Existing research suggests that mindfulness cultivates positive affect while reducing negative affect, and facilitates increases in resilience. More research is needed to examine the complex mechanisms by which emotional affect likely translates mindfulness into increased states of resilience in undergraduates. We hypothesised that the relationship between mindfulness and resilience in Maltese undergraduates is mediated by both positive and negative affect. Using a cross-sectional survey design and quantitative methodology based on mediation analysis, a questionnaire comprising the Kentucky Inventory of Mindfulness Skills, Positive and Negative Affect Schedule, and Brief Resilience Scale was circulated among 226 Maltese undergraduates. The results support previous research indicating significant relationships between mindfulness and both forms of emotional affect, as well as increased resilience. A path analysis revealed full mediation of the interaction between mindfulness and resilience by affective well-being. The indirect pathways through positive and negative affect to resilience, cumulatively accounted for a majority of the explanatory power attributable to mindfulness alone. Finally, an argument is presented in favour of mindfulness as a more formalised intervention within higher education settings, to support broader psychological wellness outcomes among Maltese undergraduates. Keywords: Mindfulness, resilience, affective well-being, undergraduate students, path analysis
{"title":"The relationship between mindfulness and resilience in Maltese undergraduates : a study of affective well-being as a potential mediator","authors":"E. Atkins, Matthew Muscat-Inglott","doi":"10.56300/kcyy1339","DOIUrl":"https://doi.org/10.56300/kcyy1339","url":null,"abstract":"Existing research suggests that mindfulness cultivates positive affect while reducing negative affect, and facilitates increases in resilience. More research is needed to examine the complex mechanisms by which emotional affect likely translates mindfulness into increased states of resilience in undergraduates. We hypothesised that the relationship between mindfulness and resilience in Maltese undergraduates is mediated by both positive and negative affect. Using a cross-sectional survey design and quantitative methodology based on mediation analysis, a questionnaire comprising the Kentucky Inventory of Mindfulness Skills, Positive and Negative Affect Schedule, and Brief Resilience Scale was circulated among 226 Maltese undergraduates. The results support previous research indicating significant relationships between mindfulness and both forms of emotional affect, as well as increased resilience. A path analysis revealed full mediation of the interaction between mindfulness and resilience by affective well-being. The indirect pathways through positive and negative affect to resilience, cumulatively accounted for a majority of the explanatory power attributable to mindfulness alone. Finally, an argument is presented in favour of mindfulness as a more formalised intervention within higher education settings, to support broader psychological wellness outcomes among Maltese undergraduates. Keywords: Mindfulness, resilience, affective well-being, undergraduate students, path analysis","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44061276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dewey (1938) once wrote that the most effective forms of learning connect intellectual processes with emotion, which is able to inspire curiosity and excite the learner. This paper adds to the body of research that attests to the transformative role of affect in teacher education, which is able to be cultivated through arts-based service-learning experiences. Pre-service teachers at two universities in Sydney, Australia were placed in service-learning settings that were based around participatory experiences in drama and storytelling, music, dance or visual art. The pre-service teachers’ reflections on the placement revealed a transformative experience which combined emotional learning with critical analysis of social justice issues as they relate to education. As part of their placement, they experienced arts engagement that utilised affect and emotion as a transformative pedagogy. They broadened their understanding of the role of teachers, both in an institution and in society. These emerging understandings led them to find voice as advocates, investigate arts education and community projects as alternative career paths and re-evaluate their own perceptions of quality teaching. Some participants continued engaging with the community arts projects after the placement had concluded, and others became advocates for the arts in education and society. Finally, they adopted a critical stance on social justice issues, and shed light on the ways that arts learning service-learning placements can become deeper engagements, leading to sustainable benefits for all parties. Keywords: affect, emotion, arts education, education, creativity
{"title":"Affective and emotional experiences in arts-based service-learning environments","authors":"","doi":"10.56300/uanj1022","DOIUrl":"https://doi.org/10.56300/uanj1022","url":null,"abstract":"Dewey (1938) once wrote that the most effective forms of learning connect intellectual processes with emotion, which is able to inspire curiosity and excite the learner. This paper adds to the body of research that attests to the transformative role of affect in teacher education, which is able to be cultivated through arts-based service-learning experiences. Pre-service teachers at two universities in Sydney, Australia were placed in service-learning settings that were based around participatory experiences in drama and storytelling, music, dance or visual art. The pre-service teachers’ reflections on the placement revealed a transformative experience which combined emotional learning with critical analysis of social justice issues as they relate to education. As part of their placement, they experienced arts engagement that utilised affect and emotion as a transformative pedagogy. They broadened their understanding of the role of teachers, both in an institution and in society. These emerging understandings led them to find voice as advocates, investigate arts education and community projects as alternative career paths and re-evaluate their own perceptions of quality teaching. Some participants continued engaging with the community arts projects after the placement had concluded, and others became advocates for the arts in education and society. Finally, they adopted a critical stance on social justice issues, and shed light on the ways that arts learning service-learning placements can become deeper engagements, leading to sustainable benefits for all parties. Keywords: affect, emotion, arts education, education, creativity","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49591143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research suggests that empathy may lead to either sympathy, involving emotional identification with another person, accompanied by caring and concern, or personal distress, that is emotional reaction to another's condition that is aversive and self-centered (Eisenberg et al., 2010). While the former frequently predicts prosocial behavior, the latter is hypothesized to predict it only when helping is the easiest way to alleviate the distress of the helper (Batson, 1991). Drawing on self-determination theory, we hypothesized that autonomy supportive parenting (taking the child’s perspective and providing choice) may predict the child’s integrative emotion regulation, and this may predict emotional identification with others in need (i.e., sympathy). In contrast, the autonomy suppressive practice of conditional regard may predict dysregulation of emotions, leading to personal distress when facing a close friend’s adversity. Participants included 147 college students and 147 close friends. Target participants reported perceptions of their mothers’ behaviour and their own emotion regulation styles, while close friends reported perceptions of target participants’ sympathy and personal distress responses. Results support the study’s hypotheses and provide insights into the socialization of emotion regulation and empathy. Keywords: parental conditional regard, autonomy support, emotion regulation, empathetic capacity
研究表明，共情可能导致同情，包括对另一个人的情感认同，伴随着关心和关心，或者个人痛苦，这是对另一个人的情况的情绪反应，是厌恶和以自我为中心的(Eisenberg et al.， 2010)。虽然前者经常预测亲社会行为，但后者只有在帮助是减轻帮助者痛苦的最简单方法时才会预测亲社会行为(Batson, 1991)。根据自我决定理论，我们假设自主支持性养育(站在孩子的角度并提供选择)可能预测孩子的综合情绪调节，这可能预测与其他有需要的人的情感认同(即同情)。相比之下，条件关注的自主性抑制实践可能预测情绪失调，导致个人在面对亲密朋友的逆境时感到痛苦。参与者包括147名大学生和147名亲密朋友。目标参与者报告了他们对母亲行为和自己情绪调节风格的看法，而亲密的朋友报告了目标参与者对同情和个人痛苦反应的看法。结果支持了本研究的假设，并为情绪调节和共情的社会化提供了见解。关键词:父母条件关注、自主支持、情绪调节、共情能力
{"title":"Antecedents of Empathic Capacity: Emotion Regulation Styles as Mediators between Controlling Versus Autonomy - Supportive Maternal Practices and Empathy","authors":"M. Kalman-Halevi, Yaniv Kanat‐Maymon, G. Roth","doi":"10.56300/ykol5279","DOIUrl":"https://doi.org/10.56300/ykol5279","url":null,"abstract":"Research suggests that empathy may lead to either sympathy, involving emotional identification with another person, accompanied by caring and concern, or personal distress, that is emotional reaction to another's condition that is aversive and self-centered (Eisenberg et al., 2010). While the former frequently predicts prosocial behavior, the latter is hypothesized to predict it only when helping is the easiest way to alleviate the distress of the helper (Batson, 1991). Drawing on self-determination theory, we hypothesized that autonomy supportive parenting (taking the child’s perspective and providing choice) may predict the child’s integrative emotion regulation, and this may predict emotional identification with others in need (i.e., sympathy). In contrast, the autonomy suppressive practice of conditional regard may predict dysregulation of emotions, leading to personal distress when facing a close friend’s adversity. Participants included 147 college students and 147 close friends. Target participants reported perceptions of their mothers’ behaviour and their own emotion regulation styles, while close friends reported perceptions of target participants’ sympathy and personal distress responses. Results support the study’s hypotheses and provide insights into the socialization of emotion regulation and empathy. Keywords: parental conditional regard, autonomy support, emotion regulation, empathetic capacity","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46267501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When providing healthcare services, healthcare students face a variety of ethical issues and conflicts daily. Such characteristics as ethical sensitivity and emotional intelligence are influential in determining an individual’s performance and can prove useful in coping with challenges in life. Given the significance of these two variables in the career prospects and educational and professional lives of students, the present cross-sectional study with 486 students majoring in nursing, operating room, and anesthesia, aims to investigate the relationship between ethical sensitivity and emotional intelligence. Data were collected using demographics, ethical sensitivity, and emotional intelligence. The students’ ethical sensitivity level was high, while their emotional intelligence was average. Regression analysis revealed that students’ ethical sensitivity was related to their emotional intelligence and gender. There is also a significant correlation between ethical sensitivity and emotional intelligence on one hand and gender on the other: female students possess higher levels of ethical sensitivity, while male students have greater emotional intelligence. Students in nursing schools may benefit from greater insight into the concepts of ethical sensitivity and emotional intelligence and ways to enhance them. Keywords: ethical sensitivity, emotional intelligence, nursing students, operating room, anesthesia.
{"title":"A study of the relationship between ethical sensitivity and emotional intelligence in nursing, anesthesia, and operating room students","authors":"Mina Mosallanezhad, C. Torabizadeh, L. Zarshenas","doi":"10.56300/jaer8536","DOIUrl":"https://doi.org/10.56300/jaer8536","url":null,"abstract":"When providing healthcare services, healthcare students face a variety of ethical issues and conflicts daily. Such characteristics as ethical sensitivity and emotional intelligence are influential in determining an individual’s performance and can prove useful in coping with challenges in life. Given the significance of these two variables in the career prospects and educational and professional lives of students, the present cross-sectional study with 486 students majoring in nursing, operating room, and anesthesia, aims to investigate the relationship between ethical sensitivity and emotional intelligence. Data were collected using demographics, ethical sensitivity, and emotional intelligence. The students’ ethical sensitivity level was high, while their emotional intelligence was average. Regression analysis revealed that students’ ethical sensitivity was related to their emotional intelligence and gender. There is also a significant correlation between ethical sensitivity and emotional intelligence on one hand and gender on the other: female students possess higher levels of ethical sensitivity, while male students have greater emotional intelligence. Students in nursing schools may benefit from greater insight into the concepts of ethical sensitivity and emotional intelligence and ways to enhance them. Keywords: ethical sensitivity, emotional intelligence, nursing students, operating room, anesthesia.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43828968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susana Caires, Regina F. Alves, A. Martins, Patrícia Magalhães, Sabina Valentec
Developing socio-emotional skills is essential for improving university students’ quality of life and subjective well-being. These skills also play a crucial role in initial teacher education, as they are responsible for their students’ cognitive, emotional and social development. The objective of the present study is to analyse the perceived impact of an emotional education programme for teachers in training. A total of 56 student teachers, from seven different master’s degree programmes, completed a six-session programme. The evaluation was conducted through an experiential portfolio, which included the challenges and dynamics experienced in terms of emotional experience, the meaning of these experiences, and the difficulties and gains. The results revealed that, despite some difficulties, participation in the programme was considered by the participants as contributing to their emotional literacy, such as the ability to express and understand their own emotions and those of others, and to a growing sense of empathy and connectedness. This study highlights the importance of continuously investing in teachers’ socio-emotional growth and competence during their training and teaching careers. Keywords: social and emotional learning, socio-emotional skills, emotional education programme, initial teacher training, sense of belonging
{"title":"Promoting Socio-emotional Skills in Initial Teacher Training: An Emotional Educational Programme","authors":"Susana Caires, Regina F. Alves, A. Martins, Patrícia Magalhães, Sabina Valentec","doi":"10.56300/vcjw9231","DOIUrl":"https://doi.org/10.56300/vcjw9231","url":null,"abstract":"Developing socio-emotional skills is essential for improving university students’ quality of life and subjective well-being. These skills also play a crucial role in initial teacher education, as they are responsible for their students’ cognitive, emotional and social development. The objective of the present study is to analyse the perceived impact of an emotional education programme for teachers in training. A total of 56 student teachers, from seven different master’s degree programmes, completed a six-session programme. The evaluation was conducted through an experiential portfolio, which included the challenges and dynamics experienced in terms of emotional experience, the meaning of these experiences, and the difficulties and gains. The results revealed that, despite some difficulties, participation in the programme was considered by the participants as contributing to their emotional literacy, such as the ability to express and understand their own emotions and those of others, and to a growing sense of empathy and connectedness. This study highlights the importance of continuously investing in teachers’ socio-emotional growth and competence during their training and teaching careers. Keywords: social and emotional learning, socio-emotional skills, emotional education programme, initial teacher training, sense of belonging","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several authors have underlined the negative consequences of the COVID-19 pandemic on mental health in several populations, including medical students, such as increases in anxiety, depression and burnout symptoms. Furthermore, previous studies showed that anxiety and depressive symptoms are positively associated with affective empathy and negatively associated with cognitive empathy. Given the adverse pandemic effects highlighted by several authors, the present study sought to determine whether medical students’ empathy has been potentially impacted, with higher affective empathy and lower cognitive empathy score in the pandemic cohort compared to pre-pandemic cohorts. Medical students (n = 395) were recruited during the COVID-19 pandemic and completed the Interpersonal Reactivity Index (IRI) and the Basic Empathy Scale (BES). This cohort was then compared with two pre-pandemic cohorts (one used the BES [n = 1168], and the other used the IRI [n = 342]). Similar results were found on both scales: the pandemic cohort displayed significantly higher scores in affective empathy and personal distress (affective empathy domain) and, surprisingly, significant higher scores in cognitive empathy, fantasy, and perspective-taking (cognitive empathy domains). As stressed by previous studies, we posited that the higher scores in affective empathy, personal distress, and fantasy might indicate emotional difficulties. The paper concludes with the identification of empathy components that should be promoted in the curriculum of medical students. Keywords: medical education; medical students; empathy; COVID-19, affective empathy, cognitive empathy
{"title":"Medical Students’ Empathy During the COVID-19 Pandemic: A cross-sectional study","authors":"J. Triffaux, S. Tisseron, J. Nasello","doi":"10.56300/leeg4898","DOIUrl":"https://doi.org/10.56300/leeg4898","url":null,"abstract":"Several authors have underlined the negative consequences of the COVID-19 pandemic on mental health in several populations, including medical students, such as increases in anxiety, depression and burnout symptoms. Furthermore, previous studies showed that anxiety and depressive symptoms are positively associated with affective empathy and negatively associated with cognitive empathy. Given the adverse pandemic effects highlighted by several authors, the present study sought to determine whether medical students’ empathy has been potentially impacted, with higher affective empathy and lower cognitive empathy score in the pandemic cohort compared to pre-pandemic cohorts. Medical students (n = 395) were recruited during the COVID-19 pandemic and completed the Interpersonal Reactivity Index (IRI) and the Basic Empathy Scale (BES). This cohort was then compared with two pre-pandemic cohorts (one used the BES [n = 1168], and the other used the IRI [n = 342]). Similar results were found on both scales: the pandemic cohort displayed significantly higher scores in affective empathy and personal distress (affective empathy domain) and, surprisingly, significant higher scores in cognitive empathy, fantasy, and perspective-taking (cognitive empathy domains). As stressed by previous studies, we posited that the higher scores in affective empathy, personal distress, and fantasy might indicate emotional difficulties. The paper concludes with the identification of empathy components that should be promoted in the curriculum of medical students. Keywords: medical education; medical students; empathy; COVID-19, affective empathy, cognitive empathy","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45697248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Cavioni, I. Grazzani, V. Ornaghi, A. Agliati, S. Gandellini, C. Cefai, L. Camilleri, P. Bartolo, S. Tatalović Vorkapić, Lana Golob, M. Poulou, B. Martinsone, I. Supe, C. Simões, P. Lebre, Adina Colomeischi, P. Rusu, Lidia Acostoaie, Tatiana Vintur, E. Conte
In the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area. Keywords: PROMEHS, teachers’ mental health, social and emotional learning, resilience, self-efficacy
{"title":"A multi-component curriculum to promote teachers’ mental health: Findings from the PROMEHS program","authors":"V. Cavioni, I. Grazzani, V. Ornaghi, A. Agliati, S. Gandellini, C. Cefai, L. Camilleri, P. Bartolo, S. Tatalović Vorkapić, Lana Golob, M. Poulou, B. Martinsone, I. Supe, C. Simões, P. Lebre, Adina Colomeischi, P. Rusu, Lidia Acostoaie, Tatiana Vintur, E. Conte","doi":"10.56300/kfnz2526","DOIUrl":"https://doi.org/10.56300/kfnz2526","url":null,"abstract":"In the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area. Keywords: PROMEHS, teachers’ mental health, social and emotional learning, resilience, self-efficacy","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42613300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Iñigo Aguinaga San José, Ana Martínez-Pampliega, Txemi Santamaría, L. Merino Ramos
This paper presents a model that analyses the relationship between the coach’s emotional competences and the training climate as predictors of the youngsters’ emotional competences and psychological well-being. In the present study, 309 athletes and 17 coaches participated in the study. A general predictive model was estimated with path analysis and the maximum robust likelihood (MLR) estimation method. The results showed that the coach’s emotional competences are associated with autonomy-supportive climates (β = .15, p < .005). This climate is related to youth’s emotional competences (β = .30, p < .005) and lower emotional (β = -.27, p < .005), behavioural (β = -.51, p < .005), and social (β = -.33, p < .005) symptomatology. These results have important practical implications in designing interventions that promote coaches’ emotional competences given its association with autonomy-supportive climates, which in turn are related to athletes’ emotional competences and psychological well-being. Keywords: coaching, athletes, autonomy-supportive climate, mental health, well-being.
{"title":"The Coach’s Role in Young Athletes’ Emotional Competence and Psychological Well-being","authors":"Iñigo Aguinaga San José, Ana Martínez-Pampliega, Txemi Santamaría, L. Merino Ramos","doi":"10.56300/mcue4028","DOIUrl":"https://doi.org/10.56300/mcue4028","url":null,"abstract":"This paper presents a model that analyses the relationship between the coach’s emotional competences and the training climate as predictors of the youngsters’ emotional competences and psychological well-being. In the present study, 309 athletes and 17 coaches participated in the study. A general predictive model was estimated with path analysis and the maximum robust likelihood (MLR) estimation method. The results showed that the coach’s emotional competences are associated with autonomy-supportive climates (β = .15, p < .005). This climate is related to youth’s emotional competences (β = .30, p < .005) and lower emotional (β = -.27, p < .005), behavioural (β = -.51, p < .005), and social (β = -.33, p < .005) symptomatology. These results have important practical implications in designing interventions that promote coaches’ emotional competences given its association with autonomy-supportive climates, which in turn are related to athletes’ emotional competences and psychological well-being. Keywords: coaching, athletes, autonomy-supportive climate, mental health, well-being.","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed-methods study investigated the effects of a traditional play program (TPP) on 48 children’s emotional intelligence (EQ), social ability (SA), and self-esteem (SE), important skills for children’s overall well-being and development. The participants were recruited from two child welfare centers (CCs) and divided into experimental and control groups. The experimental group participated in a 13-week, biweekly 40-minute TPP designed to improve these skills. The analysis revealed TPP’s efficacy in improving EQ, SA, and SE, with consequent implications for child welfare centers’ interventions. Future research should focus on understanding underlying mechanisms and generalizability to other groups. keywords: traditional play, emotional intelligence, social competence, self-esteem, child welfare centers, South Korea
{"title":"Short Research Report: The effect of traditional play on the emotional intelligence, social ability, and self-esteem of children in Korean child welfare centers: A mixed-methods study","authors":"Hyesoo Lim","doi":"10.56300/kphf2682","DOIUrl":"https://doi.org/10.56300/kphf2682","url":null,"abstract":"This mixed-methods study investigated the effects of a traditional play program (TPP) on 48 children’s emotional intelligence (EQ), social ability (SA), and self-esteem (SE), important skills for children’s overall well-being and development. The participants were recruited from two child welfare centers (CCs) and divided into experimental and control groups. The experimental group participated in a 13-week, biweekly 40-minute TPP designed to improve these skills. The analysis revealed TPP’s efficacy in improving EQ, SA, and SE, with consequent implications for child welfare centers’ interventions. Future research should focus on understanding underlying mechanisms and generalizability to other groups. keywords: traditional play, emotional intelligence, social competence, self-esteem, child welfare centers, South Korea","PeriodicalId":44209,"journal":{"name":"International Journal of Emotional Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48587577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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