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Ferreira, Marco; Reis-Jorge, José; Batalha, Sara – International Journal of Emotional Education, 2021
Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children's development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this process. There is evidence to indicate that…
Descriptors: Social Emotional Learning, Preschool Education, Preschool Teachers, School Readiness
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Ahmadi-Azad, Shima; Asadollahfam, Hassan; Zoghi, Masoud – International Journal of Emotional Education, 2021
English as a foreign language (EFL) teachers differ in their autonomy-supportive and controlling interpersonal behavioral styles when motivating learners. Drawing upon the self-determination theory (SDT) and the model of interpersonal teacher behavior (MITB), this study aimed to investigate the impact of teachers' interpersonal behaviors,…
Descriptors: Teacher Behavior, Personal Autonomy, Student Motivation, English (Second Language)
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Adewoye, Segun Emmanuel; du Plessis, Annelize – International Journal of Emotional Education, 2021
This study aimed to ascertain how the four domains of self-debasing cognitive distortion, namely personalisation, catastrophising, overgeneralisation and selective abstraction, could predict or inform emotional disturbance in the reactions of bystanders when witnessing bullying behaviour. We utilised purposive sampling to select 10 bystanders of…
Descriptors: Emotional Problems, Bullying, Cognitive Processes, Emotional Response
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Stipp, Brian; Kilpatrick, Lance – International Journal of Emotional Education, 2021
This paper evaluates P-12 American school teachers' perceptions of a six-session training that used the trauma-informed Trust-based Relational Intervention (TBRI) system with teachers in one socioeconomically vulnerable school district during the 2018-19 school year. The research questions explored the training participants' (n=41) opinions about…
Descriptors: Trust (Psychology), Intervention, Teacher Student Relationship, Teacher Attitudes
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Farnsworth, Megan – International Journal of Emotional Education, 2021
Utilising narrative inquiry in a teacher preparation programme, the author examined ways that rural preservice teachers explored their resilience through writing stories of overcoming obstacles. The presented research investigated links among resilience, purpose, and advocacy for social justice. Data for this study (16 female, rural students) were…
Descriptors: Advocacy, Preservice Teachers, Resilience (Psychology), Well Being
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Akamatsu, Daisuke; Gherghel, Claudia – International Journal of Emotional Education, 2021
In recent years, educational practitioners have become more aware of the importance of cultivating students' social and emotional skills, in order to facilitate adaptation beyond academic contexts. Emotional intelligence (EI), the ability to regulate one's own and others' emotions appropriately, has often been targeted in educational…
Descriptors: Emotional Intelligence, Empathy, Educational Practices, Aggression
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Keresztes, Noemi; Piko, Bettina F.; Howard-Payne, Lynlee; Gupta, Himanshu – International Journal of Emotional Education, 2020
Sexual health includes not only the prevention of sexually transmitted infections (STIs), unwanted and unplanned pregnancy, coercion, violence and discrimination, but also a positive approach to sexuality (Edwards & Coleman, 2004). Although Hungary is still among the countries with low HIV/STISs infection rate, sexually active young people are…
Descriptors: Foreign Countries, College Students, Student Attitudes, Sexuality
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Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica – International Journal of Emotional Education, 2020
Recent decades have seen a rise in mental health problems among children and adolescents. Despite a proliferation of studies describing effective school-based mental health programs, reviews of current research in this field suggest a strong lack of consensus concerning the definition of school mental health and its constructs. In the present…
Descriptors: Mental Health, Health Promotion, Child Health, School Health Services
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Verrastro, Valeria; Ritella, Giuseppe; Saladino, Valeria; Pistella, Jessica; Baiocco, Roberto; Fontanesi, Lilybeth – International Journal of Emotional Education, 2020
This study examines how family functioning, the parent-child relationship and personal factors are related to happiness in 1549 children aged 7 to 14 years old (53% females) in Italy. Children and pre-adolescents completed a set of questionnaires on self-rated happiness, self-concept and loneliness. At least one of their parents filled in…
Descriptors: Foreign Countries, Family Relationship, Parent Child Relationship, Children
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Drnas, Marija Šaric – International Journal of Emotional Education, 2020
This study focuses on the relationship between reinforcement sensitivity and aggression according to the combination of forms and functions of aggression (i.e. proactive overt, proactive relational, reactive overt and reactive relational), and on the moderating role of gender in this relationship. The survey included 656 adolescents (55.33% male)…
Descriptors: Gender Differences, Aggression, Adolescents, Reinforcement
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Kaynak, Naime Elcan – International Journal of Emotional Education, 2020
The purpose of this qualitative study is to shed light on elementary teachers' perspectives on their sense of well-being, with emphasis on contextual factors that promote or block their sense of well-being. Data were collected through background questionnaires, teachers' journal writings, and interviews with teachers. Findings reveal that…
Descriptors: Elementary School Teachers, Teacher Attitudes, Well Being, Teaching Conditions
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Schäfer, Alina; Pels, Fabian; Kleinert, Jens – International Journal of Emotional Education, 2020
The aim of the present study was to examine whether different coping strategies (focus on positive, support coping, active coping and evasive coping) mediate the relationship between emotion-regulation (i.e., emotion acceptance skills, emotion resilience skills and emotion regulation skills) and perceived stress in physical education (PE)…
Descriptors: Coping, Stress Management, Emotional Response, Self Control
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Strong, Craig; Hindley, David; Sarkar, Mustafa; Nevill, Mary – International Journal of Emotional Education, 2020
It has been claimed that Emotional Intelligence (E.I.) is an integral part of a teacher's skill set (Corcoran & Tormey, 2012) and accordingly those teachers demonstrating a high Emotional Quotient (E.Q.) produce more engaging and motivating lessons (Akhmetova et al., 2014). Primary school teachers require E.I. in order to recognise and control…
Descriptors: Foreign Countries, Emotional Intelligence, Elementary School Teachers, Physical Education
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Llenares, Ian I.; Deocaris, Custer C.; Espanola, Marjorie; Sario, Jay A. – International Journal of Emotional Education, 2020
The promotion of resilience among young people is essential to maintain a healthy mental state. Resilient individuals withstand better life stressors, such as poverty, health problems, or family conflict. They avoid responding to unfavorable circumstances with negative behaviours, such as violence and substance abuse (Cutuli & Herbers, 2018;…
Descriptors: Psychological Patterns, Resilience (Psychology), College Graduates, Foreign Countries
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Kumschick, Irina Rosa; Thiel, Felicitas; Goschin, Camilla; Froehlich, Eva – International Journal of Emotional Education, 2020
The internship that preservice teachers complete early in the course of their studies paves the way for their transition from the role of student to that of teacher. It gives them a first opportunity to apply theoretical knowledge and develop practical skills, especially to improve their decision-making competences in the three-part process of…
Descriptors: Decision Making, Preservice Teachers, Psychological Patterns, Internship Programs
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