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’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.
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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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Cassinda-Vissupe, María Domingas, Lisandra Angulo-Gallo, and Vivian Margarita Guerra-Morales. "Características de la expresión emocional en los escolares primarios y su manejo desde la perspectiva del personal docente-educativo." Revista Electrónica Educare 21, no. 1 (December 6, 2016): 1. http://dx.doi.org/10.15359/ree.21-1.19.
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The research aimed to characterize the emotional expression of primary school children, events linked to its manifestation and its management from the perspective of the teaching staff. For this descriptive exploratory study, a non-probabilistic sample of 53 teachers from various primary schools was conformed. The study was carried out by using the analysis of documents, interviews and observation, and implementing the content analysis for interpretation. Teachers identified a predominance of pleasant emotions in school, mainly joy. The main unpleasant emotions were anxiety and anger. In the school context, the unpleasant emotions were associated with the activities and the academic demands; in the family, with conflict and little family support, fundamentally. The principal drivers of pleasant emotions in school are the group acceptance, teacher professionalism and recreation; the latter is also present in the family, together with the support, dedication and harmonious coexistence. The professor says not to possess the necessary theoretical and methodological training to direct the emotional education of their students, although they recognize its importance. It is very important to provide a more solid training that allows them to know, understand and regulate their emotions as well as enhance the emotional development of their students, creating an emotional environment which facilitates the process of learning.
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Dolce, G., F. Riganello, M. Quintieri, A. Candelieri, and D. Conforti. "Personal Interaction in the Vegetative State." Journal of Psychophysiology 22, no. 3 (January 2008): 150–56. http://dx.doi.org/10.1027/0269-8803.22.3.150.
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Background and purpose: Brain processing at varying levels of functional complexity and emotional reactions to relatives are anecdotally reported by the caregivers of patients in a vegetative state. In this study, computer-assisted machine-learning procedures were applied to identify heart rate variability changes or galvanic skin responses to a relative’s presence. Methods: The skin conductance (galvanic skin response) and heart beats were continuously recorded in 12 patients in a vegetative state, at rest (baseline) and while approached by a relative (usually the mother; test condition) or by a nonfamiliar person (control condition). The cardiotachogram (the series of consecutive intervals between heart beats) was analyzed in the time and frequency domains by computing the parametric and nonparametric frequency spectra. A machine-learning algorithm was applied to sort out the significant spectral parameter(s). For all patients, each condition (baseline, test, control) was characterized by the values of its spectral parameters, and the association between spectral parameters values and experimental condition was tested (WEKA machine-learning software). Results and comments: A galvanic skin response was obtained in two patients. The machine-learning procedure independently selected the nu_LF spectral parameter and attributed each nu_LF measure to any of the three experimental conditions. 69.4% of attributions were correct (baseline: 58%; test condition: 75%; control. 75%). In seven patients, attribution changed when the subject was approached by the test person; specifically, sequential shifts from baseline to test condition (“the Mom effect”) to control condition were identified in four patients (30.0%); the change from test to control was attributed correctly in seven patients (58%). The observation of heart rate changes tentatively attributable to emotional reaction in a vegetative state suggest residual rudimentary personal interaction, consistent with functioning limbic and paralimbic systems after massive brain damage. Machine-learning proved applicable to sort significant measure(s) out of large samples and to control for statistical alpha inflation.
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Taheri, Laleh, and Esmaeil Jadidi. "The Relationship between Emotional Intelligence and Learning Strategies among Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 952. http://dx.doi.org/10.17507/tpls.0605.06.
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The primary objective of this study was to investigate the relationship between Iranian EFL learners' emotional intelligence and their use of learning strategies. In so doing, one hundred English advanced learners of Iran Language Institute (ILI) at Shiraz branch (30 males and 70 females) were selected to participate in this study. The Bar-On (1980) Emotional Quotient Inventory questionnaire (EQ-I), and the Strategy Inventory for language Learning (SILL) (Oxford, 1990) were administered to determine the significance of the relationship between emotional intelligence and learning strategies. The results of correlation showed that there were positive significant relationships between some components of the two variables. The intra personal skill had positive correlations with memory strategies (r=.000, p<.05), cognitive strategies(r=.000, p<.05), metacognitive strategies(r=.006, p<.05), and social strategies(r=.02, p<.05).which showed that learners with intra personal skill use different learning strategies. There were also a positive correlation between social strategies with adaptability (r=.009, p<.05), and stress management (r=.004, p<.05). A positive correlation was also seen between memory strategies and stress management (r=.04, p<.05). The results of this study clearly depicts that among the emotional intelligence variables, intra personal skill got the highest relationship with components of learning strategies. This study has some pedagogical implications for researchers, teachers, policy makers, and educators.
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Muller, Mirza. "Culture, emotions and narratives in education for cultural diversity: A sociocultural approach." Psihologija 49, no. 4 (2016): 415–29. http://dx.doi.org/10.2298/psi1604415m.
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Developing a reflexive stance on personal emotions and experiences relating to otherness is one of the main goals of innovative pedagogical activities designed to combat racism. This novel socio-constructivist approach to cultural diversity in education seems an interesting alternative to essentialist approaches, as it involves the learner and uses reflexivity to foster change. However, little is yet known about the psychosocial effects of introducing emotions and personal experiences into the learning environment. In this paper, adopting a sociocultural theoretical framework, we describe two pedagogical settings in which students? emotions and personal experiences were addressed in a multicultural context. The results of our first study showed that, in some teacher-student interactions, students? verbalized emotions were articulated in a more generic discourse. Working with emotions can therefore lead to what we call a secondarization process, whereby personal experiences are related to collective and conceptualized knowledge. However, these pedagogical practices may also generate unexpected outcomes that hinder learning. The second study explored the structuring effect of (self-)narratives, viewed as psychological instruments. These findings are discussed with a view to informing the debate on the role of emotional aspects in education, and sociocultural research in psychology examining the complex interplay between individual and cultural dimensions in learning.
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Otundo, Joseph Opiri, and Alex C. Garn. "Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching." International Journal of Educational Psychology 8, no. 2 (June 24, 2019): 137. http://dx.doi.org/10.17583/ijep.2019.3356.
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This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of situational interest and needs supportive teaching on personal interest, and behavioral and emotional engagement. There was also an interactive effect between situational interest and needs supportive teaching on personal interest. This association was conditional on a minimum level of needs support in the social learning environment. To date, the conceptualization of situational interest has focused on student – activity interactions; however, our findings highlight the importance of social learning environment on student – activity interactions.
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Babajeva, Ludmila, and Tatjana Koķe. "LEARNING FOR PERSONAL DEVELOPMENT IN FOLK HIGH SCHOOLS." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 28–44. http://dx.doi.org/10.33225/pec/13.55.28.
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Nowadays in the field of andragogy, there is a significant transition from learning as a merely cognitive phenomenon to a more comprehensive approach, defining learning as a process of whole person development. Thus this study has its focus on sharing the experience of good practice for promoting adults’ personal development at six folk high schools in Latvia and Denmark. Observations have taken place since June 2011 till December 2012. All in all fifty six days of formal and informal activities were transcribed as field notes within different subjects as Danish, Latvian, Pottery, Philosophy, Self-development, Music, Yoga, Diet class etc. Data analysis were provided by AQUAD 6.0 (Huber, 2003) using mix-methods approach, combining conceptual codes and open coding. Main results show, that the most appropriate pedagogical circumstances of learning for personal development are those, where adults can develop themselves through body, mind and emotional activity and where 1) person has been treated as a value him/herself, 2) person’s values are the main focus and 3) high-/democratic values fulfil study process. Key words: adult learning, folk high school, personal development.
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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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Winberg, T. Mikael, Jenny M. Hellgren, and Torulf Palm. "Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors." European Journal of Psychology of Education 29, no. 4 (May 26, 2014): 673–91. http://dx.doi.org/10.1007/s10212-014-0220-y.
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Latifah, Leny. "Bibliotherapy for Emotional Literacy." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 9, no. 1 (June 30, 2019): 1. http://dx.doi.org/10.24127/gdn.v9i1.1537.
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One way to help teens manage their emotions is by using emotional literacy. Emotional literacy is a person's ability to understand, express emotions to people, respond to the expression of the feelings of others, and take responsibility for their actions. Emotional literacy can be done through pedagogical strategies, as well as the use of the application of theory and various other learning strategies. Counselors need a method to develop emotional literacy skills in students either by media bibliotherapy or better known as biblikonseling. In this case, the counselor gave the book or story. The utilization of the book as a medium of therapy is called bibliotherapy. Bibliotherapy is psychotherapeutic support through reading material to help someone who is experiencing personal problems. This treatment method is highly recommended, especially for patients who are challenging to express issues verbally. The subjects were students' Universitas Kanjuruhan Malang Department Guidance and Counseling in 2015, 2016. The reason for choosing Guidance and Counseling Student Universitas Kanjuruhan Malang, as guidance and counseling student, is a candidate for school counselors, and they are required to have a good personality and need to be developed early on. This study aims to determine the effectiveness of bibliotherapy techniques to improve the skills of emotional literacy student guidance and counseling Universitas Kanjuruhan Malang. The method used in this study is the technique of pre-experimental design with one group pretest-posttest design. This design is a design study to test the effectiveness of a treatment on an individual basis.
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Bowers, Hannah, Matthew E. Lemberger-Truelove, and Greg Brigman. "A Social-Emotional Leadership Framework for School Counselors." Professional School Counseling 21, no. 1b (January 2017): 2156759X1877300. http://dx.doi.org/10.1177/2156759x18773004.
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Social-emotional learning (SEL) is an effective intervention focus associated with personal growth, student achievement, and behavioral regulation. The authors suggest that school counselors extend SEL practices into their leadership dispositions and behaviors. The authors offer implications for socially just school counseling practice, scholarship, and program evaluation.
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Tazhibayev, T. B., and P. T. Bekzhursin. "MEANING FORMATION IN JOINT ACTIVITIES AS A BASIS FOR THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF THE INDIVIDUAL." BULLETIN Series Psychology 66, no. 1 (May 28, 2021): 68–72. http://dx.doi.org/10.51889/2021-1.1728-7847.12.
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The article is devoted to the study of the problem of the development of emotional intelligence of the individual. The article considers the possibility of developing emotional intelligence. The paper substantiates the need for the development of this personal quality, as well as its importance for the successful socialization of the individual, his personal growth. Also, the scientific article considers the meaning formation in the learning process as the basis for the development of emotional intelligence of the individual. The paper analyzes the essence of the concept of "emotional intelligence", considers its structural components. The study presents the conditions and the main stages of the formation of emotional intelligence of the individual.
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Ivanchuk, Mariia, and Taisiia Tsurkan. "Social-Emotional and Ethical Learning of Younger Schoolchildren in the Formation of Civil and Historical Competence." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 9–22. http://dx.doi.org/10.5604/01.3001.0014.2508.
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The essence of the concepts “historical competence”, “civic competence”, “emotional literacy” is highlighted. It is substantiated that socio-emotional and ethical learning (SEE Learning) is based on three dimensions that correspond to the types of knowledge and competencies that SEE Learning seeks to transfer to students: awareness, empathy, involvement. Three levels of SEE Learning are characterized: personal, social, systemic. Four key learning trajectories have been identified and analyzed to facilitate the acquisition and internalization of knowledge and skills at each of the three levels of understanding at SEE Learning. It is established that educational trajectories are pedagogical components that broadly outline the ways of studying, critically evaluating and interna-lizing various topics and skills of socio-emotional and ethical learning.
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Ayvaz, Uğur, Hüseyin Gürüler, and Mehmet Osman Devrim. "USE OF FACIAL EMOTION RECOGNITION IN E-LEARNING SYSTEMS." Information Technologies and Learning Tools 60, no. 4 (September 30, 2017): 95. http://dx.doi.org/10.33407/itlt.v60i4.1743.
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Since the personal computer usage and internet bandwidth are increasing, e-learning systems are also widely spreading. Although e-learning has some advantages in terms of information accessibility, time and place flexibility compared to the formal learning, it does not provide enough face-to-face interactivity between an educator and learners. In this study, we are proposing a hybrid information system, which is combining computer vision and machine learning technologies for visual and interactive e-learning systems. The proposed information system detects emotional states of the learners and gives feedback to an educator about their instant and weighted emotional states based on facial expressions. In this way, the educator will be aware of the general emotional state of the virtual classroom and the system will create a formal learning-like interactive environment. Herein, several classification algorithms were applied to learn instant emotional state and the best accuracy rates were obtained using kNN and SVM algorithms.
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Ferreira, Marco, Baiba Martinsone, and Sanela Talić. "Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 21–36. http://dx.doi.org/10.2478/jtes-2020-0003.
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AbstractHow to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability-oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.
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Kilimci, Zeynep Hilal, Aykut Güven, Mitat Uysal, and Selim Akyokus. "Mood Detection from Physical and Neurophysical Data Using Deep Learning Models." Complexity 2019 (December 14, 2019): 1–15. http://dx.doi.org/10.1155/2019/6434578.
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Nowadays, smart devices as a part of daily life collect data about their users with the help of sensors placed on them. Sensor data are usually physical data but mobile applications collect more than physical data like device usage habits and personal interests. Collected data are usually classified as personal, but they contain valuable information about their users when it is analyzed and interpreted. One of the main purposes of personal data analysis is to make predictions about users. Collected data can be divided into two major categories: physical and behavioral data. Behavioral data are also named as neurophysical data. Physical and neurophysical parameters are collected as a part of this study. Physical data contains measurements of the users like heartbeats, sleep quality, energy, movement/mobility parameters. Neurophysical data contain keystroke patterns like typing speed and typing errors. Users’ emotional/mood statuses are also investigated by asking daily questions. Six questions are asked to the users daily in order to determine the mood of them. These questions are emotion-attached questions, and depending on the answers, users’ emotional states are graded. Our aim is to show that there is a connection between users’ physical/neurophysical parameters and mood/emotional conditions. To prove our hypothesis, we collect and measure physical and neurophysical parameters of 15 users for 1 year. The novelty of this work to the literature is the usage of both combinations of physical and neurophysical parameters. Another novelty is that the emotion classification task is performed by both conventional machine learning algorithms and deep learning models. For this purpose, Feedforward Neural Network (FFNN), Convolutional Neural Network (CNN), Recurrent Neural Network (RNN), and Long Short-Term Memory (LSTM) neural network are employed as deep learning methodologies. Multinomial Naïve Bayes (MNB), Support Vector Regression (SVR), Decision Tree (DT), Random Forest (RF), and Decision Integration Strategy (DIS) are evaluated as conventional machine learning algorithms. To the best of our knowledge, this is the very first attempt to analyze the neurophysical conditions of the users by evaluating deep learning models for mood analysis and enriching physical characteristics with neurophysical parameters. Experiment results demonstrate that the utilization of deep learning methodologies and the combination of both physical and neurophysical parameters enhances the classification success of the system to interpret the mood of the users. A wide range of comparative and extensive experiments shows that the proposed model exhibits noteworthy results compared to the state-of-art studies.
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Park, Hyun Hee, and Sue Faerman. "Becoming a Manager: Learning the Importance of Emotional and Social Competence in Managerial Transitions." American Review of Public Administration 49, no. 1 (July 3, 2018): 98–115. http://dx.doi.org/10.1177/0275074018785448.
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This article explores how newly promoted managers develop emotional and social competencies to understand their and others’ emotions and then use this understanding for personal growth and in their interactions with others. This study draws on five waves of semistructured interview data collected from 16 newly promoted managers in a large northeastern state agency. The findings suggest that new managers undergo a developmental process— role exit, movement, and role entry—as they make the transition from individual contributors to managers. At each stage of the process, their emotional and social competence (ESC) facilitates learning and moving to the next stage. In addition, throughout the process, new managers develop their ESC and utilize the benefits in their daily decision-making and management behaviors. The findings also suggest that organizational context is an important factor that defines the contents of ESC in the organization. Based on these findings, this study argues that organizations should help new managers understand the emotional aspects of managerial transitions in developing their selection and training practices.
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López, Mariza G. Méndez. "Emotional experiences of Mexican language learners: A qualitative study of their effects on motivation." Revista Brasileira de Linguística Aplicada 15, no. 3 (September 2015): 809–37. http://dx.doi.org/10.1590/1984-639820155183.
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This article reports on the emotional experiences of Mexican language learners in their second year of an English language teaching programme at a state university. The aim was to identify the effects of emotions on the motivational behaviour that the students displayed in their daily classes. The instruments employed were personal narratives, electronic journals and semi-structured interviews. The results demonstrated that emotions are a source for students' development and that meta-emotions can help students to become more motivated. The study revealed that emotions, both positive and negative, can help students develop awareness, responsibility and commitment to their language learning process.
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Ismaili, Merita, and Shpresa Mustafai. "The role of emotional intelligence in decreasing the anxiety in language learning." Global Journal of Foreign Language Teaching 7, no. 3 (January 7, 2018): 116–20. http://dx.doi.org/10.18844/gjflt.v7i3.2997.
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Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time, including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the Language Centre (LC) teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognised need for well-developed EI skills to gain higher academic achievement. The objective of this article is to emphasise some characteristics of EI to today’s language teaching and learning trends, used at the LC, South East European University. By examining the relationship between EI and language learning, this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom.
Keywords: Emotional inteligence, motivation, language teaching.
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Ismaili, Merita, and Shpresa Mustafai. "The role of emotional intelligence in decreasing the anxiety in language learning." Global Journal of Information Technology: Emerging Technologies 7, no. 2 (August 13, 2017): 50. http://dx.doi.org/10.18844/gjit.v7i2.2228.
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Abstract
Many researchers have shown that including emotional intelligence (EI) skills in the process of teaching and learning can increase academic achievement in language learning. At the same time including the EI in language curricula can increase the quality of teaching and learning, because by helping students to show personal responsibility they will learn effectively and complete their tasks efficiently. It will lead towards the achievement of their personal, academic and career excellence. The study explores the perceptions of the LC teachers regarding the implications of the EI skills in language teaching during the academic year 2016/2017. It highlights the importance of embedding the EI into language syllabi and demonstrates the recognized need for well developed EI skills to gain higher academic achievement. The objective of this article is to emphasize some characteristics of EI to today’s language teaching and learning trends, used at the Language Centre, South East European University. By examining the relationship between EI and language learning this study will try to increase teachers’ understanding of EI skills in language learning and also provide some insights for sharing experiences regarding the implementation of these skills in the classroom.
Keywords:Emotional Inteligence, motivation, language teaching.
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Ying, Yangwei, Yuanwu Tu, and Hong Zhou. "Unsupervised Feature Learning for Speech Emotion Recognition Based on Autoencoder." Electronics 10, no. 17 (August 28, 2021): 2086. http://dx.doi.org/10.3390/electronics10172086.
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Speech signals contain abundant information on personal emotions, which plays an important part in the representation of human potential characteristics and expressions. However, the deficiency of emotion speech data affects the development of speech emotion recognition (SER), which also limits the promotion of recognition accuracy. Currently, the most effective approach is to make use of unsupervised feature learning techniques to extract speech features from available speech data and generate emotion classifiers with these features. In this paper, we proposed to implement autoencoders such as a denoising autoencoder (DAE) and an adversarial autoencoder (AAE) to extract the features from LibriSpeech for model pre-training, and then conducted experiments on the Interactive Emotional Dyadic Motion Capture (IEMOCAP) datasets for classification. Considering the imbalance of data distribution in IEMOCAP, we developed a novel data augmentation approach to optimize the overlap shift between consecutive segments and redesigned the data division. The best classification accuracy reached 78.67% (weighted accuracy, WA) and 76.89% (unweighted accuracy, UA) with AAE. Compared with state-of-the-art results to our knowledge (76.18% of WA and 76.36% of UA with the supervised learning method), we achieved a slight advantage. This suggests that using unsupervised learning benefits the development of SER and provides a new approach to eliminate the problem of data scarcity.
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Salomäki, Ulla, Inkeri Ruokonen, and Heikki Ruismäki. "Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training Courses." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 20–29. http://dx.doi.org/10.2478/v10099-012-0002-z.
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Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training CoursesIn this paper, we consider the development of teachers' emotional skills by using arts and skills. In the theoretical background, we focus on the modern theories of motivation, learning and school culture and on cultural theories (Sapher & King, 1985) of school environments and views of learning. The main problem is to determine which skills the teachers can achieve during intensive training of emotional skills and arts. In the paper, we have used the course evaluations and post-evaluation material from one of the Comenius courses held in Cyprus in October 2008. The findings show that, in spite of the school culture, all the methods for teaching emotional skills can also be used for the personal and professional growth of teachers. Teachers' well-being and a positive school environment are essential in sustainable development and education.
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DeRobertis, Eugene M., and Andrew M. Bland. "From Personal Threat to Cross-Cultural Learning: an Eidetic Investigation." Journal of Phenomenological Psychology 51, no. 1 (April 27, 2020): 1–15. http://dx.doi.org/10.1163/15691624-12341368.
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Abstract This study was an eidetic, phenomenological investigation of cross-cultural learning that involves overcoming an experience of personal threat. The study and its findings were placed within the context of Husserl’s genetic phenomenology and the extant humanistic literature on cross-cultural encounter. This appeared especially appropriate given phenomenology’s history “within the movement of the so-called ‘Third Force’ psychology” (Giorgi, 1970, p. xi). The eidetic reduction revealed the phenomenon to be rooted in an essential unfamiliarity with the other compounded by presumptions of the other as representing a substandard foreignness harboring danger. For the phenomenon to unfold required the learner to witness spontaneous emotional expression and empathically discover that the other struggles and suffers “like any other human being.” Openness to the other progressively builds and new meanings emerge from the interpersonal exchange as compartmentalized, intellectualized understandings of the other are outmoded.
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Taris, Toon W., and Etty G. A. Wielenga-Meijer. "Workers' Personal Initiative as a Moderator of the Relations between Job Characteristics and Well-Being." Psychological Reports 107, no. 1 (August 2010): 255–64. http://dx.doi.org/10.2466/01.02.09.20.pr0.107.4.255-264.
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Having personal initiative means that workers are self-starting, pro-active, and persistent in pursuing their goals. This study examined whether personal initiative contributed to the prediction of two aspects of well-being (emotional exhaustion and learning motivation). Personal initiative was expected to have direct effects on well-being as well as moderate the effects of relevant work characteristics such as job demands and control. As expected, stepwise hierarchical regression using data from 834 Dutch telecommunications workers yielded positive main effects of personal initiative on both aspects of well-being. Moreover, personal initiative moderated the relationship between control and learning motivation: the positive effect of control on learning motivation was stronger for workers with high initiative. These findings support the hypothesis that personal initiative is a predictor of well-being.
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Usán Supervía, Pablo, and Alberto Quílez Robres. "Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary Education Students." International Journal of Environmental Research and Public Health 18, no. 11 (May 26, 2021): 5715. http://dx.doi.org/10.3390/ijerph18115715.
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Background: in the school stage, adolescents experience different emotional and motivational states involved in the learning process that play a fundamental role in their personal and academic development. In this way, the study focuses on analyzing the relationships between emotional regulation, self-efficacy and academic performance, as well as the possible mediating role of self-efficacy in both. Methods: the study included 2204 students, both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 18 years (M = 14.69; DT = 1.76). The measures used for the investigation were the Emotion Regulation Questionnaire (ERQ), the Academic Self-Efficacy Scale (ASES) and average marks were used to measure students’ academic performance. Results: The results of the study revealed a self-determined behavioral pattern characterized by high scores in emotional regulation, self-efficacy and academic performance. Likewise, the mediating role of self-efficacy between emotional regulation and student academic performance was significant. Conclusion: the influence of the academic self-efficacy variable as a mediator between the studied constructs is denoted, as well as the importance of promoting adaptive behaviors in the classroom that can lead to adequate personal development of students together with optimal academic performance.
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Tang, Guiyao, Ho Kwong Kwan, Deyuan Zhang, and Zhou Zhu. "Work–Family Effects of Servant Leadership: The Roles of Emotional Exhaustion and Personal Learning." Journal of Business Ethics 137, no. 2 (February 4, 2015): 285–97. http://dx.doi.org/10.1007/s10551-015-2559-7.
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Park, Sanghoon, Minjeong Kim, Youngmin Lee, Chanhee Son, and Miyoung Lee. "The Effects of Visual Illustrations on Learners' Achievement and Interest in PDA- (Personal Digital Assistant) Based Learning." Journal of Educational Computing Research 33, no. 2 (September 2005): 173–87. http://dx.doi.org/10.2190/eley-npqn-0wvm-fw0g.
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PDAs (Personal Digital Assistants) have been used widely in educational settings. In this study, the visual illustration of a scientific text (cognitive-interest illustration, emotional-interest illustration, or no illustration) was manipulated to investigate its impact on student interest in instructional materials, achievement, and time spent on reading materials in PDA-based learning. Forty-five graduate students were randomly assigned to one of the three treatment groups: the cognitive-interest illustration group, emotional-interest illustration group, and the text only group. Each group was given instructional material corresponding to the treatments. Results revealed that the levels of post-interest across the groups were not significantly different among the three groups. However, the students in the cognitive-interest illustration group showed significantly higher achievement than those in the emotional illustration group and the text only group. Implications of the findings as a catalyst for further research in the development of instructional materials for PDA-based learning were discussed.
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Bentall, Clare, and Hannah McGough. "Young People's Personal Engagement with Global Learning in Further Education." International Journal of Development Education and Global Learning 5, no. 3 (September 11, 2013): 46–67. http://dx.doi.org/10.18546/ijdegl.05.3.04.
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This article focuses on the degree to which students in further education (FE) colleges in England personally engage with global learning during specific initiatives to incorporate global learning in the curriculum, drawing on findings from the 'Global Learning for Global Colleges' (2009–12) research and development project, funded by the UK ministry for overseas aid, the Department for International Development (DfID). The findings illustrate various levels of engagement, with much learning about, and enthusiasm for, global issues. There is some evidence of some critical thinking around issues by a few students, and also some confirmation that first-hand experience of overseas settings has the potential to contribute to transformation. In terms of action, there is evidence of activities, particularly more charitable ones, informed by feelings of gratitude and wanting to help others, linked to opportunities provided by colleges. But there is little indication of questioning of such responses to global issues. The findings also highlight various emotional responses and forms of resistance by students to the more transformative aspects of global learning.
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Raybourn, Elaine M. "Honing Emotional Intelligence with Game-Based Crucible Experiences." International Journal of Game-Based Learning 1, no. 1 (January 2011): 32–44. http://dx.doi.org/10.4018/ijgbl.2011010103.
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The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one’s emotional intelligence. Subsequent sections describe the design of game-based, intercultural crucible experiences and how this design was employed for training with members of the United States Marine Corps (USMC). This work with the USMC is presented as a case study and example of the use of crucible experiences in game-based learning. Crucible experiences are learning opportunities relevant across a number of different domains and disciplines such as education, healthcare, corporate training, diplomacy, crisis management, international business, and intercultural communication. The present paper demonstrates that crucible experiences are catalysts for personal growth and can be incorporated into game-based learning design whose intent is to create defining moments in which learners can explore emotional intelligence and examine who they are under challenging conditions.
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Ermakov, S. S. "Analysis of personality characteristics of intellectually gifted students, causing difficulties in their process of preschool and school education." Современная зарубежная психология 5, no. 3 (2016): 41–49. http://dx.doi.org/10.17759/jmfp.2016050304.
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Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a certain delay in the development of their academic abilities. The article provides an overview of contemporary foreign works aimed at identification and analysis of personal problems in gifted students. It describes different types of gifted students, their psychological characteristics that must be considered in the process of organizing their schooling with the aim of support to and development of their learning skills
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Cross Francis, Dionne, Jinqing Liu, Pavneet Kaur Bharaj, and Ayfer Eker. "Integrating Social-Emotional and Academic Development in Teachers’ Approaches to Educating Students." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 138–46. http://dx.doi.org/10.1177/2372732219864375.
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Student success should incorporate not only academic achievement, but also the skills and competence to identify and effectively pursue personal life goals. However, success has become narrowly defined by test scores, which minimizes students’ opportunities for growth and development. Research findings show the interrelatedness of social, emotional, and cognitive dimensions of learning and how these dimensions shape positive student outcomes. In this article, we discuss how schools can integrate social, emotional, and academic development in optimizing student learning. Foregrounding teachers, the engines that drive the educational practices within schools, we describe their role in shaping student outcomes and identify the essential knowledge and skills needed to create academically and emotionally enriched spaces for students. We discuss the gaps in current teacher education and professional development (PD) programs that result in teachers being ill-prepared for the realities of the classroom. Finally, policy implications for teacher education, PD, and school reorganization are discussed.
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Martinsone, Baiba, Marco Ferreira, and Sanela Talić. "Teachers’ Understanding of Evidence of Students’ Social Emotional Learning and Self-Reported Gains of Monitored Implementation of SEL Toolkit." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 157–70. http://dx.doi.org/10.15503/jecs2020.2.157.170.
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Aim. The aim of this study was to highlight and analyse teachers’ responses to the evidence of their students’ social emotional growth and teachers’ own gains from the monitored implementation of social emotional learning in their classes.
Methods. The research group was composed of 312 teachers from Latvia and Slovenia, who were involved in the implementation of indirect social emotional learning through classroom instruction and formative assessment. A thematic analysis of the teachers’ written responses was performed.
Results. A thematic analysis of the teachers’ responses indicated that initially they had mentioned mostly (expressed) general statements and only some small part of their responses included observable and measurable indicators of students’ social emotional skills improvement. Therefore, four months after the beginning of the intervention, teachers reported rather on their personal and professional gains from the participation in this intervention than provided general statements.
Conclusions. The teachers’ improved self-reflection is a premise for them to consider evidence of students’ social emotional skills development thus facilitating purposeful social emotional learning in schools.
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Mitrović Veljković, Slavica, Ana Nešić, Branislav Dudić, Michal Gregus, Milan Delić, and Maja Meško. "Emotional Intelligence of Engineering Students as Basis for More Successful Learning Process for Industry 4.0." Mathematics 8, no. 8 (August 8, 2020): 1321. http://dx.doi.org/10.3390/math8081321.
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The purpose of this paper is creating analyses for understanding the personality characteristics related to emotional intelligence and how can this define the development program of personal characteristics in the processes of education for Industry 4.0. The main research goal is to measure dimensions of emotional intelligence in the student population based on a quantitative survey (Emotional Competence Inventory) through dimensions of emotional intelligence: self-regulation, self-awareness, and attitude towards changes. Since the student population was the research target, a group of 338 engineering students was selected. The group was characterized by highly diversified geographic origin, having previously completed school and achieved success. The results show that there are statistically significant differences between all three dimensions of emotional intelligence. Namely, self-regulation and attitude towards changes (both directly and indirectly through self-regulation) are positively affected by self-awareness, while attitude towards changes is positively affected by self-regulation. Developing student emotional potential is one of the most important actuators of business for Industry 4.0, especially in countries with low educational attainment and low social and economic indicators.
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Olmos-Gómez, María del Carmen, María Tomé-Fernández, and Eva María Olmedo-Moreno. "Personal Learning Environments that Facilitate Socio-Educational Integration of Unaccompanied Foreign Minors." International Journal of Environmental Research and Public Health 17, no. 14 (July 13, 2020): 5012. http://dx.doi.org/10.3390/ijerph17145012.
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The aim of the present study was to predict the variables that facilitate integration of unaccompanied foreign minors (UFM) and to develop personal learning environment (PLE) questionnaire dimensions with respect to social integration of UFM. Methods: A social study that was descriptive in nature was conducted with a quantitative empirical-analytical focus. Results: Results from discriminant function analysis indicate that 86% of group membership was correctly classified from gender alone, with female learning environments leading to greater future success. Conclusions: It can be concluded that the predictive results possess methodological coherence. Thus, from them we can propose possible development strategies, particularly targeting males, in order to improve learning and promote social integration. According to the results obtained, improvement of learning strategies and strengthening of the very learning environments, demands new policies to be established which promote emotional improvement and better futures for UFM, especially males.
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Kogan, Lori R., Regina M. Schoenfeld-Tacher, Peter W. Hellyer, James A. Oxley, and Mark Rishniw. "Emotional Impact of Participation in an Intergenerational Service-Learning Course." International Research in Education 7, no. 2 (May 16, 2019): 1. http://dx.doi.org/10.5296/ire.v7i2.14794.
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Service-learning offers numerous benefits to students, yet there is minimal research exploring the immediate impact of service-learning on students’ emotive state. Given the prevalence of stress, depression and anxiety in college students, this area of research carries important implications. This paper investigates the emotional impact of participation in an intergenerational service-learning course on college students’ moods. In the course investigated, students were responsible for providing direct services related to pet care to low-income elderly persons, and individuals with disabilities. Students were asked to track their moods before and after each interaction with a pet owner using a mobile application. They were also required to write reflection papers about their experiences, views, and insights gained over the course of the semester. Using the mood tracking application, participants reported improved mood after visiting clients and their pets when compared to before their visit. Students’ personal reflection essays supported this trend in mood change. While it was not possible to determine whether the observed gains were due to interactions with the elderly or their pets, intergenerational service-learning courses represent a possible avenue for ameliorating mental health issues among college students.
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MacAllister, James. "Education for Personal Life: John MacMurray on Why Learning to be Human Requires Emotional Discipline." Journal of Philosophy of Education 48, no. 1 (February 2014): 118–36. http://dx.doi.org/10.1111/1467-9752.12055.
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Ben-Amram, Miri, and Nitza Davidovitch. "The COVID-19 Period: A Crisis for on-Site Learning or an Opportunity for Optimal Distance Learning? Examination of Student Attitudes." Journal of Education and Learning 10, no. 3 (April 6, 2021): 27. http://dx.doi.org/10.5539/jel.v10n3p27.
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This study, which explores student attitudes to online learning, is based on a psychoanalytic theory (Existence-relatedness-growth, ERG) on relatedness and growth, developed by American psychologist Clayton Alderfer. The purpose of the study was to examine whether online learning is merely a short-term temporary solution necessitated by the COVID-19 crisis, or will it enable a transformation of teaching and learning patterns in educational systems in the post-COVID era? What is students’ personal preference regarding online learning after having inadvertently experienced it? What dimension of online teaching was meaningful for them: social presence, instructional-cognitive presence, emotional-personal presence? The research population consisted of 306 students, with a mean age of 15.5. Only 85% of the students who participated in the study had technological resources for online learning at home. About 41% of the students preferred lessons that combine online teaching with frontal teaching in the classroom. In addition, the dimensions of online teaching reported by students as meaningful were, in descending order, social presence (M = 3.54), emotional-personal presence (M = 2.96), and instructional-cognitive presence (M = 2.73). The research findings might have an effect on policy makers in education with regard to maintaining an “innovative pedagogy” aimed at shaping students’ image in order to prepare them for the new post-COVID era. In this period of global crisis, online learning afforded students innovative learning, where students enhanced their awareness of the significance of social presence, which was more meaningful than the dimension of instructional-cognitive presence. The significance of interpersonal interaction in teaching and learning received support, more so than ever before.
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Medin, Eva, and Göran Jutengren. "Children’s Perspectives on a School-Based Social and Emotional Learning Program." Children & Schools 42, no. 2 (April 2020): 121–30. http://dx.doi.org/10.1093/cs/cdaa007.
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Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.
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Stoenică, Ionica-Luminița. "Condiții pedagogice ale dezvoltării echilibrului emoțional la elevii claselor primare." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 48, no. 2 (August 21, 2021): 32–37. http://dx.doi.org/10.46727/jshs.2021.v48.i2.p32-37.
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The concept of pedagogical conditions, in the context of the development of emotional balance with primary school students, defines the set of affective, motivational, volitional-characteristic and cognitive factors that support students’ emotional balance within a formative triangle built on the necessary interpenetration between: a) student’s optimism as a psyhological state favorabile to healthy and successful school behavior, b) personal affective efficiency, established at a level of feeling superior to learning; c) self-esteem, acquired in a fomal and non-formal context, but also in an informal. All these have as a superior quality product the formation and development of the emotional intelligence of the students, which is in close functional and structural connection with the emotional culture of the teacher, in general and of the teacher from primary education, in particular.
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Zuzevičiūtė, Vaiva, and Svetlana Surikova. "PERSONAL QUALITIES OF LEARNING FACILITATORS IN ADULT AND CONTINUING EDUCATION : OPINION OF ADULT EDUCATORS IN LATVIA AND LITHUANIA." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 269. http://dx.doi.org/10.17770/sie2014vol2.682.
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The paper highlights the key findings from a comparative study conducted in 2011- 2012 using the project “Qualified to Teach” − QF2TEACH first wave questionnaire (www.qf2teach.eu). The questionnaire was structured in nine domains: personal qualities; interpersonal behaviour and communication with learners; cooperation with the external environment; planning and management; access and progression of learners; subject-related, specialist domain; monitoring and assessment of learning processes; didacticalmethodological domain; personal development and reflection. In present paper the main results of transnational survey in Latvia and Lithuania are analysed in order to evaluate the importance of certain personal qualities of learning facilitators in adult and continuing education from current and future perspectives as well as to identify the main future-required personal qualities. The study results indicated that open mindedness, optimism, emotional stability, sincerity, pro-activity, flexibility, sociability, tolerance, and morality (ethics) have been named both by the Latvian and Lithuanian adult educators as the main future-required personal qualities of the learning facilitators in adult and continuing education.
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Tsurkan, Maria V., Anna Ilkiv, Oksana V. Maksymiuk, Ivanna M. Struk, and Nataliya O. Shatilova. "Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School." International Journal of Higher Education 9, no. 7 (August 4, 2020): 130. http://dx.doi.org/10.5430/ijhe.v9n7p130.
Full textAbstract:
The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.