Emotional Well-being Of Students Research Articles

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.

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.

PLS-SEM Validation for Burnout Measures in Latino College Students: A Socially Sustainable Educational Return

Health care is an essential factor in the social sustainability of the university; therefore, it is a challenge and a responsibility to monitor a safe return to school that ensures the support of the physical and emotional well-being of students. In this sense, the Maslach Burnout Inventory-Student Survey (MBI-SS) is a validated resource with robust techniques in several regions of the world to diagnose school burnout. However, few efforts appear in the literature to validate it from a predictive approach in the Latin region. This study aims to validate, from a predictive approach, measures of school burnout in Latino university students from Mexico and Colombia. A total of 235 surveys were administered (Mx. n = 127, Co. n = 108), and a Partial Least Squares (PLS) measurement model was validated using the statistical program SmartPLS 3.3.7. As a result, 22 valid items were obtained in four reliable subconstructs: burnout, family cynicism, inefficacy, and somatization. The value of this research is its contribution to filling two gaps related to the MBI-SS scale (1) to contribute to the validation of the MBI-SS in a Latin context and (2) the use of the nonparametric statistical technique PLS focused on prediction.

Prevalence and associated risk factors for mental health problems among female university students during COVID-19 pandemic: A cross-sectional study findings from Dhaka, Bangladesh

The COVID-19 pandemic has tremendously affected the physical and mental health of people at all levels worldwide. The present study aimed to evaluate the prevalence and contributing factors for mental health problems among female university students in the urban area of Bangladesh. We conducted this online cross-sectional study among 451 female university students. Here we assessed the symptomatic prevalence of common mental health problems among the participants. The prevalence rate of loneliness, anxiety, and depressive symptoms among female university students in Bangladesh was 55.88%, 69.18%, and 45.23%, respectively. Also, we noticed that mild, moderate, and severe symptoms of loneliness, generalized anxiety, and depression were 36.90%, 40.48%, and 22.62%; 48.08%, 22.44%, and 29.48%; and 37.31%, 26.87%, and 35.52%; respectively. According to the present study results, marital status, financial condition, education level, and family structure (nuclear/joint) are potential contributing factors to mental health problems among female university students living in Dhaka, Bangladesh. The COVID-19 pandemic has severely impacted the academic performance and emotional well-being of students in Bangladesh. Also, the closure of university classes for a long time in Bangladesh was responsible for the poor mental health of students. Promoting good mental health has become a vital public health concern during this ongoing COVID-19 pandemic. Female university students residing in urban areas in Bangladesh are more prone to developing mental health problems during any crisis. Therefore, the healthcare authorities of Bangladesh should promote the good mental health of students during and after the ongoing COVID-19 pandemic. Keeping in touch with students to support them psychologically and mentally during the pandemic is crucial for promoting their good mental health.

A Mental Health Management and Cognitive Behavior Analysis Model of College Students Using Multi-View Clustering Analysis Algorithm.

In this new era that is full of social changes, ongoing economic transformation, an abundance of information resources, and a fast pace of life, the pressure that people feel to compete with one another is also increasing day by day. Because of the vast differences in people's states of consciousness and worldviews, interpersonal relationships have become increasingly difficult to navigate. Students in higher education institutions will eventually emerge as the dominant demographic in society. Their mental health has a significant bearing on all aspects of life, including learning and future growth. An objective condition that must be met in order to guarantee that the next generation of talent will have a high level of overall quality is the improvement of the mental health of college students (CSMH) in the new era. One component of public health is the emotional well-being of students in higher education. The state of the public's health is consistently ranked among the most urgent problems facing modern society. However, there is not much hope for the Chinese CSMH. In order to effectively manage their mental health, a variety of educational institutions, including colleges and universities, have proposed a large number of management strategies for CSMH. The vast majority of these strategies are not targeted, and they do not offer a variety of management strategies that are based on the many different psychological states. It is necessary to first be able to accurately predict the mental health status of each individual college student in order to achieve the goal of improving the mental health management of students attending colleges and universities. This study proposes using a multi-view K-means algorithm, abbreviated as MvK-means, to analyze the CSMH's data on mental health. This is possible because the data can be obtained from multiple perspectives. This paper presents a multi-view strategy as well as a weight strategy in light of the fact that each point of view contributes in its own unique way. Different weight values should be assigned to each view's data, which will ultimately result in an improved evaluation effect of the model. The findings of the experiments indicate that the model that was proposed has a beneficial impact on the analysis of the data pertaining to the mental health of college students.

Associations between problematic internet use and substance misuse among US college students

Problematic internet use (PIU) is more common in young adult populations than any other adult age group. Previous research has suggested that PIU is associated with higher rates of mental health disorders, psychological distress, and some substance misuse behaviors in college students. This study utilizes data from 417,780 US college students to explore associations between PIU and a variety of substance use outcomes. Unadjusted and adjusted odds ratios were used to investigate associations between PIU and substance use disorder (SUD) diagnosis, misuse of cigarettes, e-cigarettes, alcohol, marijuana, cocaine/methamphetamine, sedatives, hallucinogens, opiates, inhalants, MDMA, other club drugs, prescription pain killers, prescription sedatives, and prescription stimulants. Among the 417,780 US college students included in our analytic cohort, 123,330 (29.52%) reported PIU. Students who demonstrated PIU had a significantly higher risk of substance misuse behaviors, including misuse of opiate, sedative, hallucinogen, club drugs, and inhalant, illicit use of prescription pain killers, and SUD diagnosis, than their peers who did not demonstrate patterns of PIU. These findings highlight the need to promote the physical, social, and emotional wellbeing of students more effectively by considering PIU in prevention and intervention efforts aimed to decrease the prevalence of addictive behaviors in US college settings.

The impact of therapy dogs on the social and emotional wellbeing of students: a systematic review

ABSTRACT Objective This systematic review examined the impacts of therapy dogs on the social and emotional wellbeing of K-12 students. Procedure Five electronic databases (PsycINFO, Informit A+ Education, PubMed, Web of Science and ProQuest Dissertations & Theses Global) were searched to find English language, grey literature and peer-reviewed articles up to November 2020. Results A narrative synthesis of 23 articles indicated that therapy dogs may enhance students’ mood and positive emotionality, social and communication skills, confidence and their relationship with teachers. Inconsistently, other studies reported that therapy dogs may not enhance the social and emotional wellbeing of students. Conclusion The current research is characterised by methodological limitations and an over-reliance on the perceptions of students and teachers. To enhance the quality and reliability of the evidence, future researchers are encouraged to adopt more rigorous methodologies with larger sample sizes and control procedures. It is also recommended that the perceptions of school leaders, other educational personnel and interdisciplinary health professionals are incorporated into future studies. This may contribute to a greater level of consensus in the educational sector about the impacts of therapy dogs on the social and emotional wellbeing of K-12 students.

Role of inclusive pedagogical structure in education

An efficient pedagogical structure in educational institutions plays an important role in mental well-being of students. The research paper talks about Inclusive pedagogy in educational culture. Inclusion is a form of integration where all diversities are celebrated at an educational setup. One such form of inclusive setup implies inclusion of persons with disabilities with equal accessibility and participation to all the students. Such practice has a great impact on mental as well as emotional well-being of students with disabilities and confirms an environment that celebrates diversity. The paper also refers to international and Indian legal documents and policies regarding Inclusive Education. Furthermore, a brief reference of Indian case laws with respect to Inclusive educational structure embarks the status of inclusion when it comes to persons with disabilities.

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia.

Educational institutions in Saudi Arabia extended e-learning until the third semester of the academic calendar to prevent the spread of COVID-19 infection and to achieve 70% inoculation for the Saudi population. This study assesses the impact of extended e-learning and other associated stressors on the emotional health of university students in Saudi Arabia. An online cross-sectional survey collected data between the months of January–March 2021. The emotional signs of stress were measured by using a subset of items from the COVID-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Data about demographic variables, educational characteristics and academic performance were also collected. A regression analysis was performed to determine predictors of emotional health. A total of 434 university students including females (63%) and males (37%) provided responses. One-third of students (33%) indicated that the COVID-19 pandemic and its resulting changes including online distance studies greatly influenced their daily lives in a negative way. The regression analysis demonstrated that female students and students with average academic performance had increased vulnerability to experience emotional signs of stress (p < 0.05). The factors ‘Not going to university’ and ‘Not having a routine life’ were significant predictors of stress responses (p < 0.01) and (p < 0.001) respectively. E-learning during the COVID-19 pandemic made it possible for students to complete their studies as per academic calendar; simultaneously, it increased the vulnerability to experience stress, particularly for female students and students with average academic performance. These findings imply that academic advising and counseling services should be more readily available during digital studies to support at risk students.

Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision.

One way of promoting student success in a nursing program is through curricular revision. However, significant curricular revision coupled with a simultaneous move to active learning strategies can have an impact on the educational and emotional well-being of students. This descriptive correlational study examined student stress, engagement, and self-directed learning in a convenience sample of junior-level nursing students (N = 164) after a transition to a new curriculum and active learning methods. The researchers identified moderate stress levels in students, which affected both classroom engagement and self-directed learning. Select demographic variables also impacted study outcome variables. The findings of this study highlight the need for interventions to promote stress reduction and self-care for students. Faculty and curriculum committees must remain vigilant when restructuring the curriculum ladder to decrease the academic burden on already stressed students. [J Nurs Educ. 2021;60(10):566-569.].

Study of the Emotional Well-Being of Students in the Process of Education in the Modern School

The article is devoted to the current problem of the modern school - the emotional well-being of students in the learning process. The study analyzes the role of the emotional component in students' learning activities, the impact of emotions on learning outcomes, and the importance of emotional well-being in maintaining and strengthening their health. The purpose of the study was to identify the causes of emotional discomfort of students in the learning process, the ways to ensure the emotional well-being of students, the implementation of which will improve learning success, maintain and strengthen students' health. The following methods were used to study the state of the emotional well-being of the students: 1) a questionnaire developed by the authors of the research to study the emotional well-being of students at school; 2) the method of assessment of mental activation, interest, emotional tone, tension and comfort, created by L. Kurganskyi and his colleagues; 3) a card to identify factors of learning success. The results of the study showed a low level of the emotional well-being of students in modern schools. Based on the analysis of the study outcomes, the causes of emotional discomfort of students in the learning process are identified. The possibility of improving the effectiveness of learning, educational achievements of students by ensuring their emotional well-being in the learning process is described. Practical ways to improve the emotional well-being of students in the modern school and the formation of their emotional health are outlined and substantiated.