Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/49164
Title: Editorial [International Journal of Emotional Education, 11(2)]
Authors: Cooper, Paul
Cefai, Carmel
Keywords: Editorials
Emotional intelligence
Emotions -- Research
Issue Date: 2019-11
Publisher: University of Malta. Centre for Resilience & Socio-Emotional Health
Citation: Cooper, P., & Cefai, C. (2019). Editorial. International Journal of Emotional Education, 11(2), 1-2.
Abstract: As we mentioned in the very first edition of the journal more than a decade ago, the International Journal of Emotional Education has been established to make a specific contribution to the growing field of social and emotional education and its application in the educational and social sciences. We continue to provide a platform for scholarly work which reflects the primacy of emotions in human functioning and motivation and sheds light on the inextricable link between emotions and learning. The present edition is particularly focused on emotional regulation and other aspects of emotional education, with emotions as the underlying thread linking the six papers in this edition. The first two papers reflect the advance of technology in social and emotional learning, namely the use of multimedia programmes in emotional regulation. In the first paper Engelman and Bannert (Germany) present a study which describes an evaluation of a computer based video programme designed to enhance emotional regulation amongst university students. In a similar study, Köppe, Held and Schütz (Germany) report on the evaluation of a web-based emotional intelligence programme to improve emotional perception and emotional regulation. Both studies report promising findings and underline the need for further studies on how the use of technology can help to improve emotional regulation.
URI: https://www.um.edu.mt/library/oar/handle/123456789/49164
ISSN: 20737629
Appears in Collections:IJEE, Volume 11 Issue 2
IJEE, Volume 11 Issue 2
Scholarly Works - CenRSEH

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