How mindfulness translates into engagement and flourishing : the role of flow
Tajana Ljubin Golub and Martina Gajšek
pp 3 - 20
Mindfulness and flow are optimal experiences of consciousness that are positively related
to each other and both are associated with enhanced well-being. The current study
expanded upon previous work by investigating the hypothesis that flow experienced
specifically in academic activities mediates the relationship between dispositional
mindfulness and academic engagement and academic flourishing. A sample of 270
university students in Croatia (77% female) completed an online survey that included
The Mindful Attention Awareness Scale, The Swedish Flow Proneness Questionnaire for
Academic Domain, The Academic Engagement Scale, and The Academic Flourishing
Scale. Mindfulness was positively related to academic flow, while both mindfulness and
academic flow were associated with higher behavioural and cognitive academic
engagement and academic flourishing, and negatively related to anxious engagement.
The results of mediation analyses revealed that academic flow is the underlying
mechanism for translating the effects of dispositional mindfulness into higher
behavioural and cognitive academic engagement, lower anxious engagement and higher
academic flourishing. The results are in line with the flow theory and support the role of
dispositional mindfulness in engagement in the classroom and flourishing in studying.
Development and validation of a social-emotional questionnaire for students in grades 4-6 (SEQ [G4-6])
Noa Weiss-Klayman, Mark T. Greenberg and Daphne Kopelman-Rubin
pp 21 - 36
In recent years, there has been increasing awareness on the benefits of social-emotional
competencies (SEC) on Israeli students. A self-report SEL measure tailored to the Israeli
context, however, has yet to be developed. This research aims to validate the SocialEmotional Questionnaire for Grades 4-6 (SEQ [G4-6]), a new self-report questionnaire
derived from culturally and developmentally appropriate social-emotional learning
standards in Israel. Three studies were undertaken, with the first study using EFA with
1,232 students and the second study making use of CFA with 2, 464 students. Both studies
indicated that the questionnaire consists of five factors: self-management, emotion
recognition, relationship skills, social-awareness, and responsible decision-making.
Study 3 compared the SEQ (G4-6) to the Strengths and Difficult questionnaire (SDQ) to
examine discriminant validity; the results show the two questionnaires represent different
theoretical constructs. The results’ theoretical and practical implications are considered
in terms of advancing the development of the SEQ (G4-6) as a self-report assessment
tool.
The emotional labour of higher education teachers : a scoping review
Érika Cinegaglia Viz Leutwiler, Elisa Maria Barbosa de Amorim-Ribeiro and Rebeca Grangeiro
pp 37 - 56
The role of higher education teachers (HETs) encompasses a multitude of responsibilities
and requires continual professional development to meet job demands. Yet, these HETs
encounter challenging conditions within work environments, which can adversely impact
their performance as well as their physical and mental health. Moreover, the nature of
teaching involves emotional demands, as emotions are integral to the pedagogical
process. Recognising the emotional dimension is critical to understanding the
professional lives of university educators. There is a notable scarcity of research on
emotional labour (EL) among HETs. This scoping review aims to address this gap by
identifying and mapping the EL of HETs, employing a search strategy that includes
articles published since 1983. Out of 923 articles initially identified, 20 met the eligibility
criteria for in-depth analysis. These articles were examined with respect to affective
interaction events, technical-pedagogical aspects, intrapersonal factors, emotional
regulation strategies, and their impact on professionals. The findings highlight the need
for more extensive research on EL among HETs, particularly quantitative studies. The
study provides insights for further research in the area as well as actionable
recommendations for HETs and administrators in higher education institutions (HEIs).
The integration of Social Emotional Learning in English as a Foreign Language elementary classrooms in Uruguay
Sheila Coli, Mayra C. Daniel and Ximena D. Burgin
pp 57 - 72
The integration of Social Emotional Learning (SEL) into educational settings has gained
significant attention due to its positive correlation with student academic achievement
and long-term success. While extensively studied in developed nations, empirical
evidence regarding SEL implementation in Latin America (LA) remains limited.
Uruguay, one of the few countries in LA integrating SEL into educational curricula, aims
to bolster SEL practises to improve student outcomes. However, there is prevailing
concern among Uruguayan teachers regarding the need for adequate training to
effectively implement SEL. This qualitative study investigates the efforts of Uruguayan
English as a Foreign Language (EFL) elementary teachers to embed SEL within their
instruction. Following a three-week online SEL course, 22 teachers were observed using
the SEL Coaching Toolkit. Findings revealed teachers' commitment to integrate SEL, yet
inconsistencies and limited explicit SEL practises were observed. The study highlights a
need for enhanced SEL training and support for educators. Recommendations include
providing foundational SEL knowledge, fostering collaborative learning environments,
and empowering educators to effectively nurture students’ social emotional
competencies, thereby advocating for equitable educational opportunities and fostering
positive learning outcomes.
Negative Emotions in The Mathematics Classroom: Shame and Humiliation Amongst High School Students
José Hernando Ávila-Toscano, Leonardo José Vargas-Delgado, Charid Dayana Badillo Cantillo, Diana Carolina Rodríguez Márquez and Rafael Segundo Sánchez Anillo
pp 73 - 89
Emotions play a significant role in learning mathematics, but some school situations may
lead students to experience negative emotions. The objectives of this study were to
analyse the emotional experience of embarrassment and humiliation in high school
students in mathematics classes, define the role of sex and academic grade in the
experience of such emotions, and determine the classroom situations related to these
emotions. A cross-sectional survey study examined 479 Colombian high school students
aged between 12 and 15 years old. The emotions and associated classroom situations
were evaluated through self-report questionnaires. Higher levels of shame and
humiliation were found among girls in the eighth grade. Shame was associated with peer
teasing, and humiliation with peer exclusion and repressive teacher behaviours. Clearly,
the emotions of humiliation and shame may be present in mathematics classes in high
schools, calling for a review of the role of educators and the management of emotional
health in the classroom in the teaching of mathematics.
Short Research Report: Enhancing Mental Health and Emotional Intelligence in Peruvian University Students through Socioformative Strategies
Jhan Carlos Manuel Fernández Delgado, Verónica Aguilar Esteva, Alex Alfredo HuamanLlanos and Alexander Huaman Monteza
pp 90 - 95
The prevalence of mental health issues among young people, including anxiety,
depression, and stress, has risen significantly. This study examines the effectiveness of
socioformative strategies in enhancing emotional intelligence and reducing mental health
issues in university students. A quantitative, pre-experimental study involved 187
students from one university in Peru with diagnosed mental health issues, utilising the
Emotional Intelligence Socio-Formation Scale (EOSF), Trait Meta-Mood Scale
(TMMS), and Depression, Anxiety, and Stress Scales (DASS). Wilcoxon test analysis
revealed significant improvements in emotional intelligence (p = 0.03), depression (p =
0.02), anxiety (p = 0.00), and stress (p = 0.01). These findings show a substantial
reduction in mental health symptoms and a 79.68% improvement in emotional
intelligence, supporting broader implementation in Peruvian universities.
Short Research Report: Cultivating Communication Skills in Times of Crisis: The perceived impact of SEL techniques in formative assessment on the communication competence of pre-service teachers in Ukraine
Natalia Dmitrenko, Violetta Panchenko, Olena Hladka, Iryna Shkola and Antonina Devitska
pp 96 - 100
This study examined the integration of social-emotional learning (SEL) in formative
assessment of pre-service English as foreign language (EFL) teachers during times of
crisis and its perceived impact on their communicative competence. The study
encompasses a six-month trial period of SEL-enriched formative assessments across five
Ukrainian universities. Findings from interviews with 12 participants indicate that
incorporating SEL in EFL teacher education programs enhanced learning outcomes,
when compared to traditional assessment methods. Furthermore, data suggest that
promoting SEL in formative assessment provides invaluable feedback for tutors,
prompting them to modify their teaching strategies appropriately while applying and
expanding pre-service EFL teachers’ professional-focused skills.
The empathy of university teachers in education degrees as a key competence for sustainable and humanized education
Dolores Villena-Martínez, David Molina-Muñoz, Lorena Linares-Baeza and Antonio Burgos-García
pp 101 - 104
Transversal competences are essential for the sustainability of higher education degrees,
particularly programmes which prepare students to serve as educators at critical
developmental stages. This study aimed to determine the empathic profiles of 206
university teachers in Early Childhood and Primary Education degrees at a Spanish
university. The Interpersonal Reactivity Index scale was used to measure empathy whilst
data was also collected on sociodemographic and work-related information. The results
revealed that the participants showed high empathy values across all dimensions except
for empathic stress, indicating signs of healthy empathy. Additionally, differences were
observed according to gender. The implications of the results are discussed in terms of
the benefits of fostering empathy as a transversal competence in both teachers and
students in teacher education programmes.
Short Research Report: From Pressure to Breaking Point: Exploring Sport Motivation, Big Five Personality Traits, and Sport Anxiety as Antecedents of Burnout in University Athletes
Anam Tahir, Tehreem Arshad and Ayesha Akram
pp 105 - 110
The present study examined the relationship between motivation, sport anxiety, big five
personality traits and athlete burnout, making use of a cross section research design. A
total of 200 university athletes between the ages of 18-26 years participated in the study,
completing a battery of scales measuring motivation, sport anxiety, and personality traits.
Pearson product moment correlation, multiple hierarchical regression analyses and
mediations analyses were conducted to evaluate the results. The findings show that sport
motivation (intrinsic regulation, introjected regulation and amotivation), personality traits
(neuroticism, conscientiousness), and sport anxiety are correlated with and predicted
various dimensions of athlete burnout. Sport anxiety mediated the relationship between
introjected regulation, intrinsic regulation and amotivation. The study identified several
antecedents of burnout in university athletes than can help address symptoms of burnout
and prevent the negative consequences that arise as a result of burnout.
