Emotional Well-being Of Students Research Articles

Psychological distress and academic success: a two-year study comparing the outcome of two online interventions at a university counseling and consultation service in Italy.

The mental health of college students has been a significant concern in higher education, representing a priority for the institutions. Enhancing effective online interventions could represent excellent support for university counseling services that deal with students' well-being. The present study aimed to evaluate the effectiveness of two online interventions provided by the Counseling and Consultation Service for Students (SACS) of the University of L'Aquila (Italy), namely Videochat with Clinical Mental Health consultation (VCMH) and Therapist-supported Internet Cognitive Behavioral Therapy (Ts-iCBT), a 12-module asynchronous program for anxiety management. The primary outcome was focused on the emotional well-being of students (GHQ-12). The secondary academic outcome was represented by the attainment of their final degree. Students requesting help from the SACS between March 2020 and March 2022 during different periods of the COVID-19 pandemic restrictions were asked to fill out a brief structured screening tool and access the PSYDIT.COM platform. Based on their personal preferences, students chose to access one of the two different online interventions: VCMH and Ts-iCBT. Over the two-year duration of this study, 379 students (267 women, 70.4%) contacted the service. Out of 334 students, 72.5% asked to be included in the Ts-iCBT group, whereas 27.5% expressed a preference for the VCMH group. A statistically significant decrease in emotional distress was obtained by both forms of online intervention, highlighting a better outcome for VCMH. In addition to clinical variables, 28.8% of students who completed online interventions attained their degree, with a statistically significantly higher percentage of graduated students in the Ts-iCBT compared to VCMH group. A high proportion of students (37.7% of total sample) dropped out (DO) of digital interventions, with a statistically significant lower rate of dropouts in the VCMH group. The effectiveness of online interventions is extremely promising and yields a growing source of suggestions for use in providing more tailored interventions. Videochats and frequent therapist online contacts would be recommended for more severe psychopathological conditions. Students in conditions of moderate and non-severe emotional distress who feel more able to "manage the problem alone" could be addressed to asynchronous online interventions.

Tendencias pedagógicas basadas en la disciplina positiva para el fomento de la convivencia en el aula Pedagogical trends based on positive discipline for the promotion of coexistence in the classroom Tendências pedagógicas baseadasna disciplina positiva para a promoção da convivência em sala de aula

This study analyzes the implementation of pedagogical trends based on positive discipline and their impact on school coexistence in primary classrooms in the city of Cúcuta, Colombia. Positive discipline, focused on mutual respect, empathy, and self-regulation, is presented as an effective alternative to traditional disciplinary methods. Through strategies such as peer mediation, the use of positive language, and the reinforcement of socio-emotional skills, conflicts have been reduced and an environment of collaboration among students has been fostered, thus improving the school climate and promoting meaningful learning. The research highlights the importance of adapting these pedagogical trends to the socioeconomic and cultural particularities of Cúcuta, highlighting the need for flexible and context-sensitive approaches. In addition, the crucial role of teacher training and collaboration with the community to ensure the sustainability of these strategies is recognized. The results show that a safer and more inclusive school environment, based on positive discipline, has a direct impact on the academic performance and emotional well-being of students, promoting a more harmonious coexistence and comprehensive development.

The emotional wellbeing of students with profound intellectual disabilities and those who work with them: a relational reading

Interest in the mental health landscape of young people is widespread. This paper focuses in on the emotional wellbeing of students with profound intellectual disabilities and those who work with them in special schools. A relational reading of the situation illustrates some relationships between the two and vulnerabilities of both. The authors engage with theory: the double (and triple) empathy problem and empathy more widely, and with the concepts of affect attunement, holding and ethics of care. They interweave brief reflections on their own experiences working and researching in special schools and argue that these relationally constituted spaces present challenges for the emotional wellbeing of students and staff. The paper concludes by calling for recognition of the emotional labour involved in interacting across different ways of being and of knowing the world and for greater attention to empathising in embodied, perceptual ways to aid mutual understanding and support wellbeing.

Enjoyment, as an Instrument for Academic Quality Management, in the Peruvian Higher University Education

In recent years, educational organisations have used different tools and strategies to enhance their services, such as gamification, flipped classroom and Project-Based Learning have been imple-mented to provide quality education. In this sense, enjoyment, which is focused on the emotional well-being of students, contributes to integral formation and academic performance. Therefore, the target was to explore students' perceptions about enjoyment, as a tool that allows identifying the needs, and weaknesses, addressing the risks of educational organisations of higher education as well, so that it provides educational agents to conduct improvement actions for the benefit of interested parties. A quantitative approach was assumed, with a non-experimental design and descriptive scope, in which a Scale of Enjoyment with Learning of Science Subjects was used, adapted to collect information concerning the enjoyment level of students in the first cycles of higher education. The results revealed that 78% of physics students experience high levels of en-joyment, evidencing a positive attitude towards the professor, concerning personal enjoyment and social as well. In conclusion, enjoyment of the teaching-learning process is essential for academic quality, as it helps students achieve significant learning. Furthermore, it enables higher education institutions to improve academic quality management and provide quality services.

Inclusive Strategies and Public Policies for the Integration of University Students with Disabilities and the Promotion of their Mental Well-Being in Academic Environments

This study addresses inclusive strategies and the impact of public policies on the integration of university students with disabilities, with special emphasis on their mental well-being in academic settings. Through a quantitative approach, data from a sample of students with disabilities in public and private universities were analyzed. The results reveal that the proper implementation of inclusive policies significantly improves both academic integration and the emotional well-being of students. Key areas were identified for improving psychological care and academic accommodations, highlighting the importance of a holistic approach to addressing diversity in higher education.

Memahami Tantangan dan Strategi Pengembangan Profesionalisme Guru dalam Mengajar Pendidikan Jasmani Adaptif

Physical, social and personal health, especially for children with special needs. This is important so that children can develop optimally according to their abilities. However, the teaching of adaptive physical education also brings many challenges for teachers. Limited space and equipment make it difficult to achieve an inclusive environment for all students. To meet these challenges, teachers must improve their professional skills through specialized training, teamwork, comprehensive curriculum development, improved accessibility of facilities and individualized teaching methods. The purpose of this teacher professional development strategy is to improve teachers' skills in the field of adaptive sports education and ensure that all students, including students with special needs, have a good opportunity to enter physical education. In this way, teachers can provide educational services according to the needs and abilities of each student. In addition, this study uses qualitative research methods to describe and analyze phenomena, events, social activities, attitudes, beliefs, perceptions and thoughts of individuals or groups. Through extensive data collection and in-depth analysis, this study provides a better understanding of the challenges and strategies related to teacher professional development in the field of adaptive physical education. Therefore, adaptive physical education plays an important role in improving the physical, social and emotional well-being of students with special needs. However, to achieve this, further efforts are needed to develop teachers' professional skills and make physical education accessible to all students.

EFFORTS TO STOP BULLYING IN SCHOOLS: STRATEGIES, CHALLENGES AND SOLUTIONS

Background. School bullying has become a serious issue that affects the mental and emotional well-being of students around the world. This research discusses efforts to overcome bullying in the school environment, including prevention strategies, challenges faced, and solutions that can be implemented. Research Method. The method used in this research was a literature review by observing primary resource material as well as literature from journals, books, and best practices to provide insight into effective approaches to stop bullying in schools. Findings. Bullying in Indonesia significantly impacts students' academic achievement, social life, mental and physical health, and lives. To prevent bullying, schools, families, and the community must take action, including early detection, outreach, support, strict regulations, role modeling, teaching, and helping perpetrators stop bad behavior. Schools should be sensitive to students' situations, socialize through anti-bullying posters, provide support to victims, and implement strict regulations. Victims may experience depression, anxiety disorders, changes in sleep and eating patterns, health problems, and decreased academic performance. Conclusion. Bullying in schools is a significant issue that requires collective action from the educational community. Effective prevention strategies, addressing challenges, and creating safe environments can help end bullying and protect student well-being. Factors like lack of knowledge, environmental influence, and teacher bullying contribute to the problem. Schools' role in addressing bullying is not optimal, and victims need further intervention.

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

EMOTIONAL INTELLIGENCE IN THE PRACTICE OF UNIVERSITY INSTRUCTORS, MEDICAL STUDENTS, AND MEDICAL DOCTORS

The aim of this study is to analyze the significance of such competence as "emotional intelligence" in training medical students at higher (master) medical education level, particularly thought the delievery certain disciplines. Emotional intelligence refers to the ability to recognize and manage one's own and others' emotions. Analytical studies have shown that emotional intelligence ranks as the third most important personality trait, following intelligence and conscientiousness, in determining human activity. Acquiring modern knowledge about emotional intelligence is crucial for individuals engaged in activities involving interpersonal interaction, especially for professions where individuals influence others, such as teachers-students behavior in higher education settings. The influence of a teacher on the emotional well-being of students is paramount. Communicating in the medical profession is essential, and guiding students' emotions positively is vital for enhancing their motivation to learn. Positive emotions conveyed through facial expressions, body language, and tone of voice can steer the educational process toward constructive outcomes. It is well-known that a good doctor possesses the ability to make patients feel better simply through conversation. These exceptional doctors often possess or consciously develop emotional intelligence as a character trait. Educational efforts aimed at fostering and developing emotional intelligence in future specialists are therefore crucial. Thus, modern higher education teachers must comprehend and deeply grasp the concept of emotional intelligence, being prepared to engage with students on an emotional level. Conclusion. Societal awareness of the current state of scientific understanding regarding emotional intelligence can significantly impact various aspects of society, from individual collectives to interstate relations. Faculty across disciplines should acquire knowledge about emotional intelligence to effectively carry out their teaching responsibilities. Medical students should acquire knowledge, skills, and abilities related to emotional intelligence to fulfill their professional duties successfully in the future.

Navigating the Digital Playground: Lived Experiences, Risks, and Benefits of Online Gaming among Senior High School Students

This qualitative study explores the multifaceted experiences of senior high school students engaged in online gaming, examining both the risks and benefits through their narratives. Using in-depth interviews and focus group discussions with 15 participants from Sto. Tomas National High School in Loreto, Agusan del Sur, Philippines, the study unveils three superordinate themes that drive gaming engagement: enjoyment as habitual behavior, social connection through friends, and gaming as a stress-relieving distraction. While gaming offers perceived benefits such as enhanced teamwork, self-confidence, and cognitive abilities, it also poses significant threats, including an unhealthy lifestyle leading to missed meals and irregular sleep patterns, as well as physical ailments like headaches and back pain. The study further reveals students’ susceptibility to gaming as a coping mechanism for stress and anger, highlighting the need for self-discipline and time management. These findings underscore the complex interplay between the allure and potential harm of online gaming, offering critical insights for educators, parents, and policymakers to foster a balanced digital environment that supports students’ well-being and academic success. Moreover, this study helps parents understand the risks and benefits of online gaming, including its impact on the social and emotional well-being of students’ online gamers. Additionally, the policymakers will help create engaging platforms that will help educate the public on policy matters about online gaming.

ДЗЮДО: ВЛИЯНИЕ НА ФИЗИЧЕСКОЕ И ПСИХОЛОГИЧЕСКОЕ ЗДОРОВЬЕ СТУДЕНТОВ

The article examines in detail the influence of judo on the physical and psychological health of students. Particular attention is paid to the formation of important personal qualities in the younger generation thanks to judo. The purpose of the study is to assess the impact of judo on the physical and psychological health of students. To study the chosen topic, the authors conducted an analysis of information on the Internet and a questionnaire survey of 120 students of the Kazan State Power Engineering University (KSPEU). The main part of the article examines the main concepts on the topic, describes how judo affects the psychological state and emotional well-being of students. The final part of the article examines the effectiveness of judo classes in comparison with other types of physical activity in maintaining overall physical and psychological well-being of students, examines the main features of judo, and summarizes. An analysis of the results of a survey among KSPEU students was conducted and conclusions were made about the impact of judo on the health of students.

Social and emotional therapy dog-assisted interventions in mainstream school settings: a systematic review

ABSTRACT Objective The purpose of this systematic review is to synthesise the available evidence of the impact of therapy dog-assisted interventions on the social and emotional wellbeing of students in mainstream school settings through the use of the biopsychosocial framework. Method The PRISMA 2020 guidelines were followed, and the inclusion criteria included primary outcomes related to social and emotional wellbeing, such as social competencies and mental health. The studies included were conducted in mainstream educational settings, incorporated a therapy dog, provided a comparison or control group and were in English. The quality of the evidence was assessed with the Evidence Project Risk of Bias tool. Results Of 405 studies identified, seven studies with sufficient rigour met the inclusion criteria of evidence to support the use of therapy dog-assisted interventions to improve social and emotional wellbeing within a school setting. Outcomes consisted of psychological, biological, and social variables contributing to overall wellbeing, such as improved self-perceptions, decreased cortisol levels and improvement in social behaviour and empathy. Conclusions Findings suggest that therapy dog-assisted interventions can have a positive impact on social behaviours and reducing stress in a school setting; however, there is a need for more rigorous and current research investigating therapy dog-assisted social and emotional wellbeing interventions in mainstream educational settings.

Experts in care: homeroom teachers, care work and the development of practice-based care expertise

ABSTRACT In this study we explore the care work of homeroom teachers, who, in many educational systems, are responsible for the social and emotional wellbeing of students in their homeroom classes. The study is based on in-depth semi-structured interviews with 70 homeroom teachers in Israeli elementary, middle and high schools, and draws on Tronto’s ethics of care combined with a practice-based approach to expertise. We argue that homeroom teachers develop unique, practice-based expertise, based on four distinct but interrelated forms of care work: intuitive work, relational work, emotional work and sensory work. Homeroom teachers develop their care expertise amid institutionalised deficiency in professional training in care work and a lack of organisational support for this work in schools. These structural problems detract from teachers’ ability to provide competent caregiving, a necessary element in Tronto’s ethics, and they constitute a warning sign concerning the capacity of k-12 education to provide good care.

A mixed-methods examination of an on-campus canine-assisted intervention by gender: Women, men, and gender-diverse individuals’ self-reports of stress-reduction and well-being

Abstract On-campus canine-assisted interventions (CAIs) provide opportunities for college students to interact with therapy dog-handler teams and are considered a low-cost and low-barrier way for students to reduce their stress and bolster their well-being. Across studies, we see participant samples comprised predominantly of women participants. The aim of this study was to assess the effects of a 20-min CAI on the well-being of women ( n = 80), men ( n = 54), and gender-diverse ( n = 28; i.e., non-binary, genderfluid, and two-spirit) participants. Across all gender conditions, significant pre-to-post increases in well-being (i.e., campus connectedness, happiness, positive affect, or optimism) and decreases in ill-being (i.e., homesickness, loneliness, negative affect, anxiety, or stress) were found. Controlling for pre-test scores, there was no significant effect of gender on any of the well-being or ill-being. Findings corroborate previous research attesting to the efficacy of CAIs in enhancing the social and emotional well-being of students and suggest that CAIs are equally effective across participants of varied genders.

THE IMPACT OF SERVICE QUALITY ON THE EMOTIONAL WELL-BEING OF STUDENTS: A STUDY AMONGST COLLEGE STUDENTS IN KUALA LUMPUR, MALAYSIA

The emotional well-being and mental health of students in the higher education sector have been greatly researched over the past few years since students are increasingly subjected to various stressors in their daily lives. One element of such stressors would be the impact of service quality within the educational institution itself. However, previous studies had mainly focused on the influence of service quality regarding student satisfaction or motivation and completely overlooked their emotional well-being. The purpose of this study is to examine the effect of service quality on the emotional well-being of students in higher learning institutions by employing the HESQUAL model to discern on whether emotional well-being is affected by service quality and if so, the level of its impact. Primary data have been utilised and collected through a questionnaire created according to the model discussed, and were analysed with a sample size of 105 students. The findings of this study showed that Service Quality Factors such as Physical Environment Quality, Administrative Quality and Quality of Support Facilities has an effect on the emotional wellbeing of students, supporting the objective of this study. The data illustrates how each change in the level of service quality influences a change in emotional well-being. However, it is clear that further investigations are required in the future since there are variables that could be improved upon.

Teacher Communication Style in Achieving Learning Success in the Classroom

This study aims to determine the teacher's communication style and how this style contributes to the achievement of successful learning at SDN Sempu 1, Serang City. In this study, researchers used a type of qualitative research with descriptive methods and data collection techniques by interviews and observations. The results showed that the teacher's communication style greatly influenced the motivation of students and the achievement of successful learning in the classroom. The teacher's communication style is not only important in dealing with students, but also in communicating with parents of students to support learning at home. Teachers who are able to communicate well and adjust the style of communication with students are able to create a fun and productive learning environment, which can improve academic achievement and emotional well-being of students. Therefore, education must equip teachers with better communication skills to ensure successful learning in the classroom. In conclusion, the results of this study confirm that the teacher's communication style is an important factor in achieving successful learning in the classroom. Teachers must pay close attention to the use of communication styles with students and parents to build a positive and effective learning environment. This research is expected to provide input and reference for decision makers in the field of education, particularly in improving teacher communication skills to help achieve better learning goals.

Challenges and Emotional Well-Being of Students in Facing New Learning Norms

Challenges and Emotional Well-Being of Students in Facing New Learning Norms

Subordinate Support Staff as Primary ‘Internal Custodians’ of Academic Performance, Social and Emotional Development among Students in Primary and Secondary Schools in Uasin-Gishu and Trans-Nzoia Counties, Kenya

The current study examined the integral role of subordinate support staff in primary and secondary schools in Kenya on the overall academic performance and social and emotional well-being of students. A total of 80 student respondents currently attending tertiary institutions in Uasin-Gishu and Trans-Nzoia Counties in Kenya were interviewed using an on-spot questionnaire. The findings indicate a near 'fanatical,' 'nostalgic,' and 'emotional' attachment of the student respondents to almost all the various subordinate support staff they interacted with in their formative educational years. Respondents enrolled in boarding schools at an early age reported strong 'emotional' and 'social support' from especially matrons, cooks, and drivers who acted primarily as caregivers. The relationship between students and subordinate staff developed to the extent of students assigning 'nicknames' to some of them. In one of the primary and secondary schools, the school bus was assigned the names 'monkey cage' and 'Lucy.' The student respondents ranked the following subordinate staff as follows: 
 
 Bursar (3%), 
 Secretary/messenger (2%), 
 Laundry attendant (8%), 
 Telephone operator (1%), 
 Swimming pool attendant (4%),
 Bus driver (14%), 
 Health staff (10%), 
 Matron (25%), 
 Cooks/caterers (21%), 
 Cleaner/groundsman (3%),
 Security (9%) 
 
 The results show that 97% of student respondents acknowledged the significant role of subordinate support staff in promoting the overall academic performance and social and emotional development of students in primary and secondary schools in Kenya. The study concludes that the presence of subordinate support staff in the various educational institutions attended by the student respondents had a beneficial effect allowing them to have a more active role in interactions with adults.

The Impact of the War in Ukraine on the Emotional well-being of Students in the Learning Process

Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine.
 Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war.
 Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn).
 The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates.
 Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.

Being well – A proactive mental wellness intervention for undergraduate medical students

Introduction: Medical students are more prone to mental health disorders than their peers in other courses. Evidence indicates that positive wellness practices improve medical students’ and physicians’ mental well-being. However, proactive, as opposed to reactive mental health programs are currently operational in very few medical schools. In our study, we aimed to find whether an emotional well-being program for undergraduate medical students would have a positive impact on their ability to handle the vicissitudes of student life. Materials and Methods: On entry to the course, after obtaining institution ethics committee approval and informed consent for all students, students were screened with 2 questionnaires – the Self Reporting Questionnaire 20 (SRQ 20) and the Depression, Anxiety and Stress Scale 21 (DASS 21). All students attended a workshop facilitated by mental health professionals on emotional regulation, self-awareness, and stress management. Following this, students who received higher than normal scores on screening received targeted individual attention. All students were given the opportunity to meet the mental health professionals over the coming year. One year after the workshop, the students were readministered the questionnaires. Preintervention and postintervention scores were compared and analyzed. Results: One hundred and seven students attended the workshop. There was no difference in preintervention scores depending on gender, state of domicile, and whether the student was residential scholars or commuters. Depression, anxiety, and stress as measured by the DASS 21 and SRQ 20 were significantly lower postintervention. Conclusions: A proactive emotional well-being program has measurable effects on mental health in undergraduate medical students. Core competency addressed: medical education, emotional well-being of students.