Emotional competencies and emotional coeducation amongst university students
Iratxe Suberviola Ovejas
pp 3 - 20
This study examines the emotional competencies amongst 1,345 university students from three universities in northern Spain, focusing on emotional attention, clarity, and regulation by gender, academic discipline, and educational stage. Using the Trait Meta-Mood Scale (TMMS-24) as a measurement tool, statistical analyses, including normality tests, ANOVA, and t-tests, were conducted with the aim of identifying significant differences in emotional competencies based on these variables. Results indicate that female participants scored higher in emotional attention, while male participants excelled in emotional regulation, with no significant differences in emotional clarity. Social sciences’and humanities’ students showed the highest emotional attention scores, whereas technological sciences’ students led in emotional regulation. Postgraduate students outperformed undergraduates in both emotional attention and regulation, reflecting greater emotional maturity. These findings highlight the influence of gender socialisation and disciplinary context in shaping emotional competencies. and underscores emotional coeducation as a key strategy to reduce emotional inequalities and foster holistic development in education.
Thinking styles underlying the cognitive judgements of exam anxiety amongst university students of engineering
Guadalupe Elizabeth Morales-Martinez, Ricardo Jesus Villarreal-Lozano and Maria Isolde Hedlefs-Aguilar
pp 21 - 39
This research study explored the systematic thinking modes underlying test anxiety in 706 engineering students through an experiment centred on the cognitive algebra paradigm. The participants had to read 36 experimental scenarios that narrated an imaginary academic assessment situation one by one and then judge the level of anxiety they experienced in response to the scenario read. The results indicated that the level of evaluative anxiety varies depending on gender, and there are three distinct patterns of emotional and cognitive processing to deal with academic assessment situations according to the anxiety intensity. However, there are no differences in the cognitive function of information integration to judge situations that produce evaluative anxiety. These results imply that there is a possible connection between the anxiety level and the cognitive mechanisms to judge test situations. This finding indicates that cognitive algebra is an effective method to identify the cognitive processing style that underlies test anxiety.
Affective empathy, negative emotions, and self-compassion in adolescent emotional problems : a moderated mediation model
Thu-Thao Thi Truong, Cat-Tuong Phuoc Nguyen, Hong-Van Thi Dinh and Thanh-Binh Nguyen Dau
pp 40 - 59
While the role of empathy in socio-emotional functioning has received extensive support in the literature, affective empathy has been identified as a risk factor for internalising disorders. However, little literature has explored the mechanisms through which affective empathy exerts its counter-effect and what aspects could regulate this association. Self-compassion has been documented to reduce empathic distress and promote well-being. Therefore, this study aims to investigate (1) the relationships among affective empathy, self-compassion, negative emotions, and emotional problems, (2) the mediating role of negative emotions in the relationship between affective empathy and emotional problems, and (3) the moderating role of self-compassion in this indirect effect. A total of 446 adolescents aged 12 to 17 completed a set of self-reported questionnaires measuring affective empathy, self-compassion, negative emotions, and emotional problems. Results demonstrated that affective empathy positively correlated with negative emotions and emotional problems, whereas self-compassion showed negative associations with these outcomes. Structural equation modelling analyses revealed that negative emotions mediated the association between affective empathy and emotional problems, and this indirect relationship was moderated by self-compassion. These findings have implications for promoting adolescent well-being through integrating empathy and self-compassion training.
Creative expression, community, and calculated risks : protective and risk factors associated with BMX
Dave Camilleri and Shanee Katz
pp 60 - 79
This study explores the role of Bicycle Motocross (BMX) beyond its conventional recreational function, focusing on its impact on individual and social wellbeing. Through a quantitative approach employing the Adolescent Resilience Questionnaire and a tailored BMX Riding Experiences Survey, factors associated to BMX are used to predict mental and social health in riders ages 15 years to 55 years old (n=240) using linear regression analysis. The individual wellbeing dimensions investigated include confidence, emotional insight, negative cognition, social skills, and empathy. Additionally, social wellbeing aspects such as family, school, and peer connectedness are examined. Findings indicate that peer encouragement, family support, helping others after falls, creative opportunities, observational learning, and contributing to local riding spots emerged as significant positive predictors of overall wellbeing. Additionally, problem-solving demands and embracing managed risks in BMX correlated with reduced anxious thinking patterns. This research underscores the significance of BMX not merely as a recreational activity but as a promoter of comprehensive wellbeing across multiple domains.
Examining refugee children's experiences through the resettlement model
Naime Elcan Kaynak and Yeliz Abbak
pp 80 - 84
The purpose of this study is to explore refugee children's experiences of online education during the COVID pandemic. A phenomenological study was conducted with thirty Syrian refugee children. Semi-structured interviews were held to get an in-depth understanding of the participants’ experiences of online education during the pandemic. Findings reveal that during online education, the participants had to deal with multiple challenges in their home lives and their educational environment. As they struggled to access basic needs such as food, clean water, and warm houses, the lack of internet connection and electronic devices, along with the language barriers, further disrupted their education. Listening to the voices of refugee children and exploring their unique experiences during online education provided insights for policymakers and educators in creating a more effective and inclusive learning environment for refugee children.
Socialising children’s negative emotions in early education : adapting and validating a scale for teachers
Sabiha Üzüm, Rabia Filik and Hasibe Özlen Demircan
pp 95 - 110
This study aimed to adapt and examine the cross-cultural validity and reliability of the Coping with Children's Negative Emotions Scale - Teacher Version (CNNES-T), which assesses the levels of early childhood (EC) teachers' perception of their reactions towards young children's negative emotions. For this purpose, two studies were carried out. In Study-I, the scale is adapted using a team translation technique, and exploratory and confirmatory factor analyses conducted to investigate the factor structure of the adapted scale with a sample of 720 EC teachers. Study-I revealed that the scale's factor structure differed from the original version. In Study-II, the structure of the scale was analysed by considering internal consistency estimates and confirmed with an adequate model fit via confirmatory factor analysis with a sample of 358 EC teachers. Findings supported the two-factor model of CCNES-T in the Turkish context, consisting of 48 items with good internal consistency coefficients.
Short Research Report: A universal socio-emotional learning programme for child adjustment and peer relationships
Sofia Moreira, Vera Coelho, Carla Peixoto, Andreia Espain & Helena Azevedo
pp 111 - 115
Universal SEL interventions have garnered increasing attention in educational systems worldwide, including in Portuguese schools, with short- and long-term benefits for students, such as social and emotional competencies, academic performance, and positive attitudes and behaviours. Using a pre- and post-test design, the current study aims to analyse the effects of a universal SEL intervention on elementary school students’ emotional problems, behaviour problems, hyperactivity behaviours, peer relationship problems, and pro-social behaviours, as well as the quality of peer relationships in the classroom. Participants included 207 fourth-grade students (50.5% females) from Portuguese public elementary schools, aged between 8 and 13 years (Mage = 9.15, SD = 0.56). Measures comprised the Strengths and Difficulties Questionnaire, completed by teachers, and the Classroom Peer Context Questionnaire, completed by students. Students attended a 32-week classroom-based universal SEL intervention during one school year. Results show a positive effect of the intervention on students' psychological adjustment (emotional symptoms, peer problems, hyperactivity), prosocial behaviours and mutual affection, even though small effect sizes were found. Male students reported higher peer problems and hyperactivity, which significantly improved at post intervention, while female students exhibited an increase in prosocial behaviours.
