special needs. Also doesn’t work so called the inclusive education. Thy do not ensure pleasant microclimate in the classroom and suitable educational environment. The observation results state that some educators of these schools acted inadequate by writing negative marks for the students who tried to show inappropriate behaviour. Also we should emphasize that some teachers and students, who had teacher’s assistant practice, lack abilities to adapt their pedagogical and psychological knowledge in their work with pupils. They lack of abilities to control the audience, to interact with the pupils. Also they lack skills of working in a stratified society.

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Villano, Paola. "Anti-Semitic Prejudice in Adolescence: An Italian Study on Shared Beliefs." Psychological Reports 84, no. 3_suppl (June 1999): 1372–78. http://dx.doi.org/10.2466/pr0.1999.84.3c.1372.

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A study was conducted in Bologna and Venice on a sample of 427 subjects to verify whether anti-Semitic prejudice is observed in Italy, if it has direct, violent expression (blatant prejudice), or if it assumes less evident forms (subtle prejudice). The sample was chosen to represent levels of contact with the Jewish community to check the contact hypothesis (Bologna for the no-contact condition and Venice for the contact-condition) in groups of different ages (adolescents, young people, and adults). We predicted a decrease in blatant prejudice by subjects living in contact with Jews, but no differences in subtle prejudice. Also adolescents, more sensitive to polarised choices, could be less tolerant towards Jews. One-way analysis of variance indicated evidence for anti-Semitic prejudice, whose typical expression was a lack of positive emotions towards Jews. In particular, the whole sample denied negative emotions, such as disregard, annoyance, and irritation, and did not report positive emotions, such as attraction or curiosity.

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Burnett, Stephanie, Geoffrey Bird, Jorge Moll, Chris Frith, and Sarah-Jayne Blakemore. "Development during Adolescence of the Neural Processing of Social Emotion." Journal of Cognitive Neuroscience 21, no. 9 (September 2009): 1736–50. http://dx.doi.org/10.1162/jocn.2009.21121.

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In this fMRI study, we investigated the development between adolescence and adulthood of the neural processing of social emotions. Unlike basic emotions (such as disgust and fear), social emotions (such as guilt and embarrassment) require the representation of another's mental states. Nineteen adolescents (10–18 years) and 10 adults (22–32 years) were scanned while thinking about scenarios featuring either social or basic emotions. In both age groups, the anterior rostral medial prefrontal cortex (MPFC) was activated during social versus basic emotion. However, adolescents activated a lateral part of the MPFC for social versus basic emotions, whereas adults did not. Relative to adolescents, adults showed higher activity in the left temporal pole for social versus basic emotions. These results show that, although the MPFC is activated during social emotion in both adults and adolescents, adolescents recruit anterior (MPFC) regions more than do adults, and adults recruit posterior (temporal) regions more than do adolescents.

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Ramezanzadeh, Akram, Seyyed Mohammad Reza Adel, Gholamreza Zareian, and Mohammad Ghazanfari. "Emotions and socially just teaching: a qualitative study." Qualitative Research Journal 17, no. 2 (May 2, 2017): 113–23. http://dx.doi.org/10.1108/qrj-11-2016-0072.

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Purpose The purpose of this paper is to explore Iranian EFL teachers’ and learners’ emotions in the realities of the classroom to investigate how their experience and navigation of emotions could provide the opportunity for socially just teaching. Design/methodology/approach A qualitative study was conducted to probe EFL teachers’ and learners’ emotional experiences. Data were gathered through interviews and observation. Using interpretive phenomenological analysis, the researchers analyzed the data through three stages of critical emotional praxis, including identification, reflection, and response. Findings Findings of the study revealed that emotions of caring, love, anger, and anxiety were the most dominant emotions among teachers and learners. Also, it was shown that the participants used emotion management, the cultivation of positive emotions, and bodily manipulation in order to change their course of actions and move toward two-way communication whereby they could see and hear each other. Originality/value The paper provided a new lens through which socially just teaching can be studies in EFL contexts. Also, the participants of the study consisted of both the teachers and the learners, because the researchers believed in a teacher’s identity as a pedagogy. In this respect, this study can also be considered as different from similar studies conducted on teachers’ emotional identities in the classroom.

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Gu, Haibo, Yuting Mao, and Qian Wang. "Exploring EFL Teachers’ Emotions and the Impact on Their Sustainable Professional Development in Livestream Teaching: A Chinese Case Study." Sustainability 14, no. 14 (July 6, 2022): 8264. http://dx.doi.org/10.3390/su14148264.

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Due to the impact of COVID-19, most Chinese universities have launched livestream teaching. Faced with this significant change of teaching mode, teachers experienced different emotions, including predominant negative emotions such as anxiety, stress, and anger, alongside a few positive emotions like satisfaction, love, and happiness. With the rising attention on teacher emotion research, this study explores the emotional experiences of five Chinese English as a foreign language (EFL) teachers in livestream teaching. Drawing from data collected via interviews and case documents, it examines the causes of these teachers’ emotions and the impact thereof on their sustainable professional development. The findings suggest that teacher emotions were produced through the interaction between teachers’ goals and the environment, which included students’ performance, features of livestream teaching, and the institutional livestream teaching requirements. The impacts of teacher emotions on their sustainable professional development were identified: deepening teachers’ understanding of online teaching, shaping teacher identities, and motivating teachers to take action. Implications regarding developing teachers’ coping strategies for various emotions and sustaining their professional development in online teaching are also included.

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Caprara, Gian Vittorio, Maria Gerbino, Marinella Paciello, Laura Di Giunta, and Concetta Pastorelli. "Counteracting Depression and Delinquency in Late Adolescence." European Psychologist 15, no. 1 (January 2010): 34–48. http://dx.doi.org/10.1027/1016-9040/a000004.

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A prospective study was conducted to examine a conceptual model in which affective and interpersonal social self-efficacy beliefs affect depression and delinquency concurrently and at 4 years of distance, controlling for earlier adolescents’ exposure to family violence and adolescents’ self-regulation problems. Three hundred and ninety adolescents aged 11–13 years at Time 1 participated in the study. Data were collected 1, 3, and 7 years later. Self-reported questionnaires were used to measure emotional and interpersonal self-efficacy, depression, and delinquency. Findings of structural equation modeling corroborated the posited paths of relations, showing that in middle adolescence self-efficacy beliefs related to individuals’ perceived capacity to handle negative emotions and to express positive emotions influence depression and delinquency concurrently and longitudinally through interpersonal social self-efficacy, namely individuals’ beliefs in their capability to handle relations with parents, to rebuff peer pressures toward transgressive behavior, and to empathize with others’ feelings. A significant and direct path from self-efficacy to manage negative emotions to concurrent depression was found. The posited covariates (i.e., adolescents’ self-regulation problems at age 12 and exposure to family violence at age 13) predicted both lower self-efficacy beliefs and higher adjustment problems. Findings showed the importance of adolescents’ emotional and interpersonal self-efficacy beliefs in contrasting maladjustment, despite the impairing effect of personal and contextual risk factors. Overall, the study provides suggestions regarding the crucial factors that could decrease adolescents’ risk of detrimental outcomes.

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Lin, Wen-Hsu, and Chin-Chun Yi. "Subjective Well-Being and Family Structure During Early Adolescence: A Prospective Study." Journal of Early Adolescence 39, no. 3 (May 11, 2018): 426–52. http://dx.doi.org/10.1177/0272431618770785.

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This study examined changes in subjective well-being (SWB) during early adolescence (seventh grade-ninth grade). We treated SWB as a latent variable, which was measured by life satisfaction, negative emotions, and positive emotions, and employed a growth curve model-to-model change. Aspects of family structure (e.g., parental marital status and members in the household) were included as time-varying covariates. Using a Taiwanese sample ( N = 2,510), we found that SWB declined during early adolescence. Furthermore, we found that having an intact family with a discordant marriage was detrimental to SWB at each time point. Moreover, we also found that adolescents from an intact family with a good intra-parental relationship and where grandparents were co-resident experienced better SWB at the second and the last year, respectively, of junior-high school than did their counterparts who stayed in an intact family without cohabiting grandparents.

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Ulanova, Anna Yu. "INTERRELATION OF EMOTIONAL INTELLIGENCE AND COGNITIVE REGULATION OF EMOTIONS IN LATE ADOLESCENCE." Вестник Пермского университета. Философия. Психология. Социология, no. 1 (2021): 97–107. http://dx.doi.org/10.17072/2078-7898/2021-1-97-107.

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Combined study of emotional intelligence and emotional regulation allows us to obtain information not only about individual differences in the understanding and management of emotions but also about the cognitive processes by which regulation is carried out. Emotion management becomes especially relevant in adolescence, as this age is characterized by emotional vulnerability and risk of deviant behavior. This study deals with the abilities being part of emotional intelligence in their relation to the cognitive components of emotional regulation, namely, the ways and strategies of response that prevail in the behavior of adolescents. The study involved 72 respondents aged 14–16 years. The results showed the specificity of cognitive regulation of emotions and emotional intelligence in older adolescents. The group of respondents with high emotional intelligence more often employ effective strategies for regulating emotions, while the rates of using destructive strategies decrease. Participants with low emotional intelligence use effective and destructive strategies almost equally. Those participants who effectively manage their emotions most often use strategies such as creating a positive meaning for the event or switching to more pleasant thoughts. Destructive strategies for regulating emotions have a negative relationship with emotional intelligence: the greatest number of correlations was revealed for the strategies «Catastrophizing» and «Rumination», also associated with depression. The results obtained clarify the specific features of the relationship between cognitive regulation of emotions and emotional intelligence in older adolescents, and also allow us to describe the contribution of these abilities to the formation of the psychological well-being.

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Carapeto, Maria João, Raquel Domingos, and Guida Veiga. "Attachment and Depressive Symptoms in Adolescence: The Mediatory Role of Emotion Awareness." Behavioral Sciences 12, no. 10 (October 21, 2022): 405. http://dx.doi.org/10.3390/bs12100405.

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Attachment seems to influence depression through emotion regulation. However, no study has yet examined the mediatory role of emotion awareness, a particular subset of emotion regulation abilities, in the relationship between attachment and depressive problems in early and middle adolescence. The aim of this study is to examine the direct and indirect effects of attachment on depressive symptoms in adolescence, considering the mediatory role of emotion awareness dimensions. A sample of adolescents (n = 223) filled up self-report questionnaires on attachment, emotion awareness and depression. Serial mediation models suggest direct effects on depression: negative for secure attachment and positive for anxious/ambivalent attachment. Anxious/ambivalent attachment has a positive indirect effect through lower differentiation of emotions. Both secure and anxious/ambivalent attachment have indirect positive effects on depression through the sequence of bodily unawareness and differentiation of emotions. Differentiating emotions has a central role in mediating the relationship between attachment and depressive symptoms, and the lack of bodily awareness of emotions contributes to such mediation.

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Costa, Henrique, Francisco Saavedra, and Helder Miguel Fernandes. "Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence." Work 69, no. 1 (May 26, 2021): 275–82. http://dx.doi.org/10.3233/wor-213476.

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BACKGROUND: Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents. OBJECTIVE: The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI. METHODS: The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 years (M = 14.36; SD = 1.58). Participants completed sociodemographic and validated psychosocial measures. RESULTS: Correlation analysis indicated that EI dimensions (self-emotion appraisal, use of emotions and regulation of emotions) were positively and moderately correlated with self-esteem and life satisfaction, whereas associations between EI and social anxiety dimensions were small and negative. Boys reported higher levels of self-emotion appraisal, use of emotions and regulation of emotions, whereas girls showed higher levels of other-emotions appraisal. Age was negatively associated with the use of the emotions dimension and positively correlated with the emotional appraisal of others, although both correlation coefficients were small. CONCLUSIONS: Our study findings suggest the need and importance of implementing emotional education practices during adolescence.

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Oliveira, Layenne Humberto de, and Ana Cláudia Turcato de Oliveira. "Racialized Emotions in Langauge Teaching: A Case Study with Black Female Teachers." Revista Brasileira de Linguística Aplicada 22, no. 1 (March 2022): 37–67. http://dx.doi.org/10.1590/1984-6398202218424.

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ABSTRACT In this text, we seek to discuss issues on a topic a little debated in Applied Linguistics - the emotions of black English teachers. Since the advent of the affective turn, studies on identity and emotions have increased exponentially, both in Brazil and abroad (ARAGÃO; BARCELOS, 2018). However, there is still a lot to investigate regarding studies between emotions, power relations, and race (AHMED, 2004, 2009; BOLER; ZEMBYLAS, 2003). In this sense, this work aims to investigate how the emotions of black English teachers are racialized in different contexts. Therefore, in this case study semi-structured interviews were used and the narratives of three black teachers were analyzed. We conclude that the emotions of these teachers are discursively constituted, influenced by the colonial heritage, producing emotional labor.

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Rostovtseva, Marina V., Yulia G. Yudina, and Igor A. Kovalevich. "Organisational and pedagogical conditions for the development of reflexive analysis in high school students based on media content." Perspectives of Science and Education 60, no. 6 (January 1, 2022): 202–22. http://dx.doi.org/10.32744/pse.2022.6.12.

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Introduction. The aim of the study is theoretical substantiation and experimental confirmation of the efficiency of the compiled programme for the development of reflexive analysis in high schoolers, as based on media content material. This goal is relevant in practical and theoretical aspects, since its achievement is aimed at solving the problem of creating organisational and pedagogical conditions for the formation of reflexive analysis in high school students. The development of reflexive analysis in adolescence is important for a teenager to understand himself/herself, his/her internal state, feelings, emotions, to control and regulate his/her actions, develop his/her internal world, communication sphere and interaction with others. Materials and research methods. The following methods were used in the research: analysis of psychological and pedagogical literature on the problem of research, generalisation of pedagogical experience of creating conditions for the development of reflexive analysis in the process of mass media education, questioning in a group of students, pedagogical observation, expert evaluation method, group work organisation methods, group discussion, analysis of the process, results and products of students’ activity. Methods of mathematical and statistical processing: χ2 test. The survey involved 29 high school students of the municipal budget-funded educational institution Secondary School № 12 of Krasnoyarsk (Russian Federation). Research results. A concept for the development of reflexive analysis based on the material of media content was developed. An attempt was made to develop a unique complex for teaching the basics of media education to the students within the framework of preparation for the work at the school press centre. This process focuses on the development of students’ reflexive abilities within three stages: theoretical, polemical and practical. An original media course is presented, where the students master six components of reflexive analysis: the intension to master own activity, a component involving constructing, schematisation, organisation, objectivation, and a creative component (according to N.V. Galkina). The media course consists of three blocks: exploring concepts, modelling of discussion and creation of own media product. The efficiency of the developed course was proved (χ2 = 12.882; p < 0.05), which enables us to confirm a connection between the effective testing of the special media course and the increased levels of reflexive analysis: intension to master own activity, construction, organisation, schematisation, objectivation, creativity. Conclusion. New data have been obtained that allow creating due organisational and pedagogical conditions for the development of reflexive analysis in high school students. They can be based on a reviewed concept of reflexive analysis relative to the work with media content; on a complex media course, developed and tested, in which high school students master the components of reflexive analysis by discovering new media concepts, modelling discussions in the media sphere, creating unique media products.

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Brígido, María, Digna Couso, Ciro Gutiérrez, and Vicente Mellado. "THE EMOTIONS ABOUT TEACHING AND LEARNING SCIENCE: A STUDY OF PROSPECTIVE PRIMARY TEACHERS IN THREE SPANISH UNIVERSITIES." Journal of Baltic Science Education 12, no. 3 (June 25, 2013): 299–311. http://dx.doi.org/10.33225/jbse/13.12.299.

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A descriptive and comparative study is made of the emotions that prospective primary teachers in three Spanish universities have about teaching and learning the natural sciences, differentiating between approaches to the content of Biology/Geology and Physics/Chemistry. The study was carried out using a closed-response questionnaire which was completed by 315 primary education bachelor's degree students in the Universities of Extremadura, Las Palmas de Gran Canaria, and the Autónoma of Barcelona (UAB). The results showed that in their recall of their secondary education, most of the prospective teachers have positive emotions towards learning Biology/Geology and negative towards learning Physics/Chemistry. With respect to their future teaching in primary education, there predominated positive emotions towards Biology/Geology, and negative emotions towards Physics/Chemistry, except for the UAB students who reported more positive emotions than negative in this latter case. There was an increase of positive emotions in their expectations of their future teaching of all the science content, and a marked decrease in the negative emotions, relative to the emotions that they had experienced as students of these subjects in secondary school. Key words: emotions, preservice primary teachers, science education.

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Ślósarz, Luba, Ewa Jurczyk-Romanowska, Joanna Rosińczuk, and Magdalena Kazimierska-Zając. "Virtual Reality as a Teaching Resource Which Reinforces Emotions in the Teaching Process." SAGE Open 12, no. 3 (July 2022): 215824402211180. http://dx.doi.org/10.1177/21582440221118083.

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In the educational context, virtual reality (VR) can be defined as a set of diverse hardware and software technologies that can be used to provide the experience of immersion in the learning process. This study aimed to investigate the connection between VR and emotions that can motivate students to be more active in the didactic process. A group of 99 participants was involved and watched three short individual VR sessions using Oculus glasses. We monitored participants’ moods (using the SUPIN/PANAS questionnaire) and we also gauged their self-esteem (SES questionnaire). Participation in VR sessions increases the intensity in learners’ emotions. The increase or decrease in emotions depends on whether they are positive or negative. First and foremost, we observed changes in the intensity of positive emotions which, after VR intervention, increased significantly in relation to the initial measurement, compared with the intensity of negative emotions during the post-test. The results show that VR significantly modifies learners’ emotions, contributing to the reinforcement of positive emotional states, and in the case of those with low self-esteem, it also decreases negative emotional states. In conclusion, VR can be used as a didactic tool to facilitate the teaching-learning process at various levels. It makes it possible not only to practice skills in simulated, safer conditions and illustrate presented material, but also to make the didactic process more attractive, thereby influencing learners’ emotions positively.

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Oleś, Maria, and Mariusz Woźny. "Religiousness and cognitive emotion regulation strategies in adolescence." Journal for Perspectives of Economic Political and Social Integration 21, no. 1-2 (December 1, 2015): 35–62. http://dx.doi.org/10.2478/pepsi-2015-0002.

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Abstract Human religiousness is a complex and multidimensional reality embedded in basic human needs and connected with people’s desires, anxieties, and hopes. The aim of the paper is to assess religiousness, considered in terms of meaning and cognitive emotion regulation strategies, in adolescents. The religious meaning system is a multidimensional construct encompassing convictions, beliefs, emotional connotations, and the rules of worship. In situations of negative events or unpleasant experiences, young people resort to various coping strategies. Cognitive emotion regulation strategies concern relatively stable conscious ways of regulating emotions, which consist in mentally handling the incoming information that evoke emotions. The study concerned young people aged 13 to 16 years (N = 130). Religiousness was assessed using D. Krok’s Religious Meaning System Questionnaire (RMSQ) and cognitive coping strategies were measured using the Cognitive Emotion Regulation Questionnaire (CERQ) by N. Garnefski and V. Kraaij. The results show that there are relations between religiousness, understood in terms of the young participants’ meaning system, and adaptive as well as maladaptive emotion regulation strategies. The results of the study are discussed in the light of theory and research.

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Jiang, Zheng, Ida Ah Chee Mok, Xin Yang, Simiao Liu, and Mudan Chen. "Pattern and Dynamics of Teacher Emotions during Teaching: A Case Study of a Senior Secondary Mathematics Teacher." Sustainability 14, no. 15 (July 26, 2022): 9097. http://dx.doi.org/10.3390/su14159097.

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Understanding the emotional dimension of classroom practices benefits sustainable education. However, the dynamic nature of teacher emotions during teaching remains understudied. To acquire an “in-depth” description of the emotional phenomena during teaching, a case study was adopted to examine the pattern and dynamics of a senior secondary mathematics teacher’s teaching-related emotions. Seven new mathematics lessons were observed and videotaped, and three video-stimulated, post-lesson teacher interviews were conducted. Based on appraisal theories of emotions, thematic analysis and content analysis were mainly used to analyse the data. The study revealed that the teacher most frequently experienced happiness/satisfaction as positive emotions and confusion/surprise as negative emotions. The emotions followed a three-stage process: perceptions, multilevel appraisals, and responses. The teacher most often perceived her students’ cognitive accuracy and adopted goal/need conduciveness/attainment, the discrepancy from expectations, and causal attribution as core appraisal dimensions. Teacher emotions in classrooms were also often hierarchical and cumulative, shifting from more negative at the beginning of a new semester to more positive at the middle of the semester. This study shed light on the dynamic development of teacher emotions, extending the theories and process models of emotions from the psychological field to educational research and facilitating teachers’ sustainable professional development.

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Leonte, Nicoleta, Ileana Drăgulin, Adrian Pricop, Liliana Becea, Ofelia Popescu, and Mihaela Netolitzchi. "Research Regarding the Influences of the Human Motricity on the Emotional Intelligence." Applied Mechanics and Materials 555 (June 2014): 609–15. http://dx.doi.org/10.4028/www.scientific.net/amm.555.609.

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The physical effort, in its different aspects, has permanently conditioned the development of the human being. By means of doing physical exercise, the human beings expresses themselves and are trained. In the process of personality formation, the age of adolescence, including the prolonged adolescence, is very important. This age is characterized by the elan of the body, the elan of the heart, the birth of the personal thinking and the discovery of the world of values (after Debesse, M. quoted by Epuran, M., Horghidan, V., 1994), being the period when the personality affirms and confirms its value. Adolescence is an extremely demanding period both on the physical and psychical level. The study tackles female highschool adolescents and female students. The female adolescents, mainly those starting their student life, have to prove and also to prove to themselves the fact they are efficient, productive, well trained professionals, they have a good social image, allowing them to integrate in a different society groups. The present paper tries to set an existent connection between practising sports activities and becoming aware of the emotions by the female adolescents. The research starts from the premise stating that by means of these activities the female adolescents can increase their adaptive capacity and can control more efficiently the emotions emerging as a consequence of the harmful influences of a civilisation characterized by nervous exhaustion. Emotional intelligence includes 4 types of abilities: to perceive emotions, to use, to understand and manage emotions. According to Raven Bar-Ons opinion (Mihaela Roco, 2004), emotional intelligence refers to being aware of ones own emotions, optimism, respect/consideration for ones own person, self-making, independence. The physical effort, in its different aspects, has permanently conditioned the development of the human being. By means of doing physical exercise, the human beings expresses themselves and are trained. In the process of personality formation, the age of adolescence, including the prolonged adolescence, is very important. This age is characterized by the “elan of the body, the elan of the heart, the birth of the personal thinking and the discovery of the world of values”, being the period when the personality affirms and confirms its value [1, 2]. Adolescence is an extremely demanding period both on the physical and psychical level. The study tackles female high school adolescents and female students. The female adolescents, mainly those starting their student life, have to prove and also to prove to themselves the fact they are efficient, productive, well trained professionals, they have a good social image, allowing them to integrate in a different society groups. The present paper tries to set an existent connection between practicing sports activities and becoming aware of the emotions by the female adolescents. The research starts from the premise stating that by means of these activities the female adolescents can increase their adaptive capacity and can control more efficiently the emotions emerging as a consequence of the harmful influences of a civilization characterized by nervous exhaustion. Emotional intelligence includes 4 types of abilities: to perceive emotions, to use, to understand and manage emotions. According to Raven Bar-On opinion, emotional intelligence refers to being aware of one’s own emotions, optimism, respect/consideration for one’s own person, self-making, independence [3].

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Kargina, Anastasia Evgenyevna, and Irina Stanislavovna Morozova. "Gender Differences in Parameters of Emotional Intelligence of Adolescents." Общество: социология, психология, педагогика, no. 9 (September 25, 2020): 59–63. http://dx.doi.org/10.24158/spp.2020.9.10.

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The present study examines the results of an empir-ical research of gender differences in parameters of emotional intelligence of a person entering adoles-cence. The analysis of theoretical and empirical studies on this topic in the works of foreign and Russian scientists is given. There is described the essence of “emotional intelligence” as a set of char-acteristics that provide emotional regulation of ac-tivity. The data of foreign and Russian researchers determining the features of development of an emo-tional sphere of adolescents and the possibility of relief and prevention of negative personal experi-ences in adolescence are presented. It is established that specific manifestations of emotional intelli-gence of a person in adolescence are expressed in the following: low level of self-motivation, presence of trends in development of empathy, weak ability to understand your own emotions and emotions of others, desire to manage the emotions of people around. Gender differences in parameters of emo-tional intelligence of adolescents are determined. It is more typical for boys to understand and regulate their own emotions, while girls tend to understand and regulate emotions of others.

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Kordts-Freudinger, Robert. "Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education." International Journal of Higher Education 6, no. 1 (January 17, 2017): 217. http://dx.doi.org/10.5430/ijhe.v6n1p217.

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The paper investigates relations between higher education teachers’ approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers’ emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not with negative emotions. In addition, cognitive reappraisal and expressive suppression were related to the student-oriented approach. Study 2, with n = 198 German teachers, replicated these findings and, in addition, found relations between perspective taking, empathic concern and personal distress, and the student-oriented approach. Study 3, with n = 76 Australian and New Zealand teachers, again replicated and extended the findings by establishing a relation between negative emotions and the content-oriented approach to teaching. The results of all studies together indicate a significant emotional component of the approaches to teaching. Positive emotions are not only directly related to the student-oriented approach, but also partially mediate the relation between cognitive reappraisal and the student-oriented approach. This link seems to generalize to emotional components of empathy. In addition, the cultural-educational context seems to moderate the relations between negative emotions and the content-oriented approach to teaching. Limitations and directions for future research and educational practice are discussed.

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Δημητροπούλου, Παναγιώτα, Διαμάντω Φιλιππάτου, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, Ασημίνα Μ. Ράλλη, Κλεοπάτρα Διακογιώργη, Αθηνά Οικονόμου, and Ανθή Γρίβα. "Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 73. http://dx.doi.org/10.12681/psy_hps.26227.

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In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.

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Yıldızlı, Hülya. "A Case Study on Goal Orientations for Teaching." Journal on Efficiency and Responsibility in Education and Science 14, no. 1 (March 31, 2021): 9–27. http://dx.doi.org/10.7160/eriesj.2021.140102.

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The present research aimed to explore actions, views, and emotions in relation to teachers’ goal orientations and the reflection of goal orientations on their teaching practices. The study also aimed to compare whether there were differences among teachers’ practices based on their goal orientations. A case study design was adopted and 10 teachers who taught in different schools and school levels participated in the study. Those 10 teachers were grouped into two goal orientations; those with Learning-Mastery-Goal-Orientations (L-M-GO) and those with Learning-Mastery-Performance-Goal-Orientations (L-M-P-GO). A questionnaire and semi-structured interviews were held with teachers and the collected data were analysed using qualitative techniques. The results suggested while all teachers -regardless of their goal orientations- defined themselves as individuals who made efforts to learn, those with L-M-P-GO orientations experienced negative emotions and ideas in their learning journeys. Moreover, all teachers reported that there were certain cases where they avoided work. There were differences between teachers’ classroom practices and ideas based on their goal orientations.

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Wang, Mengke, and Zengzhao Chen. "Laugh before You Study: Does Watching Funny Videos before Study Facilitate Learning?" International Journal of Environmental Research and Public Health 19, no. 8 (April 7, 2022): 4434. http://dx.doi.org/10.3390/ijerph19084434.

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

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Cook, Emily C. "Affective and physiological synchrony in friendships during late adolescence." Journal of Social and Personal Relationships 37, no. 4 (January 6, 2020): 1296–316. http://dx.doi.org/10.1177/0265407519895106.

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Dyadic synchrony within friendships examines the reciprocal exchange that may unfold between friends, such that the individuals within the dyad may share their emotions in response to or in anticipation of another’s emotions. Researchers have not examined synchrony in response to a stressor in late adolescents’ friendship dyads. This is surprising given the important role of friends in shaping social and emotional development. The current study examined affective and physiological synchrony within 50 college students who were in the developmental period of late adolescence (70% female, M age = 18.85, SD = 0.80) and observed friendship characteristics (friendship quality and negative escalation) that might strengthen synchrony associations. Results suggested that friends shared negative and positive affect, cortisol, and salivary alpha amylase (sAA) responses across a laboratory paradigm designed to induce interpersonal stress. Characteristics associated with lower quality friendships were found to strengthen synchrony associations for sAA and cortisol responses. These findings extend previous research on the ways in which friends may be similar to one another and suggest potential interventions to strengthen social and emotional development.

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Osborne, Barry. "Preparing Preservice Teachers’ Minds, Hearts and Actions for Teaching in Remote Indigenous Contexts." Australian Journal of Indigenous Education 31 (2003): 17–24. http://dx.doi.org/10.1017/s1326011100003653.

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ABSTRACTThis paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies - subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions of teaching to what they already know which may entail unlearning before relearning. Some challenges involve making sense of the theory/action dialectic - teasing out links between strongly held but unarticulated values, beliefs and actions that derive from them. Some challenges involve anticipating what it might be like to live and teach in a remote setting and preparing to work effectively across cultures. I then discuss how we might tackle them in the light of productive pedagogy and culturally relevant pedagogy (Osborne, 2001a, 2001b).

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van Kessel, Cathryn, Nicholas Jacobs, Francesca Catena, and Kimberly Edmondson. "Responding to Worldview Threats in the Classroom: An Exploratory Study of Preservice Teachers." Journal of Teacher Education 73, no. 1 (October 15, 2021): 97–109. http://dx.doi.org/10.1177/00224871211051991.

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This study used two training sessions and two focus groups with 17 preservice teachers (aged 20–36) completing their first teaching practicum placement during their Bachelor of Education program at an urban research university in western Canada. The aim was to implement ideas from terror management theory (TMT) during their teaching practicum. Participants explored how to facilitate contentious issues so as to prevent defensive reactions when worldviews clash in the classroom. A dramaturgical analysis identified participant objectives, conflicts, tactics, attitudes, emotions, and subtexts as they explored how to anticipate and avoid worldview and self-esteem threat, navigate tense pedagogical spaces, build capacity for expressing uncomfortable emotions, and diffuse threat with humor. Because difficult emotions are central to teaching potentially polarizing content, participating preservice teachers explored when compensatory reactions might emerge and, as a result, developed their own emotional awareness—TMT became both an experience and a teachable theory.

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Mohoric, Tamara, and Vladimir Taksic. "Emotional understanding as a predictor of socio-emotional functioning and school achievement in adolescence." Psihologija 49, no. 4 (2016): 357–74. http://dx.doi.org/10.2298/psi1604357m.

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The main goal of our research was to investigate whether the ability of emotional understanding can predict students? school achievement over and above fluid intelligence and the Big Five personality factors. A sample of 493 pupils (45% girls) participated in this study (Mage = 12.61, SD = 1.12). According to our results, girls were slightly better than boys in understanding emotions. Girls also had a slightly higher GPA than boys, and reported engaging in more altruistic and prosocial behavior than boys. As expected, boys reported more aggressive behaviors than girls. Understanding emotions had a weak but significant effect on the prediction of aggressive behavior. It also accounted for an additional 5% (for boys) and 9% (for girls) of the variance of GPA, after controlling for fluid intelligence and personality factors. A better understanding of emotions is important for academic achievement, as well as for well-being and adjustment in the educational environment.

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Stutelberg, Erin B. "Teaching as invasion: emotions, boundaries and entanglements." English Teaching: Practice & Critique 19, no. 4 (July 4, 2020): 479–91. http://dx.doi.org/10.1108/etpc-11-2019-0144.

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Purpose This paper aims to engage nine women English teachers in exploring their personal memories centered around the perception of their raced, classed and gendered teacher bodies, and led them to conceptualize teaching as invasion. Design/methodology/approach The process of collective memory work (CMW), a qualitative feminist research method, was used to structure collaborative sessions for the nine women English teachers. In these sessions, the group took up the CMW process as the memories were written, read, analyzed and theorized together. Findings The analyses of two memories from our group's work builds understanding of how the use of new materialism and a conceptualization of emotions as social, collective and agentic, can expand the understanding of the teacher bodies and disrupt normalizing narratives of teaching and learning. The post-humanist concept of intra-action leads one to better understand the boundaries in the teacher – student relationships that is built/invaded, and to see the ways materials, humans, emotions and discourses are entangled in the teaching encounters. Originality/value This study demonstrates how sustained and collective research methodologies like CMW can open space for teachers to more fully explore their identities, encounters and relationships. Further, unpacking everyday classroom moments (through the framework of literacy-as-event) can yield deep and critical understanding of how bodies, emotions and non-human objects all become entangled when teaching becomes an act of invasion.

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Chubbuck, Sharon M., and Michalinos Zembylas. "The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher." American Educational Research Journal 45, no. 2 (June 2008): 274–318. http://dx.doi.org/10.3102/0002831207311586.

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The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical praxis informed by emotional resistance to unjust pedagogical systems and practices. The authors’ analysis may assist in the development of socially just teachers: First, emotions and their expression play an important, ongoing role in socially just teaching, and second, emotional negotiation related to socially just teaching can provide deeper understanding of possible change, perhaps even in counterresponse to wider social, political contexts of schools.

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Chernus, N., A. Serdakova, O. Karabanova, N. Korosteleva, and N. Kurdyukova. "Relationship Between Emotional Intelligence And Attitude Towards Peer’s Success And Failure In Adolescence And Youth." European Psychiatry 65, S1 (June 2022): S861. http://dx.doi.org/10.1192/j.eurpsy.2022.2231.

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Introduction The problems of the attitude to success and failure are relevant at the present time. Objectives study allows to describe and compare the indicators of emotional intelligence and the types of attitudes toward success and failure of a peer in adolescence and youth Methods 110 students and 90 teenagers were studied. T.V. Beskova’s methods “Attitude to the success and/or failure of a peer” in adolescence and adolescence (adapted technique by T.V. Beskova), N. Hall’s method of evaluating “emotional intelligence” (EQ questionnaire). Results The “Relationship to Peer Success and Failure” methodology showed differences between adolescence and adolescence in scales: “peer joy” U = 0.016 (p≤0,05), “desire to achieve the same” U = 0.008 (p≤0,01), U = 0.027 “envy” (p≤0,05) and “passive” U = 0.006 (p≤0,01). The EQ questionnaire showed statistically significant differences in scales as “managing one’s emotions” U = 0.007 (p≤0,01), “self-motivation” U = 0.006 (p≤0,01). There are age differences in the types of attitudes to peer success and failure and the specifics of emotional intelligence in older adolescence and adolescence. Spearman rank correlation coefficient (r = 0.48) there is a relationship between the type of relationship to peer success and failure and emotional intelligence in adolescence and adolescence Conclusions Thus, the study showed the features of personal factors in relation to the success and failure of a peer in adolescence and adolescence. Disclosure No significant relationships.

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Parveen, Haleema, and Maher Bano. "Relationship Between Teachers’ Stress and Job Satisfaction: Moderating Role of Teachers’ Emotions." Pakistan Journal of Psychological Research 34, no. 2 (July 19, 2019): 353–66. http://dx.doi.org/10.33824/pjpr.2019.34.2.19.

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The present research attempted to investigate the moderating role of teachers’ emotion in teaching on the relationship between teachers’ stress and job satisfaction. It was assumed that teachers’ emotion would moderate the relationship between teachers’ stress and satisfaction with job. The sample of the study (N = 200) included male and female teachers from universities of Multan, Lahore, Sargodha, and Islamabad. To measure study variables, Emotions in Teaching Inventory (Diefendorff et al., 2005), Teachers’ Stress Inventory (Schutz & Long, 1988), and Teacher Satisfaction Scale (Ho & Au, 2006) were used. The results revealed that teachers’ stress was negatively related to positive emotions in teaching and job satisfaction; while, positive emotions were found positively related to job satisfaction. Positive emotions and negative emotions were found to be significant moderators between the relationship of teachers’ stress and job satisfaction. The research highlighted the protruding importance of affiliated emotions of teachers with their jobs; thus, it should be taken into consideration.

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장은진, Seung-Urn Choe, and Chan-Jong Kim. "A Study on Elementary School Teachers' Emotions in Science Teaching Avoidance." Journal of Science Education 42, no. 1 (April 2018): 80–93. http://dx.doi.org/10.21796/jse.2018.42.1.80.

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Tsang, Kwok Kuen, Guanyu Li, Li Wang, Guangqiang Wang, and Hongyan Wu. "The Relationship Between Teaching Experiences and Teacher Burnout in China: The Mediating Role of Emotional Labor." Beijing International Review of Education 4, no. 1 (April 20, 2022): 135–51. http://dx.doi.org/10.1163/25902539-bja10010.

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Abstract Burnout is a common syndrome among teachers across the globe in the recent two decades. Although teacher burnout may be related to years of teaching experiences and emotional labor (surface acting, deep acting, and expression of naturally felt emotions), there is no consensus on the mechanisms of how teaching experience affects burnout. Thus, the study aims to examine how teaching experience and emotional labor are associated with teacher burnout. By surveying 417 teachers in China, the study finds that teaching burnout is negative associated with teaching experiences and the expression of naturally felt emotions, while positively associated with surface acting. Moreover, a further analysis suggests surface acting and the expression of naturally felt emotions are mediating roles in the relationship between teacher burnout and teaching experiences respectively.

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Muhaimin, Amalia, Maartje Hoogsteyns, Adi Utarini, and Derk Ludolf Willems. "Ethics education should make room for emotions: a qualitative study of medical ethics teaching in Indonesia and the Netherlands." International Journal of Ethics Education 5, no. 1 (November 5, 2019): 7–21. http://dx.doi.org/10.1007/s40889-019-00082-y.

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Abstract Studies have shown that students may feel emotional discomfort when they are asked to identify ethical problems which they have encountered during their training. Teachers in medical ethics, however, more often focus on the cognitive and rational ethical aspects and not much on students’ emotions. The purpose of this qualitative study was to explore students’ feelings and emotions when dealing with ethical problems during their clinical training and explore differences between two countries: Indonesia and the Netherlands. We observed a total of eighteen ethics group discussions and interviewed fifteen medical students at two medical schools. Data were interpreted and analyzed using content analysis. We categorized students’ negative emotions based on their objects of reflection and came up with three categories: emotions concerning their own performance, emotions when witnessing unethical behaviors, and emotions related to barriers and limitations of their working environment. Our study suggests that addressing emotional responses in a culturally sensitive way is important to develop students’ self-awareness. Teachers should be able to guide students to reflect on and be critical of their own thoughts and emotions, to understand their own moral values, especially when confronted with other individuals.

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Journal articles on the topic 'Emotions in adolescence – Study and teaching'

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