Relevant bibliographies by topics / Personal emotional learning

Academic literature on the topic 'Personal emotional learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Personal emotional learning"

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Polyakova, O. B. "Specificity of Students’ Emotional Exhaustion in the Context of Online Learning." Uchenye Zapiski RGSU 19, no. 4 (December 29, 2020): 17–24. http://dx.doi.org/10.17922/2071-5323-2020-19-4-17-24.

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in the article the specificity of emotional exhaustion of students in the conditions of online learning, characterized by an average level of emotional exhaustion, determined by: high reduction changes in educational and professional motivation; higher than the average degree of reduction changes in educational achievements; medium: exhaustion in the emotional sphere, exhaustion of a psychoemotional nature, distance from personal training, inadequate selective emotional response, reduction changes in the duties of the educational and professional type, resistance (resistance) to stress factors of online learning; below the average degree: disorientation of an emotional and moral nature, depersonalization processes, a deficit of emotional manifestations, exhaustion, tension, disorders of the psychosomatic and psychovegetative spectra, detachment of the personal plan, detachment of the emotional plan, experiencing circumstances of a traumatic nature, anxiety-depressive symptoms, saving emotions of the extended spectrum; low: personal dissatisfaction and the state of depression
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Cagle-Holtcamp, Katie, Molly Christine Nicodemus, Julie Parker, and Mattie Helen Dunlap. "Does Equine Assisted Learning Create Emotionally Safe Learning Environments for At-Risk Youth?" Journal of Youth Development 14, no. 4 (December 16, 2019): 232–52. http://dx.doi.org/10.5195/jyd.2019.727.

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Equine assisted learning (EAL) is a form of experiential learning that is quickly growing in interest within the educational community. A challenge with experiential learning programs for at-risk youth is creating an emotionally safe environment that opens up the participants to learning. Nevertheless, EAL has been credited with the development of life skills in youth that promote educational achievement, but research tracking the development of emotional safety and learning, specifically associated with programming dedicated to educating participants about the horse, is limited. Therefore, the objective of this study was to determine if EAL, with programming centered around equine education, will promote emotional safety and learning in at-risk youth. Youth labeled as at-risk participated in a 4-week EAL session focused on teaching participants horse behavior, management, handling, and riding, while incorporating the 4 themes of emotional safety (self-esteem, personal security, respect, and connectivity). To determine participant learning of the equine topics covered, a pre- and post-program test was given to each participant. Acquirement of the themes of emotional safety was tracked for each participant using weekly debriefing interviews. While this was the first time to perform this assessment protocol for evaluating learning and emotional safety in at-risk youth, the completion rate for both forms of assessment utilized in this study was 100%. Evaluation of debriefing interview answers and test scores from the equine knowledge questions showed improvement by the end of the session in both equine knowledge and emotional safety, particularly as it relates to personal security. These results suggest EAL, with programming directed towards educating the participant about the horse, promotes emotional safety and learning for at-risk youth.
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akgün, B. mala, and F. Öz. "The evaluation of emotional labor and emotional self-efficacy on burnout among nurses." European Psychiatry 41, S1 (April 2017): S693. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1217.

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IntroductionNurses are required to manage their emotions, like being empathetic. Emotion management requires emotional self-efficacy and emotion labour, because learning how to it takes effort. If emotional labor is not managed effectively by nurses, burnout will occur among nurses.ObjectivesTo evaluate the emotional labor, emotional self-efficacy and burnout levels of nurses.MethodsClinic nurses of Hacettepe university hospitals constituted the population of this study. Nursing information form, emotional self-efficacy scale, emotional labour Scale and Maslach Burnout Scale were applied to participating 350 nurses.ResultsIt was found out that nurses went through high level “emotional exhaustion”, medium level “depersonalization”, low level “personal accomplishment” and had medium level emotional self-efficacy sense. It was determined that there was a positively relationship between emotional labor and its sub-dimensions surface acting and emotional effort and depersonalization levels, also there was same relationship between surface acting and emotional exhaustion. There was a negative relationship between emotional self-efficacy sense and emotional exhaustion and depersonalization but there was a positive relationship in personal accomplishments. There was a positive relationship between emotional self-efficacy sense between deep acting, emotional effort and suppression of real emotions. Additionally, discrepancies were found in burnout levels of nurses according to sociodemographic, their working and choice of profession characteristics (P < .05).ConclusionsTo prevent and cope with burnout; it has been proposed that awareness training programmes and course contents about emotional management, emotional self-efficacy and emotional labour should be arranged.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Expósito López, Jorge, Ramón Chacón-Cuberos, María Elena Parra-González, Eva María Aguaded-Ramírez, and Alfonso Conde Lacárcel. "Tutorial Action and Emotional Development of Students as Elements of Improved Development and Preventing Problems Related with Coexistence and Social Aspects." European Journal of Investigation in Health, Psychology and Education 10, no. 2 (May 23, 2020): 615–27. http://dx.doi.org/10.3390/ejihpe10020045.

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Integral development of students is promoted through tutorial action. Tutorial action is understood as the personal development of students, their learning, and their capabilities for social and labour integration. A descriptive, nonexperimental and ex post facto design was used. The sample consisted of 569 primary school students. The importance of emotional education and student tutoring was highlighted by the results produced. A relationship was established between working on emotions and emotional regulation, cognitive re-evaluation, and capacity to respond in an emotionally appropriate way when faced with different situations.
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Rawian, Rafizah Mohd. "Emotional Intelligence in Classrooms." SALTeL Journal (Southeast Asia Language Teaching and Learning) 1, no. 2 (March 18, 2019): 21–26. http://dx.doi.org/10.35307/saltel.v1i2.11.

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The 21st century learning requires educators and learners to move beyond traditional academic learning. The fundamental aspects of the “Four Cs” (communication, critical thinking and problem solving, creativity and collaboration) are a prerequisite for the 21st century classrooms. Learners’ emotions in classrooms are now regarded as essential. The study of emotions in classrooms is central to understand learners’ motivation and learning patterns. Nelson and Low (2003) defined emotional intelligence as a confluence of developed skills and abilities to: (1) accurately know oneself in terms of personal strengths and weaknesses; (2) establish and maintain effective and healthy relationships; (3) get along and work productively with others; and (4) deal effectively and healthily with the demands and pressures of daily living. In other words, emotional intelligence is essential to effectively manage behaviours, to navigate social situations and to make decisions. This paper discusses the significant role of emotional intelligence in classrooms as well as the effective ways to enhance learners’ emotional intelligence.
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Arikan, Neslihan. "Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence." Journal of Education and Learning 9, no. 2 (February 26, 2020): 148. http://dx.doi.org/10.5539/jel.v9n2p148.

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Programs for social-emotional learning implemented in schools are important in terms of improving students&rsquo; emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation&mdash;mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.
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CHUEH, TUNG-HUNG, TAI-BEEN CHEN, HENRY HORNG-SHING LU, SHAN-SHAN JU, TEH-HO TAO, and JIUNN-HAUR SHAW. "STATISTICAL PREDICTION OF EMOTIONAL STATES BY PHYSIOLOGICAL SIGNALS WITH MANOVA AND MACHINE LEARNING." International Journal of Pattern Recognition and Artificial Intelligence 26, no. 04 (June 2012): 1250008. http://dx.doi.org/10.1142/s0218001412500085.

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For the importance of communication between human and machine interface, it would be valuable to develop an implement which has the ability to recognize emotional states. In this paper, we proposed an approach which can deal with the daily dependence and personal dependence in the data of multiple subjects and samples. 30 features were extracted from the physiological signals of subject for three states of emotion. The physiological signals measured were: electrocardiogram (ECG), skin temperature (SKT) and galvanic skin response (GSR). After removing the daily dependence and personal dependence by the statistical technique of MANOVA, six machine learning methods including Bayesian network learning, naive Bayesian classification, SVM, decision tree of C4.5, Logistic model and K-nearest-neighbor (KNN) were implemented to differentiate the emotional states. The results showed that Logistic model gives the best classification accuracy and the statistical technique of MANOVA can significantly improve the performance of all six machine learning methods in emotion recognition system.
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Kepule, Iveta, and Aina Strode. "FORMATION OF PUPILS' MUSIC LEARNING EXPERIENCE AND SELF-EXPRESSION SKILLS IN SOCIO-EMOTIONAL ACTIVITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 244. http://dx.doi.org/10.17770/sie2019vol2.4003.

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When emphasizing a role of education in development of creative personality, attention during the process of teaching music is paid to the pupil’s social and emotional learning which determines formation of self-expression skills based on the pupil’s attitude and personal qualities. Emotions as one of the main mechanisms of mental activity and behavior are directed toward satisfaction of current needs, while social processes determine a way how a pupil assesses intensity of the motivation establishing emotional stimulus. The motivation area of the self-expression formation in teaching music is determined by the social and emotional learning environment of the pupil, facilitating interaction of emotional and cognitive processes, and formation of mutual relationships in family, class, school and among peers. The aim of the study: to characterize the types of social and emotional activity facilitating self-expression of pupils in teaching music, their correlation with the self-expression of the pupil’s personality in social environment. Research methods: analysis of scientific literature, analysis of the author’s teaching experience, thematic analysis of the pupil’s essays in emotional and social context.
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Rescigno, Martina, Matteo Spezialetti, and Silvia Rossi. "Personalized models for facial emotion recognition through transfer learning." Multimedia Tools and Applications 79, no. 47-48 (August 13, 2020): 35811–28. http://dx.doi.org/10.1007/s11042-020-09405-4.

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AbstractEmotions represent a key aspect of human life and behavior. In recent years, automatic recognition of emotions has become an important component in the fields of affective computing and human-machine interaction. Among many physiological and kinematic signals that could be used to recognize emotions, acquiring facial expression images is one of the most natural and inexpensive approaches. The creation of a generalized, inter-subject, model for emotion recognition from facial expression is still a challenge, due to anatomical, cultural and environmental differences. On the other hand, using traditional machine learning approaches to create a subject-customized, personal, model would require a large dataset of labelled samples. For these reasons, in this work, we propose the use of transfer learning to produce subject-specific models for extracting the emotional content of facial images in the valence/arousal dimensions. Transfer learning allows us to reuse the knowledge assimilated from a large multi-subject dataset by a deep-convolutional neural network and employ the feature extraction capability in the single subject scenario. In this way, it is possible to reduce the amount of labelled data necessary to train a personalized model, with respect to relying just on subjective data. Our results suggest that generalized transferred knowledge, in conjunction with a small amount of personal data, is sufficient to obtain high recognition performances and improvement with respect to both a generalized model and personal models. For both valence and arousal dimensions, quite good performances were obtained (RMSE = 0.09 and RMSE = 0.1 for valence and arousal, respectively). Overall results suggested that both the transferred knowledge and the personal data helped in achieving this improvement, even though they alternated in providing the main contribution. Moreover, in this task, we observed that the benefits of transferring knowledge are so remarkable that no specific active or passive sampling techniques are needed for selecting images to be labelled.
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Zabolotskikh, N. V., E. Y. Vyrodova, A. O. Dorosheva, M. A. Semerdzhian, N. E. Simonian, M. V. Shamaeva, and A. R. Artyushkova. "Impact of distance learning on psycho-emotional state in schoolchildren in Krasnodar." Kuban Scientific Medical Bulletin 27, no. 6 (December 3, 2020): 109–22. http://dx.doi.org/10.25207/1608-6228-2020-27-6-109-122.

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Background. Mental and physical health of students is directly linked to the emotional safety of educational environment and its recent transformation. Adoption of distance learning and IT innovations in educational practice influences students’ psycho-emotional state.Objectives. Assessment of the psycho-emotional state of junior (9–11 years old) and older (12–17 years old) schoolchildren in Krasnodar at distance learning with respect to type of the educational institution (gymnasium, general secondary school), gender and age.Methods. The study surveyed a total of 341 students of secondary school and 429 students of gymnasium belonging to the junior (9–11 years) and middle (12–17 years) age cohorts in Krasnodar. The Spielberg-Khanin State-Trait Anxiety Inventory (STAI) and WHO-5 well-being index questionnaire were used to assess the psycho-emotional status. A specialised questionnaire (SQ) for demographic and social assessment was used to identify the link between psycho-emotional disorders and socio-demographic factors. The questionnaires were self-filled twice, during personal school attendance and two months after the distance learning period.Results. Moderate and high personal anxiety with low STAI alert prevailed in 83.9% of gymnasium and 85.3% of secondary school students. The anxiety level and WHO-5 well-being index were almost independent of school type and age but associated with gender: moderate personal anxiety prevailed in boys, and high anxiety — in girls. All students were shown to spend longer time on a computer or smartphone screen during distance learning.Conclusion. We revealed no negative impact of short-term distance learning on psycho-emotional state in schoolchildren in Krasnodar. This observation may relate to a lower emotional stress at home-based distance learning due to a greater ability for time management in more comfortable environment. A negative prognosis on mental, cognitive and social skill development in schoolchildren is premature.
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Dissertations / Theses on the topic "Personal emotional learning"

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Alexander, Loris, and na. "Visual art dialogue in personal psychological learning a private journey with public relevance." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20061006.153107.

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Understanding and managing emotion in psychological therapy is a complex and challenging problem for practitioners and clients. The traditional emphasis on verbal language as the mediating process in therapy is expanding with the inclusion of multimodal creative arts, based on visual, auditory, and kinaesthetic perceptions, to better support the reaccessing of emotion. This can be followed recursively by the use of words to develop narrative and meaning. The main research emphasis in this thesis was on visual art. Studies of other art forms may follow. Philosophical understanding, neuroscience advances and developments in psychological therapy underpin and explain this therapeutic expansion. A qualitative research approach is taken, engaging several different actions from within that research paradigm. The thesis is written as a metaphorical journey and conveys the experience of art dialogue and the experience of researching, as parallel stories. Psychological learning journeys undertaken by its author and a colleague, some clients, therapists and teachers, are described in three encounters. The first encounter explored visual art dialogue as a process addition to a developing experiential phenomenological approach using multimodal creative arts (The MIECAT Process � Lett 2001). The objective was for the colleagues to experience a lengthy creative arts sequence, developing and undertaking the process of visual art dialogue. Multilevel actions and outcomes were recorded throughout the collegial engagement. The collegial encounter required that the co-researchers pursue their own personal psychological meanings and report on their experience of the process. Personal narrative meanings exposed in exploring visual art dialogue, are not discussed, the emphasis being on confirming how actions occurred and their effectiveness for application. Actions stopped where direct verbal therapeutic engagement might occur. Following collegial experience, visual art dialogue was used with clients and other therapists and teachers, to question its broader relevance. The second inquiry, involving three clients of the author, asked how the process would support professional actions in a therapeutic situation. The third encounter engaged other therapists and teachers to expand on questions of by whom and how, art dialogue could be used. Psychological therapy theory suggests process location within a humanistic framework, in an eclectic focus or supporting the development of an experiential, phenomenological psychology process approach based on the known functions of mind and body. The associated personal and professional aspects of the experience of process exploration constituted a step in authorial understanding and may contribute to increasing knowledge of the creative arts applied to psychological therapy.
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Ljung, Tove. "Learning by Failing : A qualitative study on entrepreneurial failure and how entrepreneurs respond to their past mistakes." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414753.

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This thesis sets out to study how entrepreneurial failure takes form and how entrepreneurs are affected by entrepreneurial failure. This study aims to contribute another perspective of the mindset of entrepreneurial failure to academic research. Through a qualitative method and a quantitate analysis, this study explores how failure takes form and how entrepreneurs respond to failure. This study present empirical material of failure present itself and how a larger personal investment in an entrepreneurial career affect entrepreneurs self-image. Entrepreneurs learn by direct interactions and failures are is part of an entrepreneurs learning process. The findings of this study present that entrepreneurial failure takes multiple different forms and failure within entrepreneurship presents itself when an entrepreneur has lost financial capital, clients, a larger amount of time invested in something who didn’t benefit the venture or energy. The findings in this study show how the idea of practising entrepreneurship as a lifestyle can have negative effects on entrepreneurs health and self-esteem. The analysis explains how entrepreneurs who differentiate themselves from their failures can learn from experience because they view their actions objectively.
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Farmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.

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Students with learning disabilities and/or attention deficit hyperactivity disorder (ADHD) experience decreased academic and social-emotional outcomes when compared to their peers without disabilities. Self-determination, positive psychology, and cognitive theories of learning offer suggestions for improving these outcomes. The purpose of this study was to develop The Personal Strengths Intervention (PSI) and investigate its impact on levels of self-determination and the social-emotional functioning of postsecondary students with learning disabilities and/or ADHD. PSI integrates key elements of self-determination, positive psychology, and cognitive theories. ADHDA multiple baseline design with seven participants was used to examine the intervention effects over time. Results indicate PSI demonstrates content, face, and social validity. The results from the examination of the impact of participation in PSI on self-determination and social-emotional levels were inconsistent. Visual analyses, effect sizes, and multilevel modeling of the time series data indicated there was little to no intervention effect across participants. However, results from the visual analyses and effect sizes revealed there were some intervention effects for particular participants. For participants who demonstrated intervention effects, effects ranged from small to large for self-determination dependent variables and small to moderate for social-emotional dependent variables. Pre- post-assessment results indicated there was an increase in self-determination and positive affect associated with participation in PSI. There were no changes in subjective well-being or negative affect. Results from a longitudinal qualitative trend analysis and final interviews with participants indicated improved self-determination and social-emotional levels. A discussion of possible explanations for the finding and implications is included. Suggestions for future research are provided.
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Pratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.

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The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in relation to social and personal responsibility. Currently, there is a limited amount of research identifying the influence service-learning has on students at risk for emotional and behavioral problems. This case-study found that service-learning is an effective tool at helping students increase their level of competence in relation to social and personal responsibility. Limitations of this study are addressed, suggestions for future research are noted, and implications for execution of future service-learning ventures are discussed.
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Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.

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Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
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Nishioka, Vicki Marie. "Personal and ecological characteristics of middle school boys labeled emotionally disturbed, learning disabled, and socially maladjusted : more alike than different /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004000.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 160-188). Also available for download via the World Wide Web; free to University of Oregon users.
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Khan, Ali Mehmood [Verfasser], Michael [Akademischer Betreuer] [Gutachter] Lawo, and Dongyi [Gutachter] Chen. "Personal State and Emotion Monitoring by Wearable Computing and Machine Learning / Ali Mehmood Khan ; Gutachter: Michael Lawo, Dongyi Chen ; Betreuer: Michael Lawo." Bremen : Staats- und Universitätsbibliothek Bremen, 2017. http://d-nb.info/1144439434/34.

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Lundström, Mats. "Våld - utmaning och utmattning : vårdares utsatthet och upplevelser i samband med våld i gruppbostäder för personer med utvecklingsstörning." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-780.

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ABSTRACT This thesis aims to explore the prevalence of violence towards caregivers working in group home for people with learning disabilities, as well as the influence of work climate and personality on the caregivers’ experiences of strain and exposure to violence. The thesis comprises four studies conducted among caregivers working in group homes for people with learning disabilities in one urban district in Sweden. Study I includes data regarding caregivers’ exposure to violence and their demographics. In study II and III data were collected by instruments for measuring caregivers’ personalities and experiences of the work climate as well as emotional reactions, strain, and experiences of burnout. Data were also collected by 50 narrative interviews with 44 caregivers reporting exposure to violence. In order to illuminate caregivers’ experiences of being exposed to violence, the interviews were transcribed and interpreted using qualitative content analysis. The results showed that 31% of the caregivers (n=120) had been exposed to violence during the preceding year, with physical violence being the most common type. Weak relationships were found between reported exposure to violence and caregivers’ age and education (I). Among those in studies II and III who completed all instruments (n=112), 45 caregivers (40%) reported exposure to violence. A significant difference in age was found between exposed and not exposed caregivers. In the total sample of studies II and III, 30% (n=41) of the caregivers were at risk of developing burnout. The relationship between exposure to violence and the caregivers’ experiences of the work climate (CCQ) showed that “debates” was the only factor that on average was significantly higher among caregivers reporting violence from the residents. The caregivers’ emotional reactions, strain, and work climate factors explained 35% of the variance in burnout scores (II). No significant relationships were found between the caregivers’ personalities (TCI and RSES) and their exposure to violence. Personality dimensions explained 32% of the variance of the caregivers’ experiences of burnout. The results did not show a significant relationship between a caregiver’s personality and exposure to violence. However, those exposed to violence reported more emotional exhaustion than those not exposed (III). Caregivers exposed to violence reported feelings of powerlessness, insufficiency, anger and violence was very seldom followed by support from the managers at the group homes (I). Interviews show that caregivers’ experiences are about “falling apart” and “keeping it together”. Falling apart involves fear, powerlessness, sadness, anger, and timelessness, while keeping it together involves joy, respect, self-reflection, and habituation. Destructive experiences are balanced by a more constructive view of the situation by keeping the situation, and the caregivers themselves, together. The findings show that exposure to violence occurs frequently and a large proportion of the exposed caregivers are at risk for burnout. It was not possible to confirm the relationships between the caregivers’ personality, experiences of the work climate, and exposure to violence but partly to emotional reactions, strain and burnout. The findings of the four studies are discussed in relation to how it is to live and work in an environment where violence is of frequent occurrence.
SAMMANFATTNING Avhandlingens övergripande syfte är att undersöka förekomst av våld mot vårdare som arbetar i gruppbostäder för personer med utvecklingsstörning samt arbetsklimatets och personlighetens betydelse för upplevelser av påfrestning och utsatthet för våld bland vårdare. Avhandlingen omfattar fyra delstudier utförda bland vårdare som arbetar i gruppbostäder för personer med utvecklingsstörning. I delstudie I insamlades data om vårdares utsatthet för våld och information om vårdarnas bakgrund med hjälp av en enkät. I delstudierna II och III ombads vårdarna att fylla i instrument som skattade deras personlighet, upplevelser av arbetsklimat, emotionella reaktioner, upplevelse av påfrestning samt upplevelse av utbränning. I syfte att belysa vårdares upplevelser av att vara utsatt för våld genomfördes 50 narrativa intervjuer med 44 vårdare. Intervjuerna transkriberades och tolkades med hjälp av kvalitativ innehållsanalys. Resultaten visar att 31% av vårdarna (n=120) hade varit utsatt för våld under det föregående året och fysiskt våld var den vanligaste typen av våld. Alla kategorier av vårdare var utsatta för våld och emotionella reaktioner var vanligt förekommande. Svaga samband framkom mellan rapporterad utsatthet för våld och vårdares ålder och utbildning (I). Bland vårdare i studie II och III som besvarat alla instrument (n=112), rapporterade 45 vårdare (40%) att de utsatts för våld. En signifikant skillnad avseende ålder framkom mellan de som rapporterat våld respektive inte rapporterat våld. Bland de svarande var 30% (n=41) av vårdarna i en riskzon för utbränning (burnout). Sambanden mellan utsatthet för våld och vårdares upplevelser av arbetsklimat (CCQ) visade att ’debates’ var den enda faktorn som var genomsnittligt högre bland de som rapporterat våld från vårdtagare. Vårdarnas emotionella reaktioner (ERNC) påfrestningsfaktorer (SNC) och arbetsklimatfaktorerna förklarade 35% av variansen i utbrändhetsvärden (II). Inget signifikant samband framkom mellan vårdares personlighet (TCI och RSES) och utsatthet för våld. Personlighetsdimensionerna förklarade 32% av variansen i vårdarnas upplevelse av utbränning (III). Resultaten visade inget signifikant samband mellan vårdares personlighet och utsatthet för våld men de som blivit utsatta för våld rapporterade mer emotionell utmattning än inte utsatta vårdare (III). Vårdare utsatta för våld rapporterade upplevelser av maktlöshet, otillräcklighet och vrede i samband med våld. De rapporterade också att utsatthet för våld mycket sällan följdes av stöd från arbetsledare (I). Resultat från intervjuer med vårdare utsatta för våld indikerar att deras upplevelser av våld handlar om att “falla i bitar” och att “hålla ihop”. Falla i bitar innebär upplevelser av rädsla, maktlöshet, sorgsenhet, vrede och tidlöshet medan hålla ihop innebär glädje, respekt, självreflektion och tillvänjning. Destruktiva upplevelser balanseras genom en konstruktiv syn på situationen och vårdarna strävar efter att upprätthålla respekten för den boende som person och att hålla ihop situationen och sig själva (IV). Resultaten visar att våld förekommer ofta och att en stor proportion av utsatta vårdare löper risk för utbränning. Det var inte möjligt att bekräfta samband mellan utsatthet för våld och vårdares personlighet, upplevelse av arbetsklimat, emotionella reaktioner, påfrestning samt utbränning. Resultaten diskuteras i relation till hur det är att leva och arbeta i en miljö där våld ofta förekommer.
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Mallard, Simon. "Place et rôle des dimensions émotionnelles et socioaffectives dans les dispositifs de formation : le cas de « l’École des Managers », université d’entreprise à La Poste." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20008.

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L'objectif de cette thèse, en conventionnement CIFRE, est de déterminer le rôle et la place des dimensions émotionnelles et socioaffectives dans et par un dispositif de formation à destination de managers. Ces dimensions ont été appréhendées par une approche biopsychosociale permettant d’envisager les émotions comme une pratique située, incarnée et social. Par le ressenti ou l’expression de ces dimensions, l’individu sociale s’expose à un triple rapport : à soi, aux autres et à une (in)capacité à se mettre en action. L’analyse par Théorisation ancrée a été privilégiée, dans une démarche empirique, inductive et itérative. Les principaux résultats indiquent l’importance de ces dimensions dans les dispositifs de formation. Un important travail émotionnel, individuel et collectif, les module et les met en scène. De plus, le rire, s’il présente des bénéfices certains pour les participants, favorise également un positionnement social des managers dans le groupe de formation et le groupe professionnel des managers. Enfin, l’intérêt constitue une émotion indispensable dans l’engagement en formation
The objective of this thesis is to determine the role and the place of emotional and socioaffective dimensions in training system devised for managers. These dimensions were considered through a biopsychosocial approach that allowed us to regard emotions as a situated, embodied and social practice. By feeling or expressing these dimensions, the social individual is exposed to three relations: the self, to others and to the (in) ability to put him/herself into action. Grounded theory analysis was preferred, with an empirical, inductive and iterative approach. The main results indicate the importance of these dimensions in the training system. An important emotional work, both individual and collective, influences and feeds this system. In addition, laughter, if it has some benefits for participants, also fosters a social positioning of managers in the training group and the professional group of managers. Finally, interest constitutes a necessary emotion in the training engagement
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Santamaria, Galindo Maria del Carmen. "L'appréhension de la prévention des Risques Psychosociaux : perception des acteurs et des organisations. Une étude des différences culturelles entre les services de santé au travail interentreprises (SSTI) et les servicios de prévention agents (SPA)." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30053.

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Il s'agit de comprendre comment les nouveaux intervenants de la prevention des risques en ssti Peuvent se professionnalise dans leur abord des risques psychosociaux. Nous souhaiterions comparer leur pratique a celle des intervenants espagnols pour mieux saisir en quoi les caractéristiques des organisations et la présence ou l'absence d'un travail collectif ainsi que leurs compétences émotionnelles facilitent l'apprentissage de la prévention des risques psychosociaux
We would like to understand how the new preventors in professionnel risks cand develop new abilitys and knowlegde. We would like to compare this french population to the spanish one in order to understand how organisations and existence or not of a team work and emotionnel skills can help those professionnels to learn psychosocial risks prevention
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Books on the topic "Personal emotional learning"

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Ensing, Jean. Children Learning: Personal, social and emotional development. Walton on Thames: Spencer, 2002.

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Ensing, Jean. Children learning: Personal, social and emotional development. Walton on Thames: Spencer Publications, 2002.

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The personal intelligences: Promoting social and emotional learning. Thousand Oaks, Calif: Corwin Press, 2001.

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Hughes, Marcia. Emotional intelligence in action: Training and coaching activities for leaders and managers. 2nd ed. San Francisco, CA: Pfeiffer, 2012.

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Vaughn, Sharon. Strategies for teaching students with learning and behavior problems. 7th ed. Boston: Pearson/Allyn and Bacon, 2009.

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Ellison, Launa. The Personal Intelligences: Promoting Social and Emotional Learning. Corwin Press, 2000.

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Ellison, Launa. The Personal Intelligences: Promoting Social and Emotional Learning. Corwin Press, 2000.

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(Illustrator), Cathy Hughes, ed. Personal, Social and Emotional Development (What Learning Looks Like). 2nd ed. Step Forward Publishing Ltd, 2002.

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Al-Yagon, Michal, and Malka Margalit. Hope and Coping in Individuals with Specific Learning Disorder. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.29.

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This chapter reviews and integrates empirical findings regarding hope as a major personal resource among individuals with specific learning disorder (SLD). First, it describes the Diagnostic and Statistical Manual of Mental Disorders (fifth edition; DSM-5) diagnostic criteria for SLD and briefly illustrates the major difficulties that individuals with SLD may experience in the academic, social, emotional, and behavioral domains. Next, it presents an overview of the empirical literature regarding hope as reported by children and adolescents with SLD in different age groups and its relations with additional personal resources such as the sense of coherence and coping with age-appropriate academic and social challenges. Possible factors that may contribute to the lower resources found in SLD and their implications are explored, as well as future research directions and interventional implications.
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Greene, Ida. Autoestima, tu esencia/Self-Esteem The Essence of You: Aprenda a moverse a traves de las barreras mentales y emocionales hacia su exito personal/ Learning ... beyond the mental and emotional barriers t. Panorama Mexico, 2004.

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Book chapters on the topic "Personal emotional learning"

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Patterson, Carmel. "Anh: Emotional Suffering of Resistance and Limitations." In Enacted Personal Professional Learning, 111–28. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6007-7_8.

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Patterson, Carmel. "Lilli: Horizons for Harnessing Emotional Positivity and Dealing with Change." In Enacted Personal Professional Learning, 97–109. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6007-7_7.

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Iqani, Mehita, and Nicky Falkof. "Race, Gender and “Personal” Pedagogy: Emotional Encounters in the Post-Apartheid Classroom." In Transforming Teaching and Learning in Higher Education, 155–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46176-2_9.

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Wilson-W�nsch, B. R., and J. N. P. L. Decosta. "Development of personal expertise in tourism and hospitality professions: cognitive knowledge, personality and learning style." In Emotional intelligence in tourism and hospitality, 62–74. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786398314.0062.

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Wu, Gerald Kam Yuen, and Magdalena Mo Ching Mok. "Social and Emotional Learning and Personal Best Goals in Hong Kong." In Social and Emotional Learning in Australia and the Asia-Pacific, 219–31. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3394-0_12.

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Martin, Andrew J., Therese M. Cumming, Susan C. O’Neill, and Iva Strnadová. "Social and Emotional Competence and At-Risk Children’s Well-Being: The Roles of Personal and Interpersonal Agency for Children with ADHD, Emotional and Behavioral Disorder, Learning Disability, and Developmental Disability." In Social and Emotional Learning in Australia and the Asia-Pacific, 123–45. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3394-0_7.

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Meyer, Oliver, Do Coyle, Margarete Imhof, and Theresa Connolly. "Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning." In Emotions in Second Language Teaching, 277–97. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75438-3_16.

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Henderikx, Maartje, Karel Kreijns, and Kate M. Xu. "Investigating the Associations Between Emotion, Cognitive Load and Personal Learning Goals: The Case for MOOCs." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 305–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_25.

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Altavilla, Santo, Aurelio Caligiore, Jenny Ceccarelli, Giuseppina Corrente, Federica Galeano, Gennaro Pappacena, Maura Pisconti, et al. "Environmental training of the Italian Coast Guard between tradition and innovation." In Proceedings e report, 155–63. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-147-1.16.

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The Coast Guard is an organization committed to safeguarding the marine environment, that requires specialized personnel. Therefore, it is necessary to integrate the "basic" preparation, with "specialist" training in compliance with the high standards of a Q.M.S. of training, which uses teaching methods advanced, classroom and lessons, case studies, but also practice in the field. The latter methodology plays an important role since learning by doing, even more than theory, guarantees the effectiveness of learning, emotional involvement and the formation of experiential memory of learners.
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Francis Jr., Anthony G., Manish Mehta, and Ashwin Ram. "Emotional Memory and Adaptive Personalities." In Machine Learning, 1292–313. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-818-7.ch507.

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Believable agents designed for long-term interaction with human users need to adapt to them in a way which appears emotionally plausible while maintaining a consistent personality. For short-term interactions in restricted environments, scripting and state machine techniques can create agents with emotion and personality, but these methods are labor intensive, hard to extend, and brittle in new environments. Fortunately, research in memory, emotion and personality in humans and animals points to a solution to this problem. Emotions focus an animal’s attention on things it needs to care about, and strong emotions trigger enhanced formation of memory, enabling the animal to adapt its emotional response to the objects and situations in its environment. In humans this process becomes reflective: emotional stress or frustration can trigger re-evaluating past behavior with respect to personal standards, which in turn can lead to setting new strategies or goals. To aid the authoring of adaptive agents, we present an artificial intelligence model inspired by these psychological results in which an emotion model triggers case-based emotional preference learning and behavioral adaptation guided by personality models. Our tests of this model on robot pets and embodied characters show that emotional adaptation can extend the range and increase the behavioral sophistication of an agent without the need for authoring additional hand-crafted behaviors.
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Conference papers on the topic "Personal emotional learning"

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Karapetyan, Larisa, and Galina Glotova. "PSYCHOLOGICAL DETERMINANTS OF TEACHERS' EMOTIONAL AND PERSONAL WELL-BEING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0968.

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Yang, Jufeng, Dongyu She, and Ming Sun. "Joint Image Emotion Classification and Distribution Learning via Deep Convolutional Neural Network." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/456.

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Visual sentiment analysis is attracting more and more attention with the increasing tendency to express emotions through visual contents. Recent algorithms in convolutional neural networks (CNNs) considerably advance the emotion classification, which aims to distinguish differences among emotional categories and assigns a single dominant label to each image. However, the task is inherently ambiguous since an image usually evokes multiple emotions and its annotation varies from person to person. In this work, we address the problem via label distribution learning (LDL) and develop a multi-task deep framework by jointly optimizing both classification and distribution prediction. While the proposed method prefers to the distribution dataset with annotations of different voters, the majority voting scheme is widely adopted as the ground truth in this area, and few dataset has provided multiple affective labels. Hence, we further exploit two weak forms of prior knowledge, which are expressed as similarity information between labels, to generate emotional distribution for each category. The experiments conducted on both distribution datasets, i.e., Emotion6, Flickr_LDL, Twitter_LDL, and the largest single emotion dataset, i.e., Flickr and Instagram, demonstrate the proposed method outperforms the state-of-the-art approaches.
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Gerli, Fabrizio, Sara Bonesso, and Laura Cortellazzo. "Nurturing students’awareness of their behavioral competencies: The Competency Lab experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9232.

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Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.
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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.

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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.
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Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.

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Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.
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Klimenskikh, Marina V., Ayad Hajar, Kaur Harleen, and Alsaykal Sura. "The problem of identifying cognitive and emotional factors of academic success in an online course." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.9.

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We studied the psychological factors associated with the efficiency of online learning by using a sample of students from a Russian university (Ural Federal University). We used as a point of departure the idea of adaptive learning, which assumes that academic success in an online course is associated with the characteristics of cognitive, emotional, volitional and other areas of a student’s personality. The resulting general linear model includes such factors as internal motivation, external motivation, intelligence, personal qualities, training experience and openness to experience, which have an extremely low proportion of explained variance — 3 %. Based on the above research, the key conclusion was made that a successful student is successful in any training format. In other words, the focus of search for improving the efficiency of online learning should be not only on the psychological characteristics of those students who are successful in the online format, but also on improving the pedagogical design of the online course.
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Chiner, Esther, Marcos Gómez-Puerta, Victoria E. García-Vera, and M. Cristina Cardona-Moltó. "UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end057.

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As a result of the COVID-19 pandemic that affected most countries during the year 2020, the society had to adapt rapidly to new forms of working in which the Internet has been an essential tool. And so did the higher institutions around the world, which had to move from a face-to-face classroom environment to an online one. The change from traditional learning to online learning was so unexpected that neither the instructors nor the students may have been prepared for it and could have important consequences on students’ learning and academic achievement. The purpose of this study was to explore how university students had to struggle with online learning during the COVID-19 pandemic lockdown attending to three aspects: (a) availability and use of electronic devices, (b) personal factors, and (c) teaching factors. A non-experimental study based on a survey design was conducted, in which a convenience sample of 496 undergraduate and graduate students from two different universities located in south eastern Spain participated. The majority of the participants (66.3%) had very little or no experience in online learning and 55% considered that their academic performance was being worse than in face-to-face classes. Findings showed that most of the students had the electronic devices required for online learning (e.g. laptops, earphones, webcams, smartphones), although they mainly used laptops and earphones. They did not have other devices at home such as desktop computers, printers and scanners. The personal factors that most affected their academic performance were family problems and/or responsibilities (46.6%), psychological or emotional problems (41.6%), an inappropriate study environment (41.2%), and a bad Internet connection (31.4%). With regard to teaching factors, students complained of excessive assignments (82.6%), lack of lesson explanations (78.6%), loss of concentration during synchronous classes (64.3%), having to learn through the computer screen (58.9%), and feeling of being abandoned (57.4%), among others. In sum, university students’ struggles with online learning were more related to teaching factors than to personal and material factors. Therefore, higher education institutions and faculty should be prepared to respond to student’s needs in different teaching scenarios, and more specifically in online environments, by adapting not only their teaching styles and resources but also the way they interact with students.
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WL Fong, Michelle. "Using Technology To Support Discussions on Sensitive Topics." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2318.

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There is a dearth of research in teaching strategies and learning approaches for units involving sensitive topics. Sensitive topics could provoke an emotional response in students. In a business ethics unit, the attempt at striking a balance between conceptual knowledge and theory with that of skills training can be challenging because such unit can involve personal, sensitive or controversial topics. Students may unknowingly divulge personal opinions, when engaging in deep and meaningful face-to-face discussion, which they later regret or be identified with by other students for a longer period of time. Value-laden topics may also lead to clashes between students if face-to-face discussions are not managed properly. This paper considers the use of technology to provide an optimal learning environment for student discussion on sensitive topics via role-play and simulation in a first-year business ethics unit. A revised version of this paper was published in Journal of Information Technology Education: Research Volume 14, 2015
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Bondarenko, I. N., A. M. Potanina, and I. Yu Tsyganov. "Dynamics of regulatory and personality features in junior schoolchildren with decreased psychological well-being (longitudinal data)." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.55.69.

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The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.
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10

Ranieri, Jessica, Federica Guerra, and Dina Di Giacomo. "BUFFERING EFFECT FOR 2ND COVID-19 LOCKDOWN: THE ROLE OF ACADEMIC E-LEARNING ADOPTION AMONG GENERATION Z." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact025.

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"Background. The undergraduate community is composed of Generation Z members who constitute a social generation of digital natives who are technologically skilled. Their widespread exposure to technology accounts for their comfort with and strong knowledge of digital media. The government adoption of e-learning in academic education during the coronavirus disease (COVID-19) pandemic may be beneficial to such digitally skilled individuals. Some studies have underscored the e-learning adoption adverse psychological impact on the mental health of the younger generation. In fact, the findings underscore an increase in psychological distress, excessive fear of infection, pervasive anxiety, frustration and boredom, a high level of stress, and post-traumatic stress symptoms. We aimed to detect the protective factor for academic community during social restriction for pandemic in 2nd Italian lockdown analysing the adaptive behaviour of undergraduate in 3 field panels of academic education (life sciences, physical and engineer sciences, human and social sciences). We aimed to determine the psychological impact of prolonged e-learning on emotional regulation among undergraduate students. A secondary objective was to identify key components for preventive interventions targeted toward the academic community by investigating the buffering effect of e-learning in academic education on exposure to the pandemic. Methods. An online cross-sectional survey was conducted on 570 university students (aged 18–26 years) pursing degrees in life sciences, physical and engineering sciences, and social sciences in Italy. They were recruited using snowball sampling. We administered emotional (PDEQ, CSSQ, CAS), personality traits (BFI-10) and affinity for e-learning (AEQ) measures. Results. Our findings suggest that a majority of the university students developed peritraumatic dissociative experience and stress, but not dysfunctional coronavirus anxiety during the 2nd COVID-19 lockdown in Italy. Nevertheless, the present findings also highlight the fragility of younger Gen Z undergraduate students who are beginning their academic journey amid the COVID-19 pandemic. Further, coronavirus distress significantly predicted mental health through the mediating effect of personality traits and e-learning affinity. Conclusions. Therefore, health care professionals are encouraged to implement psychological support interventions that strengthen one’s ability to manage stressful situations and reinforce their status as a digital native. Consequently, they may realize the power of their personal strengths, which in turn may mitigate their stress and peritraumatic dissociative experience when they deal with challenges, enhance their competence, and enable them to adopt effective coping strategies."
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