https://www.um.edu.mt/library/oar/handle/123456789/124921 Tue, 28 Apr 2026 01:05:17 GMT 2026-04-28T01:05:17Z https://www.um.edu.mt/library/oar/handle/123456789/129650 Title: Editorial [International Journal of Emotional Education, 16(2)] Authors: Cefai, Carmel Abstract: In this edition, we have several studies on the mental health, wellbeing and social and emotional competence of university students and staff. In a study on mindfulness and flow with 270 university students, Lubjin Golub and Gajšek (Croatia) report on the positive relationship between mindfulness and academic flow and how they are both associated with higher academic engagement and academic flourishing and lower anxious engagement. The results indicate that flow in academic activities mediates the relationship between mindfulness and academic engagement and academic flourishing. In another research report, Delgado and colleagues (Peru) examined the role of socio-informative strategies in enhancing the mental health and emotional intelligence of university students, reporting that socio-informative strategies decreased depression, anxiety and stress and enhanced emotional intelligence. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/129650 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/129647 Title: How mindfulness translates into engagement and flourishing : the role of flow Authors: Ljubin Golub, Tajana; Gajšek, Martina Abstract: 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. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/129647 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/128321 Title: Development and validation of a social-emotional questionnaire for students in grades 4-6 (SEQ [G4-6]) Authors: Weiss-Klayman, Noa; Greenberg, Mark T.; Kopelman-Rubina, Daphne Abstract: 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 Social-Emotional 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. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/128321 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/125311 Title: The emotional labour of higher education teachers : a scoping review Authors: Cinegaglia Viz Leutwilera, Érika; Barbosa de Amorim-Ribeiroa, Elisa Maria; Grangeiro, Rebeca Abstract: 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). Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/125311 2024-01-01T00:00:00Z