https://www.um.edu.mt/library/oar/handle/123456789/132161 2026-04-14T23:42:03Z 2026-04-14T23:42:03Z Abela, Claire Atkins, Elaine Zammit, Isabelle https://www.um.edu.mt/library/oar/handle/123456789/142200 2025-12-15T12:56:22Z 2025-01-01T00:00:00Z

Title: Subjective well-being among students in postsecondary vocational education in Malta Authors: Abela, Claire; Atkins, Elaine; Zammit, Isabelle Abstract: Subjective Well-Being (SWB) has emerged as a vital indicator of student mental health and educational success. This study investigates SWB among students in a postsecondary vocational education setting in Malta. Against a backdrop of increasing global and local mental health concerns among young people, the present study explores SWB within a multidimensional framework encompassing life satisfaction and positive and negative affectivity. Data were collected from 391 students aged 16–46 (M = 19) through the Brief Multidimensional Students’ Life Satisfaction Scale and the Positive and Negative Affect Schedule. Demographic and contextual variables such as age, socio-economic status, level of studies, perceived responsibilities, perceived health, and student-lecturer relationships, showed significant associations with SWB outcomes. Notably, students with mental health conditions or learning disabilities reported low SWB. The study underscores the importance of fostering supportive educational environments, particularly for those at risk in their SWB, and highlights SWB as a key factor in educational and psychological interventions aimed at improving student outcomes.

2025-01-01T00:00:00Z Cefai, Carmel https://www.um.edu.mt/library/oar/handle/123456789/141944 2025-12-04T14:05:32Z 2025-01-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 17(2)] Authors: Cefai, Carmel Abstract: The wellbeing and mental health of schoolteachers and educators have been receiving increasing attention due to the reported high levels of stress, putting teachers at risk of burnout, attrition and mental health issues. The nature of the profession itself, deeply rooted in complex social interactions, warrants proactive strategies to promote and protect teachers’ wellbeing through preventative policies and practices as well interventions to support teachers in managing effectively the stresses of the profession. In a critical discussion of this theme, Cavioni and colleagues (Italy) argue that this issue cannot be effectively addressed through isolated or exclusive individual-level strategies, but through an acknowledgment of the interdependent personal, relational and institutional nature of teacher wellbeing as well as systemic, preventive, and structured approaches embedded within educational policy and practice. Construing teacher wellbeing and mental health as a matter of personal responsibility ostracised from the organisational, relational and systemic contexts in which the profession is situated, only serves to prolong and exacerbate the challenges and increase teacher burnout and attrition. [excerpt]

2025-01-01T00:00:00Z Cardona-Isaza, Arcadio de Jesús González-Barrón, Remedios Trujillo, Angela Montoya-Castilla, Inmaculada https://www.um.edu.mt/library/oar/handle/123456789/141942 2025-12-04T14:03:35Z 2025-01-01T00:00:00Z

Title: Effects of an emotional intelligence intervention on justice-involved adolescents Authors: Cardona-Isaza, Arcadio de Jesús; González-Barrón, Remedios; Trujillo, Angela; Montoya-Castilla, Inmaculada Abstract: Research has shown that emotional intelligence programmes can help improve adolescents' mental health, well-being, and behaviour. Although they are primarily applied in the school context, such programmes can also be adapted to specific populations. The aim of this study was to determine the effectiveness of an emotional intelligence programme for adolescents involved in legal proceedings, based on the ability model of emotional intelligence proposed by Mayer and Salovey. A quasi- experimental design was used with 231 Colombian adolescents aged between 14 and 18 (M = 15.55, SD = 1.30). Emotional intelligence and other well-being and mental health variables were assessed using self-report scales. Results indicated that adolescents who participated in the programme improved their emotional intelligence, resilience, and emotional stability, with reduced emotional symptoms, particularly stress. The results suggest that the implemented programme is useful in helping adolescents with behavioural problems improve their mental health and subjective well-being.

2025-01-01T00:00:00Z Aksoy, Dilan https://www.um.edu.mt/library/oar/handle/123456789/141937 2025-12-16T11:00:25Z 2025-01-01T00:00:00Z

Title: Book reviews [International Journal of Emotional Education, 17(2)] Authors: Aksoy, Dilan Abstract: As the new Book Reviews Editor, I would like to introduce myself and extend my warmest thanks to Helen Cowie, the previous editor, for her inspiring work over the past few years. As a resilience researcher and lecturer in social-emotional learning (SEL), I am passionate about promoting concepts, theories, and insights that support the well-being of students and teachers and their ability to reach their potential in education. This shapes my approach to this column, which aims to promote a resilient, inclusive environment for all actors in education. [excerpt]

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