Development Of Emotional Skills Research Articles

Inclusion of Children with a Background of Migration into Greek Kindergartens Via Physical Education: Development of Emotional Skills

Cultural diversity in schools enriches the learning environment by exposing students to different perspectives, traditions, and worldviews. However, ensuring inclusion can be challenging as educators must navigate language barriers, cultural differences, and potential biases. Enhancing emotional skills through a physical education program is a powerful way to promote inclusion among students.

‘Rutting stags’ and ‘sly foxes’: Gender positioning boys and girls through social, emotional and behavioural work on the school playground

AbstractIn recent years, there has been an increased focus on the development of children's social, emotional and behavioural skills in schools, via a swathe of classroom‐based schemes and more general, relational and emotional approaches to pedagogy. With a now established but growing evidence base focusing upon the outcomes of such social, emotional and behavioural work for schools and children, calls have been made for research that makes a gender critical analysis of such work. This article is grounded in a conceptual framework that positions gender as socially constructed and performative and draws on qualitative data gathered in a series of focus group and individual interviews with primary school practitioners. The findings demonstrate how gender binary beliefs influence perceptions of the behaviours displayed by boys and girls in play‐based situations as well as the social, emotional and behavioural work carried out by staff in response. The implications of these findings, in terms of the positioning of, and responses to the social, emotional and behavioural difficulties presented by boys and girls on the schoolyard are discussed and suggestions for future practice are made.

A transformative model for teaching and learning emotional intelligence for aspiring entrepreneurial leaders

ABSTRACT Entrepreneurial leaders, social-science researchers, and small business practitioners call for the early development of emotional intelligence (EI). Although several programs integrate key EI concepts, there are few examples of how to develop an integrated learning framework for teaching and learning EI skills for daily use. This article introduces a practical transformative model of emotional intelligence (TEI) that emphasizes the personally meaningful development of personal, emotional, relationship, and life skills that are so important for school, work, and life success. A 1-day seminar experience embedded in a European-based international summer school course in the School of Management Fribourg, Fribourg, Switzerland, generated new evidence for how a skills-based curriculum in EI can be used to empower future entrepreneurs and leaders. The study reveals new findings for integrating a practical approach for engendering TEI for leaders.

Emotional Education for Proper Money Management, Promoting Human Development

This study examines the relationship between emotional education and effective money management, with a particular focus on its impact on human development. It is proposed that the identification and proper management of emotions enables individuals to make more informed financial decisions and to create new economic opportunities. A review of the literature and an empirical analysis demonstrate that digital platforms can be effective in promoting educational content that addresses both emotional and financial backwardness in Mexico. The findings highlight the necessity of integrating emotional education into financial education programs to enhance the general well-being of the population. Furthermore, the “Puntoencomún” platform is presented as an innovative model to promote a positive vision of work and the development of emotional and financial skills.

Psychological Preconditions of Conflict Proneness of Personality and Mental Health: The Role of Self-Regulation, Emotional Intelligence and Mutual Understanding in The Context of Interpersonal Relations

This study aims at the investigation of psychological preconditions of conflict proneness in personality and mental health, with a specific focus on the roles of self-regulation, emotional intelligence, and mutual understanding. The research was oriented towards the application of qualitative methodology, particularly the analysis of transcripts of interview sessions. The findings showed that psychological preconditions of conflict proneness exist in professional, educational, and personal settings. Self-regulation, mutual understanding, and emotional intelligence were found to be important qualities which help to avoid conflicts. They contribute to increased motivation for conflict-less communication and interaction, cooperation, flexibility, improvement of active listening and problem solving, increased patience, formation of stress management skills, constructive feedback, reflective thinking, and building resilience. The special attention was paid towards the development of special strategies aimed at overcoming conflict proneness. The research findings demonstrated that the strategies include formation of communication skills, development of emotional intelligence and conflict management skills, improvement of active listening, building of stress management, development of team building activities, definition of responsibilities, creation of supporting environment, organization of immediate feedback, establishment of open communication, promotion of respect, creation of rituals, and encouragement of empathy. The outcomes can be used for the development of curriculum on the formation of conflict resolution skills.

Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

Multiple education organizations and experts, including the recent education law in Spain, emphasize the significance of nurturing emotional skills from childhood to prevent the development of emotional and behavioral disorders. One of these skills is emotion knowledge (EK), which is closely linked to personal and social adjustment from early years, and later psychosocial adaptation. The present study aims to provide an assessment tool for EK in the bilingual context of the Basque Country and to provide evidence about the relationship between EK and various behavioral outcomes in early childhood education. The research involved 455 children between 3 and 6 years of old. The Emotion Matching Task, which measures the EK, was adapted to the bilingual context of the Basque Country has shown good psychometric properties and appropriate factor fit. The study also revealed the factor invariance of the Spanish and Basque versions, as well as invariance by sex. The results demonstrated that girls have higher EK than boys. Additionally, EK was associated with fewer externalizing, internalizing, and attention problems, as well as with lower atypicality and withdrawal, while higher EK was linked to greater adaptive skills. These findings support the need for interventions focused on the development of emotional skills and the suitable tools to assess their effectiveness.

Cyborg Children: A Systematic Literature Review on the Experience of Children Using Extended Reality.

This literature review presents a comprehensive and systematic account of research on the experiences of children with extended reality (XR), including VR, AR, and other types of immersive technologies that enhance and augment children's activities. The search on Scopus and Web of Science produced 531 outputs. Content analysis with inter-rater reliability (Krippendorff's α) and Leximancer, a software for text mining, were used for analyzing the material. Four research strands were identified: (1) interventions, treatments, and medical procedures in clinical contexts; (2) teaching and learning enhanced by XR; (3) children's adoption and user experiences; (4) design and prototyping of XR hardware and software for children. The results showed the following findings: (a) studies on children's clinical interventions and treatments using HMD-supported immersive virtual reality comprise the most substantial strand of studies; (b) research in this area, and in teaching and learning studies, has grown dramatically since 2017, while the other areas have been stagnant over the years; (c) AR research is still limited and is mainly applied in educational contexts for design and prototyping; (d) few studies have considered children's perspectives on XR safety issues; (e) research on the use of XR for enhancing social and emotional skills development is underrepresented. Future research should focus on the potential of XR technologies for interventions to enhance children's psychosocial wellbeing and health more broadly. The further implications and study limitations for the fast-developing nature of this transdisciplinary research field are also discussed.

Harmonies on the String: Exploring the Synergy of Music and STEM

The process of perceiving music involves the transference of environmental physics in the air to anatomical and physiological interpretations of resonance in the body and psychological perceptions in the brain. These processes and musical interpretations are the basis of physical and cognitive science, neurophysiology, psychoacoustics, and cultural psychology. The intersection of interdisciplinary and transdisciplinary curricular offerings forms the basis of STEM (Science, Technology, Engineering, and Mathematics). In this study, the researcher explores the synergy of music in STEM for formulating and affording authentic STEAM programmatic offerings for learners. The blending of the art of music within STEM provides opportunities for teachers and students to address and connect content through creative, innovative approaches for deeper, meaningful learning. Threading the art of music within STEM affords discovery-learning opportunities that facilitate both critical thinking and social, emotional learning skills development in students. This study provides perspective in terms of developing curricular offerings for students that blend physical and cognitive science with the art of sound. The researcher provides authentic curricular exemplars regarding the synergy of music in STEM and concludes by offering recommendations for designing and implementing expressive curricular programmatic offerings for students from early childhood settings through higher education.

The Role of Educational Games in Developing the Social and Emotional Skills Among Primary School Students from the Teachers’ Perspective

The objective of this research is to elucidate the role of educational games in the development of social and emotional skills among students in the lower basic stage. The study employs a descriptive, relational approach. The research population comprises 4,303 male and female teachers in the basic stage, with a study sample size of 242 teachers. The sample is selected using a random sampling method, and data was collected through a questionnaire. The findings reveales that the utilization of educational games by teachers in the basic stage is at a medium level, additionally, the development of social and emotional skills is also at a medium level. Furthermore, a positive correlation is observed between educational games and the development of social and emotional skills. Additionally, no statistically significant differences are found in the responses of the study's participants based on gender.

Significance of Life Skills Education for Students and Teachers in District Rahim Yar Khan

The study examines the impact of life skills education on students' and teachers’ personal development, social competence, and mental well-being. Utilizing a descriptive quantitative method, data was collected from 400 students and 100 teachers across four universities including KFUEIT RYK, IUB RYK Campus, NCBA&E RYK Campus, and Superior University RYK Campus in District Rahim Yar Khan, ensuring a representative sample through simple random sampling. To collect the data for this research study, two questionnaires (one for students containing 50 items, and one for teachers comprising 40 items) were used. Analysis via SPSS version 23 revealed that life skills education significantly enhances students' and teachers’ personal and social development and mental well-being, with high awareness levels among students and teachers. Despite this, barriers such as lack of resources, inadequate teachers’ training, and insufficient time allocation hinder effective implementation. To provide an accurate portrayal of the data descriptive statistics, such as the percentage, frequency, standard deviation, and mean, and inferential statistics, such as t-test and one-way ANOVA were utilized. The study found positive correlations between social skills development and successful outcomes, and between emotional skills development and mental well-being, underscoring the necessity of prioritizing life skills education and integrating these skills into the curriculum. The findings highlight the essential role of life skills education in fostering overall students’ success and well-being, calling for institutions and policymakers to address implementation, barriers and emphasize social and emotional skill development to better prepare students for academic, personal, and professional challenges.

Importancia de las relaciones sociales y de la inteligencia general en estudiantes de Educación Secundaria Obligatoria

This study explores the relationships between emotional intelligence (EI), general intelligence (GI), and demographic factors (gender, age, grade repetition). The sample consisted of 341 secondary students (177 male students and 164 female students) aged between 12 and 17 from the province of Valladolid (Spain). Regarding gender, significant differences were identified in the correlations between EI and GI, suggesting variations in the manifestation of this relationship between male and female students. Age also influenced these correlations, highlighting the evolution of the EI-GI relationship as students grow and mature. Grade repetition was associated with differences in correlations, indicating the impact of educational experiences on the development of emotional and cognitive skills. Although the correlations found do not support concluding theories, they highlight the importance of addressing EI, especially in students repeating grades, to enhance social skills and academic well-being. These findings help to understand the EI-GI interaction in educational contexts, emphasizing the relevance of considering demographic and contextual factors in the promotion of these skills in students.

Developing Social and Emotional Skills of Students with Learning Difficulties Using a Digital Learning Program

This study investigated the impact of using a digital learning program on the development of social and emotional skills among students with learning disabilities in Irbid City, Jordan. Using an experimental design, this research examined how changing one or more independent factors affected the dependent variable. The sampling method we used was a stochastic one. To take part in the research, we randomly chose two classrooms. One classroom served as the experimental group and the other as the control group; with 20 pupils each. There was a significant difference in the average scores for life skills, which include social skills, independent skills, and emotional capacities, between the control and experimental groups. The results suggest that the students in the experimental group possess a substantial amount of practical life skills. The findings provide credence to the idea that students with learning disabilities may benefit from digital learning technologies by increasing their social, emotional, and self-reliance capabilities and hence their adaptive capacities.

Assessing the efficacy and feasibility of emotional intelligence and stress management training for medical students within their third-year surgery clerkship

BackgroundThis study aimed to evaluate the efficacy and feasibility of a cognitive fitness training (CFT) program on the development of emotional intelligence and stress management skills in medical students during their 3rd year surgery clerkship. MethodsMS3s (n ​= ​80) were randomized into a training or control group. The training group received CFT during their clerkship, the control group received online access afterwards. A cognitive fitness (CF) assessment was administered before and after the clerkship. ResultsThe training group demonstrated a significant improvement in cumulative assessment scores (126.4–146.5, p ​< ​0.0001) and most dimensions of CF assessment. Integration of the curriculum did not adversely impact performance on surgery NBME or surgery OSCE when compared to control (p ​> ​0.05). ConclusionsThe CFT provided to MS3s resulted in significant improvements in CF, including most subcategories. The CFT also did not have an adverse impact on academic performance indicating its feasibility within medical education curricula.

Social and Emotional Learning (SEL) and Academic Outcomes: Teacher Support during Classroom Interactions

Social and emotional learning (SEL) is crucial for children’s development of social and emotional skills, including relationships, communication, decision-making, self-esteem, and behavior. It can help reduce the attainment gap between slow-learners and their peers. The study examines the relationship between social-emotional learning (SEL), Academic Outcome and the social dimensions of teacher support during classroom interactions, based on Lev Vygotsky’s socio-cultural learning theory. Vygotsky’s theory suggests that empathy and the ability to articulate thoughts are crucial for deep learning. The study aims to understand the perceived levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents. The study also seeks to determine if there is a significant relationship between SEL and academic outcomes and teacher support during classroom interactions. It comes to light that by actively scaffolding classroom interactions and integrating social-emotional learning into the regular academic schedule, teachers can support their students.

A Systematic Review of Teacher Talk and Its Effects on English Language Learning Outcomes

Teacher talk in language classes plays a crucial role in students' understanding and development within the discipline. This study systematically reviews previous research on teacher talk and its impact on students' learning outcomes in English language classrooms. 25 articles, published between 2018 and 2023, focusing on teacher talk and students' learning outcomes, were selected and reviewed. The aim was to discern the publication trends regarding teacher talk and its influence on students' learning achievement. The results indicated that research on teacher talk is predominantly welcomed in English-speaking countries. Additionally, the study participants in the 25 selected articles are primarily teachers and students from kindergarten, primary, and secondary schools. The research outcomes vary across the selected articles, with the majority highlighting the positive effects of teacher talk on students' learning outcomes, such as enhancement of English language skills and development of social and emotional skills, although some articles also report null or negative effects. Further research is recommended to investigate the detailed characteristics of teacher talk and their impact on student learning outcomes in secondary school and university classrooms.

The mediating role of trait emotional intelligence in the relationship between parental neglect and cognitive emotion regulation strategies

BackgroundExamining children’s abilities to recognize and regulate their emotions in the context of parental neglect is of significant importance in order to comprehend the dynamics of and to support the development of emotional skills of children, particularly those at risk of neglect. From this point of view, the aim of the study was to examine the mediating role of trait emotional intelligence (trait EI) in the relationship between parental neglect and cognitive emotion regulation strategies (CERS) in children.MethodThe study group consisted of 265 children (135 girls and 130 boys) who were attending two separate primary schools in the city center of Antalya, Turkey. The mean age of the children was 10.27 ± 0.45. As the data gathering instruments, an “Individual Information Form” was administered to assess the socio-demographic information of the children, while the “Multidimensional Neglectful Behavior Scale-Child Report was administered to examine the level of neglect of children by the parents, the “Trait Emotional Intelligence Questionnaire-Child Form” was administered to assess the trait emotional intelligence level, and the “Cognitive Emotion Regulation Strategies for Children Scale” was administered to assess the CERS of the children.ResultIt was found that trait EI played a full mediator role in the relationship between CERS and both maternal and paternal neglect (p < .05), except for the relationship between paternal neglect and maladaptive CERS (p > .05).ConclusionsThe results may suggest that neglected children use all emotion regulation skills, including both adaptive and maladaptive, to cope with their negative emotional experience, but may use adaptive CERS more if their trait EI is higher.

EDUCATIONAL APPLICATIONS OF EMOTIONAL INTELLIGENCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER

The relevance of the study stems from the urgent need for a modern understanding and effective work with people with autism spectrum disorder (ASD). Autism significantly affects the social skills, emotional development, and perception of the world of this special group. In the modern clinical context, the use of emotional intelligence (EI) is becoming a priority for optimal work with this audience. The study aims to develop and test an application for the development of emotional intelligence in people with ASD. The study takes into account an individualised approach, adapting tasks to different levels of cognitive development. Parents and relatives of children with ASD can use the app as a tool for additional development of emotional skills at home. Technological developers can find innovative approaches to creating solutions for people with ASD in the app. The findings of the study may be of interest to psychologists, educators, and organisations that provide psychosocial and educational support to this group. The study's main limitations include the limited number of participants and the lack of long-term follow-up. The findings can serve as a basis for further research and the development of new approaches to working with this special group. In the future, it is important to investigate how different forms of EI-based therapies can affect specific aspects of emotional development in children and adults with ASD. The possibility of integrating EI into existing therapeutic approaches and programmes is also an area for further research aimed at developing more comprehensive clinical intervention strategies.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration. Keywords: AI, Learning, Emotions, Social.

Integrating AI with emotional and social learning in primary education: Developing a holistic adaptive learning ecosystem

This paper highlights the significance, potential benefits, challenges, and proposed solutions associated with integrating AI-driven tools and platforms into SEL initiatives. The importance of integrating AI with SEL in primary education lies in its ability to foster the holistic development of students. By equipping students with the tools to navigate academic challenges, interpersonal relationships, and emotional regulation, schools can create dynamic learning environments that prioritize the whole child. The potential benefits of integrating AI with SEL are manifold. AI-powered adaptive learning platforms can personalize instruction, provide targeted support, and promote the development of emotional intelligence and social skills among students. Additionally, AI-driven tools and platforms can facilitate collaborative learning experiences, promote active engagement, and provide real-time feedback to students and educators. However, the integration of AI with SEL also presents various challenges that must be addressed. Ethical considerations, such as data privacy, algorithmic bias, and the digital divide, require careful attention to ensure equitable access and outcomes for all students. Additionally, educators may lack the necessary knowledge and skills to effectively utilize AI tools and platforms for SEL purposes, highlighting the need for training and professional development programs. To address these challenges, collaborative efforts among educators, policymakers, technologists, and researchers are essential. By working together, stakeholders can develop evidence-based practices and solutions that align with the goals and values of primary education. Training and professional development programs for educators, robust policies and safeguards for the ethical use of AI technologies, and equitable access to technology for all students are critical components of successful integration.

Improving Recess through Collaboration: Exploring the Facilitators and Barriers to Sustaining Positive Playground Behavior.

School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year. Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed. Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on "reculturing" recess prior to making structural changes, and empowering recess staff to sustain change. Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.