https://www.um.edu.mt/library/oar/handle/123456789/132163 2026-04-14T04:08:21Z https://www.um.edu.mt/library/oar/handle/123456789/134892 Title: Socialising children’s negative emotions in early education : adapting and validating a scale for teachers Authors: Üzüm, Sabiha; Filik, Rabia; Demircan, Hasibe Özlen Abstract: 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. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/134891 Title: Editorial [International Journal of Emotional Education, 17(1)] Authors: Cefai, Carmel Abstract: The papers in the current edition illustrate the Journal’s versatility and broad reach both in terms of academic areas of study and cross-cultural contexts. The papers include an experimental study on cognitive processes underlying text anxiety amongst engineering students in Mexico, a survey study examining the protective and risk factors of Bicycle Motocross amongst young people and adults in Australia, a study on how affective empathy and self-compassion mediate the emotional problems faced by adolescents in Vietnam, an evaluation of a social and emotional programme in Portugal, a study on emotional competencies and emotional coeducation amongst university students in Spain, a phenomenological study on the experiences of Syrian refugee children living in Turkey, and a detailed psychometric analysis on the adaptation and validation of a scale for early educators in Turkey. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/134888 Title: Examining refugee children's experiences through the resettlement model Authors: Kaynak, Naime Elcan; Abbak, Yeliz Abstract: 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. 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/134882 Title: Thinking styles underlying the cognitive judgements of exam anxiety amongst university students of engineering Authors: Morales-Martínez, Guadalupe Elizabeth; Villarreal-Lozano, Ricardo Jesús; Hedlefs-Aguilar, María Isolde Abstract: 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. 2025-01-01T00:00:00Z