https://www.um.edu.mt/library/oar/handle/123456789/49277 Fri, 10 Apr 2026 16:01:23 GMT 2026-04-10T16:01:23Z https://www.um.edu.mt/library/oar/handle/123456789/49199 Title: Winding down the stressed out : social and emotional learning as a stress coping strategy with Norwegian upper secondary students Authors: Tharaldsen, Kjersti Balle Abstract: A universal school-based intervention was developed to enhance coping with school-related stress by building students’ social and emotional competence. The intervention was carried out in six classes in three upper secondary schools in southwestern Norway, and covered mindfulness, self-regulated learning, and social competence. Three focus groups were conducted with a stratified selection of general education students (n=24) and one focus group with primary school teachers (n=6). Summative content analysis was conducted using NVivo Software. Findings indicate that the students perceived the core themes useful, and believed that the intervention increased their coping with school-related stress and to some extent improved their learning environment. Teachers’ perceptions supported these findings to some degree. Future directions for universal school-based interventions to build social and emotional competencies are suggested. Fri, 01 Nov 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/49199 2019-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/49198 Title: Book reviews [International Journal of Emotional Education, 11(2)] Abstract: Resilience is a theme that is central to each one of these reviews but with a special emphasis on the social contexts where children and young people engage in the everyday activities of their lives and where they form relationships with friends, family members, acquaintances, classmates, workmates and neighbours. Each of the authors identifies the critical role that the people in our social environment play in helping and supporting us. The family, of course, plays a key part in the quality of close relationships. In other settings, the bystanders have the potential to make a huge difference choosing to take action as “upstanders” when they observe a peer in distress. The final review concerns teacher education with a thought-provoking student-centred approach which complements the ideas presented in the other reviews. The books and articles here are inspiring and provide researchers and practitioners with constructive ideas on how to create more positive and enjoyable social environments where children and young people can flourish. Fri, 01 Nov 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/49198 2019-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/49175 Title: A review of heterogeneous interpretations of emotional reactivity Authors: Eman, Saima; Khalid, Ansab; Nicolson, Roderick I. Abstract: ‘Emotional reactivity’ (ER) is an important construct in the analysis of individual temperamental differences, and has accounted for significant variance in studies with respect to its definition. Between 1920 and 2015, the meaning of ER has varied from physiology of emotional reactions, to stress, depression, and as a subtype of empathy. This paper highlights the confusion in the literature about the meaning of ER and raises questions about the current use of the term ER as a valid construct. It clarifies heterogeneity within ER through the creation of a framework to explain different subtypes of ER and suggests new labels designed to help researchers specify the constructs underpinning the term ER. Fri, 01 Nov 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/49175 2019-11-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/49174 Title: ‘I really enjoy it’ : emotional engagement of university peer mentors Authors: Beltman, Susan; Helker, Kerstin; Fischer, Sarina Abstract: Peer mentoring programs are commonly used to facilitate the transition of new students into higher education settings. Peer mentors’ experiences and emotions during mentoring are important but under-researched. We report exploratory work to address this gap in a two-phase study using a grounded theory approach. In Phase 1 mentors in an Australian university responded to online (n=35) or face-to-face (n=10) questions about their emotions during a peer mentor program. Emotions were found to be primarily positive, mentors varied in the extent to which they express emotions, and emotions relating to different time points were evident. In Phase 2, we examined temporal dimensions of emotions in more depth with peer mentors in a German university and added anticipated future emotions to existing categories. Connections between mentors’ emotions and their own early experiences at university were explored, with another category of recalled prior emotions being added. Our findings are consistent with previous research regarding the positive and negative emotional aspects of being a peer mentor and further contribute to the understanding of the complexity of emotions in mentoring, specifically peer mentoring in higher education settings. Fri, 01 Nov 2019 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/49174 2019-11-01T00:00:00Z