Emotional Learning Research Articles

Emotions in English language classrooms among Chinese top university students

The role of learner emotions in language learning has long been observed and researched. Of various emotions, foreign language anxiety, enjoyment and boredom have been the most often researched, while research on other emotions like pride and sadness is hardly available in the current literature. Research on emotions in students with special characteristics can be hardly found as well. Hence, this study collected interview data from 26 and survey data from 520 top students in two universities in China to examine their emotions in English language class. Analyses of the data revealed the following major findings: (a) The participants experienced a diversity of emotions in their English language class due to both learner-internal and external reasons, but the most often reported emotions were anxiety, enjoyment and boredom, (b) significant correlations existed among the students’ English language classroom anxiety, enjoyment and boredom, (c) English language classroom anxiety and boredom significantly negatively while enjoyment significantly positively predicted the students’ English test performance, and (d) English language classroom anxiety debilitated English learning but motivated students to study harder as well; enjoyment facilitated English learning but students might forget much of what had been learned after class; though boredom caused some students to be absent-minded in class, most students would study on their own when feeling bored. These findings further pinpoint the important role and complex nature of learner emotions in second/foreign language learning. Based on these findings, specific suggestions for language teachers and learners are discussed.

The role of achievement emotions in team-based learning

The role of achievement emotions in team-based learning

The Relationship between Emotional Intelligence, Kinesthetic Intelligence, and Learning Motivation and Physical Education Learning Outcomes

This study aims to (1) Find out the relationship between emotional intelligence and Physical Education learning outcomes of grade V students. (2) Knowing the relationship between kinesthetic intelligence and Physical Education learning outcomes of grade V students. (3) Knowing the relationship between learning motivation and Physical Education learning outcomes of grade V students. (4) Knowing the relationship between emotional intelligence, kinesthetic intelligence, and learning motivation to the learning outcomes of Physical Education grade V students in Kretek District State Elementary Schools in Bantul Regency. This research is a quantitative descriptive research with correlation. The study population was fifth grade students in Kretek District State Elementary School in Bantul Regency which amounted to 355 students. The sampling technique used the Slovin Formula with a cluster random sampling approach, totaling 188 students. Instruments of emotional intelligence, kinesthetic intelligence, and learning motivation using questionnaires, and Physical Education learning outcomes using report cards. Data analysis is multiple regression test. The results showed that (1) There is a significant relationship between emotional intelligence and Physical Education learning outcomes of grade V students, with a p-value of 0.000 0.05 and a contribution of 16.51%. (2) There is a significant relationship between kinesthetic intelligence and Physical Education learning outcomes of grade V students, with a p-value of 0.002 0.05 and a contribution of 13.94%. (3) There is a significant relationship between learning motivation and Physical Education learning outcomes of grade V students, with a p-value of 0.031 0.05 and a contribution of 11.15%. (4) There is a significant relationship between emotional intelligence, kinesthetic intelligence, learning motivation to the physical education learning outcomes of grade V students in Kretek District State Elementary Schools in Bantul Regency, with a p-value of 0.000 0.05 and a contribution of 41.60%.

Social-Emotional Learning (SEL) and Cyber Schooling: An Exploratory Study

ABSTRACT Research has established the importance of social-emotional learning (SEL) in traditional public schools, but not cyber schools. In this correlational regression study, we use students (n = 18,206) from a national cyber charter school network to examine whether items in the Collaborative for Academic, Social and Emotional Learning (CASEL) SEL index inter-correlate in cyber schools, and whether CASEL has statistical relationships with club membership, synchronous class attendance, and academic outcomes. Cross sectional analyses find that for cyber charter students, CASEL individual items correlate with each other, and that CASEL from 1st semester (T1) to 2nd semester (T2) correlates at .63; thus, CASEL may have reasonable reliability for cyber students. Yet, in contrast to physical schools, CASEL does not correlate with SEL-related variables like club attendance and synchronous class attendance and has a weak (though positive) relationship with cumulative grade point average (GPA), suggesting important differences from its application in physical schools. Ordinary Least Squares (OLS) regressions examining SEL associations with relevant demographic intersectional characteristics reveal that Black students perform similarly to other students, but that Free and Reduced Meal (FARM) and especially Individualized Education Plan (IEP) students have lower measured SEL. Using OLS regression to examine relationships between students’ GPA and demographic characteristics (controlling for CASEL) show that generally, FARM and IEP students have lower GPA, but Black students have the same mean GPA as others, and Black students with IEPs actually have higher than average GPAs. We discuss implications and directions for future research.

A Flipped Classroom Learning Model Based on Social and Emotional Learning to Improve the Pancasila Student Profile Values in Science and Environment Learning

This research is motivated by the low Pancasila student profile values in elementary school students, caused by suboptimal learning processes that need to facilitate active student interaction, provide more time for individualized approaches, support 21st-century skills, focus on character development, and leverage technology. Hence, there is a need to develop a learning model that addresses these aspects. This research aims to develop a flipped classroom learning model based on social and emotional learning that is valid and effective in improving the Pancasila student profile values in elementary school students. This research employs the ADDIE model for development and involves nine validators and 200 elementary school students. The research instruments include observation sheets, validation questionnaires, and Pancasila student profile questionnaires. Data analysis techniques include descriptive statistical analysis and T-test statistical analysis using the JAMOVI application. The results of this study demonstrate that the developed flipped classroom learning model based on social and emotional learning is valid and effective in improving the Pancasila student profile values in elementary school students. The implications of this research can serve as a foundation for developing and enhancing the Pancasila student profile values in elementary school students.

The Return to In-Person School: Teacher Reports of Student Behavior and Social–Emotional Learning

The Return to In-Person School: Teacher Reports of Student Behavior and Social–Emotional Learning

A global community-based approach to supporting social and emotional learning

The benefits of social and emotional learning (SEL) are well-documented in the literature, leading to increased advocacy in school settings. In fact, it has been suggested that SEL should be integrated into all aspects of the students’ life–in every classroom, after-school activity, summer program, and beyond. Therefore, contemporary SEL programming must be flexible to meet the specific needs of the school community and be accomplished with diverse resources without imposing additional burdens on educators or schools. Furthermore, a global perspective is essential, with joint ventures among international educational communities to share teaching approaches, cultural values, and resources. We argue for the necessity of a global community-based approach to create a flexible SEL delivery model. We present two distinct SEL programs, bringing multiple international institutions together to provide enriching learning experiences for all. Through continuous communication and feedback gathered from community members, each SEL program focuses directly on what matters and what is needed for each school community at the time of the collaboration. Actively involving all relevant groups (e.g., students, educators, parents, school districts, university faculty, undergraduates, and pre-service teachers), we demonstrate how a global community-based approach can be applied to bring SEL into mainstream educational practice across the world.

Investigating the contribution of student engagement and foreign language enjoyment to English majors’ TEM4-related positive emotions: A positive reinforcement perspective

With the rise of Positive Psychology, there have been abundant studies concerning positive emotions in English teaching and learning. However, the attention paid to positive emotions related to large-scale English tests as well as the influential factors of such emotions has been scarce. To this end, the present study, from the perspective of Positive Reinforcement, investigated to what extent Student Engagement (SE) and Foreign Language Enjoyment (FLE), as reinforcers, contribute to positive emotions related to Test for English Majors-Band 4 (TEM4). Altogether 580 English majors from universities across China were invited to complete three questionnaires as research instruments. Confirmative Factor Analysis was conducted with AMOS 24.0 to guarantee the construct, discriminant and convergent validity of each instrument, after which structural equation modeling and regression analysis were conducted to explore the contribution of SE and FLE to English majors’ TEM4-related positive emotions. The results of structural equation modeling indicated that both SE and FLE contribute significantly to TEM4-related positive emotions, respectively explaining 44.8 % and 51.8 % of the variance. The results of the present study were discussed, and some implications were offered at the end, concerning efforts that need to be made to promote SE and FLE, which ultimately foster English majors’ TEM4-related positive emotions.

Event-related potentials and behavioral correlates of emotional recognition memory in late pregnancy.

Research on cognitive and emotional functions during pregnancy challenges the prevalent perception of cognitive decline in pregnant women. This study investigates the behavioral and neural dynamics of cognitive-affective processing in third-trimester pregnant women, comparing them with non-pregnant controls. Using a 64-channel EEG-ERP system, we recorded brain activity as participants engaged in an emotional word recognition task. This task involved initially viewing a sequence of emotional and neutral words, followed by a recognition test where participants identified each word as 'new' or 'previously seen'. Contrary to widespread beliefs about diminished recognition ability during late pregnancy, our results revealed no significant differences in error rates between groups. However, pregnant participants demonstrated slower reaction times. In terms of neural responses, pregnant women exhibited increased amplitudes in the N1, P2, and N400 ERP components, suggesting that they may require additional brain resources compared with non-pregnant individuals to process perceptual information. A significant interaction was observed between pregnancy status and the emotional valence of stimuli. Pregnant women showed heightened N1 and N400 responses to negative words, indicating increased sensitivity to stimuli potentially representing threat. This enhanced response was not observed for positive or neutral words. Furthermore, there was an amplified N1 response to 'new' words, but not to 'old' words. These findings suggest that late pregnancy is characterized by heightened responsiveness to new and particularly negative stimuli, potentially leading to a more cautious behavioral approach. Heightened vigilance and sensitivity could offer evolutionary advantages, optimizing fetal development and enhancing maternal well-being.

Emotional memory bias in adolescents with chronic pain: examining the relationship with neural, stress, and psychological factors.

Memory biases for pain-related information may contribute to the development and maintenance of chronic pain; however, evidence for when (and for whom) these biases occur is mixed. Therefore, we examined neural, stress, and psychological factors that could influence memory bias, focusing on memories that motivate disabling behaviors: pain perception, conditioned responses to threat-and-safety cues, and responses to aversive nonnoxious stimuli. Two studies were conducted with adolescents with and without chronic pain. Data from 58 participants were included in study 1 (chronic pain n = 34, pain free n = 24, mean age = 16 years), and 39 participants were included in study 2 (chronic pain n = 26, pain free n = 13, mean age = 16 years). Both studies used a threat-safety learning paradigm with memory recall (≈1 month later). Participants completed structural and functional (resting-state) magnetic resonance imaging, salivary cortisol measurements, and self-report measures. Adolescents with pain and pain-free peers consistently recalled being more afraid of safety cues (CS-) and, during heightened stress at encoding (higher cortisol levels), also reported being more afraid of threat cues (CS+). However, no memory bias was present for the emotional response to an aversive stimulus (US; loud scream) or for the recall of pain intensity. Functional connectivity of the amygdala and hippocampus with memory circuits related to the degree of memory bias, but the specific connections varied between the studies, and we observed no relationship between memory bias and brain morphology. Our findings highlight the value of considering the interaction between implicit and explicit memory systems, contributing to a more comprehensive understanding of emotional memory biases in the context of chronic pain.

Autonomy and participative processes in emotional education

Introduction: This paper presents a research about emotional education, with the purpose to identify and reflect on the introduction of changes in the educational process, to analyze the perspective of students about participative and autonomous processes, as well as the tensions and difficulties experienced. Methodology: A collaborative self-study project was conducted by two teachers of a graduate course of Teacher and Training during two school years affected by pandemic. It analyzes twenty six students’ portfolios and theirs written reflections on the educational processes and learning. Results: Participatory and autonomy processes undertook new formats and were boosted and developed in these exceptional circumstances. Students valued the building of a personal learning project, centered on their own goals for development and in conjunction with a class collective project. Several challenges and tensions arose, such as an immense flow of asynchronous interactions between teachers and students, very demanding for all, and inequalities in the conditions of access and use of the technologies. Conclusions: It is important to reinforce the emotional education research field exploring and problematizing the experiential and critical dimensions of emotional learning. That requires constant search for a creative integration of competence and critical approaches.

Evaluating the Efficacy of a Digital Therapeutic (CT-152) as an Adjunct to Antidepressant Treatment in Adults With Major Depressive Disorder: Protocol for the MIRAI Remote Study.

Major depressive disorder (MDD) is common worldwide and can be highly disabling. People with MDD face many barriers to treatment and may not experience full symptom relief even when treated. Therefore, new treatment modalities are needed for MDD. Digital therapeutics (DTx) may provide people with MDD an additional treatment option. This study aimed to describe a phase 3 remote, multicenter, randomized, masked, sham-controlled trial evaluating the efficacy of a smartphone app-based DTx (CT-152) in adult participants diagnosed with MDD, used as an adjunct to antidepressant therapy (ADT). Participants aged 22-64 years with a current primary diagnosis of MDD and an inadequate response to ADT were included. Participants were randomized 1:1 to CT-152 or a sham DTx. CT-152 is a smartphone app-based DTx that delivers a cognitive-emotional and behavioral therapeutic intervention. The core components of CT-152 are the Emotional Faces Memory Task exercises, brief lessons to learn and apply key therapeutic skills, and SMS text messaging to reinforce lessons and encourage engagement with the app. The sham DTx is a digital working memory exercise with emotionally neutral stimuli designed to match CT-152 for time and attention. Participants took part in the trial for up to 13 weeks. The trial included a screening period of up to 3 weeks, a treatment period of 6 weeks, and an extension period of 4 weeks to assess the durability of the effect. Sites and participants had the option of an in-person or remote screening visit; the remaining trial visits were remote. Efficacy was evaluated using the Montgomery-Åsberg Depression Rating Scale, the Generalized Anxiety Disorder-7, Clinical Global Impression-Severity scale, the Patient Health Questionnaire-9, and the World Health Organization Disability Assessment Schedule 2.0. The durability of the effect was evaluated with the Montgomery-Åsberg Depression Rating Scale and Generalized Anxiety Disorder-7 scale. Adverse events were also assessed. Satisfaction, measured by the Participant and Healthcare Professional Satisfaction Scales, and health status, measured by the EQ-5D-5L, were summarized using descriptive statistics. This study was initiated in February 2021 and had a primary completion date in October 2022. This represents the methodological design for the first evaluation of CT-152 as an adjunct to ADT. This study protocol is methodologically robust and incorporates many aspects of conventional pivotal pharmaceutical phase 3 trial design, such as randomization and safety end points. Novel considerations included the use of a sham comparator, masking considerations for visible app content, and outcome measures relevant to DTx. The rigor of this methodology will provide a more comprehensive understanding of the effectiveness of CT-152. ClinicalTrials.gov NCT04770285; https://clinicaltrials.gov/study/NCT04770285. RR1-10.2196/56960.

Reliability and Validity Evidence for an Adapted Affect Knowledge Test for Preschool Children Using Rasch Theory

ABSTRACT Research Findings: Emotion knowledge is one facet of social and emotional learning (SEL) that emerges in early childhood. Various interventions and measures target preschoolers’ emotional skills to bolster these foundational competencies prior to formal schooling. One measure of emotion knowledge specifically with preschool children is the Affect Knowledge Test (AKT). Despite decades of use and adaptations for different modalities and populations of preschoolers, no study has previously examined the psychometric properties of independent items on the AKT. This study utilized Rasch procedures to analyze how items on the AKT function across a sample of 193 preschoolers (mean age = 49.7 months). Analyses revealed that a unidimensional Rasch model fit well to the item data. Age was a significant predictor of affect knowledge, with older children having increased affect knowledge scores. Results support previous findings of a ceiling effect for older children. Practice and Policy: Our study adds to the empirical understanding of the AKT and its use as a tool to measure emotion knowledge in young children. The children’s scores on the AKT had adequate reliability, supporting the use of AKT for low stakes research-based purposes.

Planning with Purpose and Intent: Designing Lesson Objectives and Assessments to Embed Social Emotional Learning in Elementary General Music

Social Emotional Learning (SEL) is a topic of growing interest and relevance to music educators, particularly those who teach elementary general music. While there are natural connections between music education and SEL, the incorporation of SEL into a music curriculum must be done with purpose and intent. Many elementary general music teachers struggle with purposefully embedding SEL into their existing curricula, due to factors such as a lack of time, relevance, and inadequate preparation. In this article, elementary general music teachers will discover ways to design lesson objectives and assessments that purposely embed SEL skills with musical outcomes to support the social, emotional, and musical development of all students in their classroom.

Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being: A qualitative investigation

AbstractTeachers' psycho‐affective states are considerably reported to play a vital role in English as a foreign language (EFL) education. However, the overall mechanism, realization, and representation of teachers' psychological ill‐being (PIB) have been widely kept under the shadow of well‐being. To fill this gap, this qualitative investigation examined 46 Chinese EFL teachers' perceptions about the causes, outcomes and solutions of PIB. The results of thematic analysis revealed that PIB was caused by different personal, interpersonal, professional, task, student and contextual factors among Chinese EFL teachers. More specifically, ill‐being emerged out of “heavy workload pressure”, “mental and physical exhaustion”, “unrelated tasks to teaching”, “students' classroom behavior and performance”, “unfriendly school climate”, “poor interpersonal relationships with colleagues” and “social and cultural environment”. The findings also indicated that teachers' ill‐being led to different outcomes such as “reducing teaching quality”, “creating negative emotions”, “causing physical and mental health problems”, “leading to burnout” and “hurting students' feeling and learning rate”. To solve this aversive state, the participants suggested different techniques such as “reducing workload”, “learning emotion regulation strategies”, “establishing a positive classroom/school climate”, “offering teacher training courses”, “providing support and facilities for teachers”, “increasing salary” and “reading books”. A discussion of the findings and implications for EFL teachers, teacher educators and policy‐makers is provided to enhance their emotional literacy and competency regarding negative teacher‐related emotions in L2 teaching.

Role of Emotional Intelligence in Managing Interpersonal Conflicts in Ethiopia

Purpose: The aim of the study was to analyze the role of emotional intelligence in managing interpersonal conflicts in Ethiopia. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In Ethiopia, emotional intelligence is pivotal in managing interpersonal conflicts by enhancing individuals' ability to understand and navigate emotions effectively. Individuals with high emotional intelligence are better at recognizing and empathizing with others' perspectives, which leads to more constructive conflict resolution. These individuals can maintain composure, employ effective communication strategies, and foster a collaborative environment. Unique Contribution to Theory, Practice and Policy: Emotional intelligence theory, social and emotional learning (SEL) theory & conflict resolution theory may be used to anchor future studies on the role of emotional intelligence in managing interpersonal conflicts in Ethiopia. Organizations should implement targeted training programs to enhance employees' emotional intelligence skills, focusing on areas such as empathy, emotional regulation, and communication. Policymakers should promote and support the integration of emotional intelligence into workplace policies and practices. Policies should encourage the inclusion of EI development programs as part of professional development initiatives and performance management systems.

사회정서학습 연구에 대한 메타분석

Objectives The main limitations and characteristics of the times in domestic academic journal papers on social emotional learning are analyzed from a meta-analytical perspective, and research directions and implications for the development and revitalization of research in the field are presented. Methods This is a research based on systematic literature review, analysis criteria domestic academic journal papers. Results First, the number of publications showed a high rate of increase from the early period to the middle period, and research has decreased over the past three years. Second, the research purpose is a high proportion of empirical studies aimed at program development and effectiveness verification. The gap between study sections did not show much difference in the beginning, but rapidly increased in the middle section. Third, the research subjects were identified in the following order: learners, research products, instructors, and others. Research on learners and instructors is mainly conducted in the mid to late period. Fourth, in terms of school level, the elementary school level study showed the highest figure, and excluding others, it was confirmed to be middle school, high school, university, and infant school in that order. Fifth, research methods were focused on specific research methods, with quantitative research accounting for 44%, in that order: quantitative research, literature research, qualitative research, and mixed research. Conclusions First, social-emotional learning research is expected to become active, and this positive trend should continue. Second, the imbalance between theoretical and empirical research must be improved. Third, following research targeting learners who are consumers of education, research conducted from the perspective of instructors should be expanded. Fourth, there is a need to expand research to various school levels, including preschool levels, by utilizing the results of elementary school level research. Fifth, as with the research purpose, the focus on research methods must be overcome.

Facial Expression Recognition for Probing Students’ Emotional Engagement in Science Learning

AbstractStudent engagement in science classroom is an essential element for delivering effective instruction. However, the popular method for measuring students’ emotional learning engagement (ELE) relies on self-reporting, which has been criticized for possible bias and lacking fine-grained time solution needed to track the effects of short-term learning interactions. Recent research suggests that students’ facial expressions may serve as an external representation of their emotions in learning. Accordingly, this study proposes a machine learning method to efficiently measure students’ ELE in real classroom. Specifically, a facial expression recognition system based on a multiscale perception network (MP-FERS) was developed by combining the pleasure-displeasure, arousal-nonarousal, and dominance-submissiveness (PAD) emotion models. Data were collected from videos of six physics lessons with 108 students. Meanwhile, students’ academic records and self-reported learning engagement were also collected. The results show that students’ ELE measured by MP-FERS was a significant predictor of academic achievement and a better indicator of true learning status than self-reported ELE. Furthermore, MP-FERS can provide fine-grained time resolution on tracking the changes in students’ ELE in response to different teaching environments such as teacher-centered or student-centered classroom activities. The results of this study demonstrate the validity and utility of MP-FERS in studying students’ emotional learning engagement.

Beyond fidelity: unveiling the landscape of teacher adaptation in social and emotional learning programs

Despite the rapid growth of social and emotional learning (SEL) programs, research on program implementation has lagged behind. In the landscape of implementation science for SEL programs, fidelity and dosage are often emphasized, but important aspects like adaptation have largely been neglected. This qualitative study addresses three research questions: (1) do teachers make adaptations when implementing SEL programs? (2) how do teachers adapt these lessons? and (3) why do teachers adapt these lessons? Data on adaptation were obtained from 17 elementary and middle school teachers via interviews and open-ended responses from implementation diaries from two randomized controlled trials of SEL programs. Findings revealed that all teachers made at least one adaptation, including structural adaptations (i.e., changes to content, sequencing, and timing) and process adaptations (i.e., adaptations made to how the lesson was delivered and experienced). Teachers also described reasons for adapting that were broadly due to student factors, program factors, and contextual factors. These results shed light on the numerous ways in which teachers adapt SEL programs and the array of complex reasons that lead to the adaptation of lessons within these types of programs and highlight the critical need to consider teacher adaptations in SEL program implementation. Future research should explore the impact of these adaptations on student outcomes and develop robust methods to capture and analyze adaptations.

Erasing Our Humanity: Crisis, Social Emotional Learning, and Generational Fractures in the Nduta Refugee Camp

Ample scholarship thoroughly documents how modern humanitarian aid enacts legacies of colonialism and processes of Westernization through the imposition of foreign values and promotion of ‘universal’ norms. Extensive research has also explored processes of socio-cultural-moral transformation due to crisis and displacement. This paper extends this work by demonstrating an explicit connection between the two. Drawing on 10 months of ethnographic research that examined how Burundian refugees in Tanzania experience humanitarian social emotional learning (SEL), findings reveal various intersecting lines of crisis in the Nduta refugee camp. This research illuminates how SEL interacts with these lines of crisis to exacerbate intergenerational tensions. The self-centric values promoted through SEL and the pedagogies it employs conflict with the collectivist ethos of the Nduta community, thus breaking the Burundian generational contract of reciprocity, solidarity, and moral responsibility. In this context, SEL operates on conflicting narratives of crisis that clash with generational hopes for the prevention of future crisis in Burundi. These generational fractures are resulting in fears across the Nduta community that the decline of traditional Burundian values and communitarian ethos will not only perpetuate intergenerational experiences of crisis but has also initiated the perceived erasure of their culture and the essence of their humanity.