Emotional Learning Research Articles

Olfactory receptors in neural regeneration in the central nervous system.

Olfactory receptors are crucial for detecting odors and play a vital role in our sense of smell, influencing behaviors from food choices to emotional memories. These receptors also contribute to our perception of flavor and have potential applications in medical diagnostics and environmental monitoring. The ability of the olfactory system to regenerate its sensory neurons provides a unique model to study neural regeneration, a phenomenon largely absent in the central nervous system. Insights gained from how olfactory neurons continuously replace themselves and reestablish functional connections can provide strategies to promote similar regenerative processes in the central nervous system, where damage often results in permanent deficits. Understanding the molecular and cellular mechanisms underpinning olfactory neuron regeneration could pave the way for developing therapeutic approaches to treat spinal cord injuries and neurodegenerative diseases like Alzheimer's disease. Olfactory receptors are found in almost any cell of every organ/tissue of the mammalian body. This ectopic expression provides insights into the chemical structures that can activate olfactory receptors. In addition to odors, olfactory receptors in ectopic expression may respond to endogenous compounds and molecules produced by mucosal colonizing microbiota. The analysis of the function of olfactory receptors in ectopic expression provides valuable information on the signaling pathway engaged upon receptor activation and the receptor's role in proliferation and cell differentiation mechanisms. This review explores the ectopic expression of olfactory receptors and the role they may play in neural regeneration within the central nervous system, with particular attention to compounds that can activate these receptors to initiate regenerative processes. Evidence suggests that olfactory receptors could serve as potential therapeutic targets for enhancing neural repair and recovery following central nervous system injuries.

Mixed Reality in Clinical Settings for Pediatric Patients and Their Families: A Literature Review.

In the post-pandemic context, there has been an increasing demand for technology-based interventions in education and healthcare systems, such as augmented and mixed reality technologies. Despite the promising outcomes of applying mixed reality (MR), there is limited aggregated evidence focusing on child-patient interventions in hospital-based or clinical settings. This literature review aimed to identify and synthesize existing knowledge on MR technologies applied to pediatric patients in healthcare settings. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a comprehensive search of the Scopus and Web of Science databases was conducted to identify articles published in the last 10 years that address the application of augmented and/or MR technologies in pediatric hospital settings or clinical environments to improve patient and family outcomes. A total of 45 articles were identified, and following a rigorous screening and eligibility process, 4 review articles were selected for qualitative synthesis. From these reviews, 10 studies with relevant interventions and measured effects were extracted. The extracted studies were analyzed based on eight key attributes: country of origin, study design, characteristics of the study population, primary clinical setting, type of MR device used, nature of the intervention, variables measured, and significant effects observed in the outcome variables. The analysis revealed diverse approaches across different clinical settings, with a common focus on improving both emotional well-being and learning outcomes in pediatric patients and their families. These findings suggest that MR-based pediatric interventions generally provide children and their parents with positive emotional experiences, enhancing both learning and treatment outcomes. However, the studies reviewed were heterogeneous and varied significantly in terms of clinical settings and MR applications. Future research should focus on developing more controlled study designs that specifically target the pediatric population to strengthen the evidence base for MR interventions in healthcare.

Kindness in the Classroom: Evaluating the Impact of Direct Kindness Instruction on School and Emotional Outcomes in Second-Grade Students

This study explores the effects of direct kindness instruction on second-grade students' social and emotional well-being. Amidst the growing integration of Social and Emotional Learning (SEL) into educational curricula, this research specifically focuses on the aspect of kindness, a vital yet often under-explored component of SEL. Conducted in a diverse second-grade classroom in a small Midwestern U.S. town, this study employs an action research methodology, using the Second Step curriculum and weekly kindness missions as interventions. The research is guided by two primary questions: the influence of direct kindness instruction on students' social behavior and its impact on their emotional well-being. The effectiveness of the interventions is evaluated using the Social Academic and Emotional Behavior Risk Screener (SABERS). Findings indicate significant improvements in students' academic, social, and emotional behaviors, underscoring the effectiveness of kindness instruction in enhancing the overall educational environment. The study highlights the need for incorporating structured SEL components, particularly kindness and empathy, in early education, and suggests future research directions for exploring long-term impacts of SEL interventions.

The Impact of Social and Emotional Learning on Student Wellness

Social and Emotional Learning (SEL) is a critical component of education that focuses on developing students' emotional intelligence, social skills, and self-awareness. This paper explores the impact of SEL on student well-being, examining how SEL programs foster emotional regulation, social skills, self-efficacy, and academic performance. Through a review of existing literature, the paper highlights the significant benefits of SEL, including improved mental health, reduced behavioral problems, and enhanced academic outcomes. Case studies from various educational settings demonstrate the practical application of SEL and its positive effects on students. The paper concludes with recommendations for educators and future research directions, emphasizing the need for widespread implementation of SEL to support holistic student development.

Understanding and Promoting School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

School climate is an important part of school improvement efforts, capturing student engagement, connectedness, safety, and relationships. A positive school climate is associated with more prosocial behaviors, academic achievement, reduced engagement in risky behaviors, teacher retention, and reduced burnout. With growing interest and attention to the research of social and emotional learning (SEL), the definitions and conceptualizations of social and emotional learning have expanded significantly across the past few decades. Understanding the intersection between students’ identities, their educational experiences and their academic, social, emotional, and behavioral outcomes is a necessary precursor to being able to strategically and systematically identify and implement universal and targeted supports to meet the overlapping and unique needs of students. To achieve true equity in education, interventions supporting the needs of all students, including those from culturally and linguistically diverse backgrounds must be identified and appropriately vetted. A transnational understanding of the structural patterns and the association between these variables is critical for both the development of culturally sensitive SEL and bullying prevention programs and the transnational adaptation and applications of effective programs that promote a positive school climate. Articles featured in this special issue advance transdisciplinary and translational research by contributing high-quality studies focusing on the impact of bullying and/or SEL programs and interventions on school climate. These articles bridge the research-to-practice gap, including empirical papers with important implications for theory, research, practice, and policy. Impact Statement Promoting school climate and social and emotional learning are important to support student success at school and beyond. Transdisciplinary and transnational research provides valuable information to understand and implement supports that are culturally sensitive and responsive. While school climate and social and emotional learning are often studied separately, both are necessary for students to thrive.

What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact

Universal school-based social and emotional learning (SEL) programs have been shown to have a range of benefits for students. However, these programs tend to focus on students, not involving parents, which may limit their impact outside the school context. We conducted focus groups and interviews with 118 parents, 58 teachers, and 6 school administrators at six public elementary schools across the United States implementing the Second Step SEL program to determine (a) what parents want to know about SEL in their children’s schools and why, (b) what parents actually know about SEL in their children’s schools, and (c) educators’ perspectives on SEL communication with parents. The findings suggest that school staff underestimate parents’ interest in knowing what their children are learning in SEL at school and perceive logistical barriers to SEL communication with parents. Accordingly, many parents report lacking knowledge about SEL despite valuing that knowledge and wishing to support their children’s SEL development. These findings point to ways SEL programs can be designed to better communicate with parents, and importantly, to facilitate parental engagement in the development of their children’s SEL skills.

The relationship of emotional intelligence to burnout and related factors in healthcare profession students

BackgroundHigh prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula. ObjectivesTo explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables. DesignCross-sectional survey study. SettingsData was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey. Participants147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP). MethodsParticipants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale. ResultsA large negative correlation was noted between emotional intelligence and burnout (r = −0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence. ConclusionsThese findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

Targeting Histamine and Histamine Receptors for Memory Regulation: An Emotional Perspective.

Histamine has long been accepted as a pro-cognitive agent. However, lines of evidence have suggested that the roles of histamine in learning and memory processes are much more complex than previously thought. When explained by the spatial perspectives, there are many contradictory results. However, using emotional memory perspectives, we suspect that the histaminergic system may interplay with stress, reward inhibition, and attention to modulate emotional memory formation. The functional diversity of histamine makes it a viable target for clinical management of neuropsychiatric disorders. Here, we update the current knowledge about the functions of histamine in emotional memory and summarize the underlying molecular and neural circuit mechanisms. Finally, we review the main clinical studies about the impacts of histamine-related compounds on memory and discuss insights into future research on the roles of histamine in emotional memory. Despite the recent progress in histamine research, the histaminergic emotional memory circuits are poorly understood, and it is also worth verifying the functions of histamine receptors in a more spatiotemporally specific manner.

Incorporating Social and Emotional Learning in the English Classes at Military Academies

Abstract As military students navigate the demanding transition to the post-pandemic learning environment, there is a growing recognition of the importance of addressing social and emotional learning (SEL) needs. Drawing on existing literature as well as on empirical evidence, the present paper focuses on the unique benefits that this type of learning has for cadets and on the potential that foreign language classes can have as a platform for promoting Social and Emotional Learning competencies such as more involvement in the English classes, an increased resilience level, better relationship skills, or increased academic performance. The article also presents some potential challenges for the implementation of SEL in English classes at military academies, including alignment with existing curriculum standards, faculty training and support, and assessment of SEL outcomes. Furthermore, the paper suggests modalities in which SEL can be incorporated in the English classes by means of projects, role-plays, problem solving, etc. and pinpoints the role that educators play in facilitating SEL integration. By addressing these challenges and capitalizing on the expertise of teachers and military leaders, academies can create inspirational learning environments that promote the social, emotional, and academic growth of their cadets, preparing them for the 21st century.

Preliminary trial of a well-being diary with Japanese primary school students

The well-being of Japanese children has been reported to be low, compared with children in other developed countries. However, there has been a lack of social and emotional education specially designed to promote the well-being of this demographic. To address this gap, the authors developed a well-being diary (WE diary) suited for the Japanese school context during the COVID-19 pandemic. This study was a two-arm controlled trial to investigate the efficacy and feasibility of the WE diary using the social and emotional learning approach. The participants comprised Japanese primary school students aged 7–8 (35 females and 34 males) who volunteered for this 8-week program, which was implemented during 10–15-minute extra class periods. The students in the WE diary group and waitlist conditions completed questionnaires at three time points, under the supervision of the teacher. Based on the findings, there were significant positive changes in the scores for well-being and perceived social support, indicating the feasibility of this program in Japanese primary schools. The overall usefulness of the well-being diary among this demographic could motivate researchers, policymakers, and practitioners to promote social and emotional learning in Japanese schools.

Exploring the effects of multiple online interaction on emotions of L2 learners in synchronous online classes

The decline in both the quantity and quality of interaction has emerged as a notable challenge in online learning. However, the definition of interaction quality remains unclear. This study clarifies it as a decrease in the breadth of interaction, which refers to interaction that can only cover a smaller number of learners. To address this, a synchronous interaction modality, termed Multiple Online Interaction (MOI), based on Zoom's interactive tools, was introduced. In a quasi-experiment involving 58 Chinese L2 learners (with 30 beginner and 28 intermediate students), emotions were assessed using the Brief Mood Introspection Scale (BMIS) while real-time emotional dynamics were revealed through the analysis of 5129 facial expression images during a 35-min synchronous class. MOI participants reported higher levels of Lively and Happy but also experienced more Nervous and less Calm. These emotional dynamics, tracked through expression recognition technology, demonstrate that MOI's impact is primarily observed during the first Grammar & Practice section of the teaching. The empirical findings of this study provide practical insights for educators aiming to conduct effective online teaching in the future.

Blossoms Shanghai as a Carrier of Memory: The “Construction” and “Function” of Collective Memory

Blossoms Shanghai meticulously depicts Shanghai in the 1990s, illustrating the construction and function of collective memory, revealing how memory is activated and reproduced in media. The series not only recreates the lifestyle details and social changes in Shanghai post-reform and opening-up but also constructs the audience’s collective imagination of the past through specific narrative techniques and visual styles, merging individual memory with collective memory to form a widely shared social framework. This process introduces the concepts of “memory glimmer” and “prosthetic memory,” deepening the understanding of the interaction between individual and collective memory. These concepts show how the triggering of details and the recreation of historical contexts enhance emotional resonance and memory activation among viewers. Simultaneously, Blossoms Shanghai demonstrates the function of collective memory in maintaining social stability and integration, reinforcing social identity and cultural empathy among viewers by presenting shared cultural heritage and regional characteristics. This is crucial for understanding the role of collective memory in shaping social identity and cultural continuity.

The efficacy of the peace ambassador project: Promoting children’s emotional intelligence to address aggression in the early childhood classroom

This study explored the effect of a social emotional learning programme- the ECE-Peace Ambassador project (ECE-PAP) − on children’s (i) emotional intelligence, (ii) prosocial behaviour, (iii) aggressive behaviour with peers, (iv) and peer exclusion. Employing a quasi-experimental design, ECE-PAP was implemented in 16 schools in Hong Kong. In each school, teachers in one K3 class (4- to 5-year-olds) implemented the programme and a second K3 class served as a control (N=302). Multiple reporters (children, parents, and teachers) provided assessments of children’s emotional competence, social behaviour, aggressive behaviour, and responses to peer aggression the week before the programme, the week after, and three months later. Preliminary analyses showed that at pretest, children in the experimental condition showed lower emotional intelligence and less competent responses to peer aggression than controls. However, these differences disappeared by posttest and remained non-significant at follow-up. Children in the experimental condition showed increases from pre- to posttest in emotional intelligence, emotion labelling, and taking action to stop bullying, and decreases in avoidance and aggressive responses. Implementing the programme over a greater number of weeks was associated with more positive child outcomes. These results suggest that ECE-PAP may be an effective, cost-effective way to address aggressive behaviour in kindergarten classrooms by promoting children’s emotional intelligence and social skills

The Complicated Rise of Social Emotional Learning in the United States: Implications for Contemporary Policy and Practice

In this article examining the history of social emotional learning (SEL) in the United States, Kelsey A. Dalrymple and Joel M. Phillips use an intellectual history approach to demonstrate that the development of contemporary SEL was significantly influenced by different sociocultural, political, and economic factors. They highlight how metaphorical wars waged by presidential administrations from the 1960s to the 1990s shaped public policy and societal attitudes toward minoritized and marginalized groups and describe how education became a key strategy to battle many of the perceived ills and behaviors associated with those groups. Outlining ongoing debates on SEL, they argue that acknowledging the racialized and socioeconomic roots of SEL can help inform contemporary policy and practice and also educate advocates and critics alike on the ways SEL may serve to address and/or perpetuate long-standing social injustices.

Enhancing agency and empowering young people: The transformative impact of social and emotional learning programmes

BackgroundOver thirteen million people in the UK are currently living in poverty, and over four million are children (Department for Work and Pensions, 2022; Child Poverty Action Group, 2023). The Youth Futures Foundation (2021) argue that many young people do not have access to support or appropriate information to find employment or apply to further or higher education. ObjectiveThe purpose of this paper is to analyse young people’s experiences in a youth programme, adopting a Capabilities Approach (CA), to showcase how developing social and emotional learning (SEL) skills and competencies translates to tangible and powerful change in young people’s agency in their decisions.Participants and Setting.The research adopts a structured methodology focusing on the experiences of young people engaged in the programme in addition to parents, stakeholders and teachers. It investigated the benefits of the youth programmes, delivered across England and Wales in partnerships with other reputable organisations, for young people participating in the programme. MethodsThematic analysis was used to analyse data collected from semi-structured interviews and focus groups with 66 individual participants. This analysis led to the development of two themes: ‘improving young people’s confidence and aspiration’ and‘preparing young people for the future’. ResultsEmpowering young people through a programme developing SEL contributes to enhancing their capabilities, which is essential in preparing young people for transition from education to work. Adopting this type of approach requires innovation and flexibility to ensure challenges (for example, COVID-19) do not derail progress and, instead, contribute to the development of safe environments and secure relationships. ConclusionsOrganisations who create a safe space and offer long-term SEL support, give young people the confidence to interact, access opportunities outside of the classroom and put forward their views and set aspirations for their future. This promotes a capability approach, which illustrates the importance of providing young people with opportunities for repeated active involvement in activities (or interventions) in creating active citizens who understand/recognise their aspirations and worth.

Effects of TED Talks on Students' Foreign Language Learning Emotions

This study explores the effects of TED talks on students' foreign language learning emotions. It aims to investigate how TED talks influence emotions experienced during foreign language learning and how these emotions affect language learning outcomes. The study consists of two experiments, utilizing different methods and designs. Experiment One focuses on examining the effects of TED talks on the emotional experiences of language learners, while Experiment Two investigates the relationship between these emotions and language learning outcomes. The findings from both experiments contribute to a better understanding of the role of TED talks in foreign language learning and shed light on the potential benefits of incorporating TED talks into language teaching.

The Impact of Artificial Intelligence Virtual Oral Tutoring APPs on Chinese Youth’s Anxiety in Oral English learning——Interview Research Based on Users of Artificial Intelligence Speaking Tutoring APPs

Foreign language learning anxiety is a long-standing topic that people use to guide foreign language teaching and the setting of foreign language education scenarios by studying the anxiety emotions that exist in foreign language learning. However, in today’s era of artificial intelligence (AI), with the release of ChatGPT, large language model AI technology is widely used. In such a new context, various AI virtual foreign language oral coaches have emerged. Due to the short development time of the large language model technology, the foreign language training model built on this technology is still in the initial stage of development, and the research on this field is very limited. The research on the improvement of foreign language learning emotions brought by GAI is even rarer. The foreign language learning method provided by the AI coach. What help does it have for foreign language learning? Does it alleviate foreign language learning anxiety? It has become a blank in foreign language learning emotion research. This study used semi-structured interviews with 10 Chinese young people between the ages of 20 and 40. Using the method of thematic analysis, the data of this interview were recorded and analyzed, and the conclusions reached were explained from the control value theory, and it was found that AI robots can alleviate many aspects of anxiety in foreign language oral learning, such as: communicative anxiety, situational anxiety, oral anxiety, hearing anxiety, and cognitive anxiety. It is very friendly to socially phobic people, providing emotional companionship and cognitive support for students who are lonely and helpless in foreign language oral communication, although the effect of foreign language improvement is different for different students, but it has an obvious effect on alleviating anxiety when learning foreign languages, and it is unexpectedly found that the AI robot foreign language coach also has the role of emotional companionship for learners, in addition to helping to alleviate anxiety, it can also provide positive emotional value through care, companionship, communication, etc. The findings of this paper are helpful to understand the help of AI technology on foreign language learning emotions, and to provide support for subsequent research on AI accompanying foreign language learning.

Well-being and sustainability: impact of teacher centred coaching model

Purpose The development of educational models that prioritize the well-being and sustainability of educational communities has become increasingly important in recent years. The purpose of this study was to explore the impact of teachers’ training in strategies for implementing a multidimensional approach to classroom well-being through the Teacher Centred Coaching Model on well-being in the classroom – teachers and students well-being. Design/methodology/approach Through a qualitative design, the authors conduct the present study to assess the perceptions of elementary teachers regarding their own competency development and that of their students during a 25-h intervention program. The study involved teachers (n = 8) and their 8–15-year-old students (n = 423). The “Teachers Perception of SWCI Impact on students” questionnaire was used to collect student data, while teacher competency data was obtained through individual interviews entitled “Strategies for Well-being in the Classroom Intervention”. Findings The analysis of the data showed that teachers believed that improving well-being strategies could benefit the personal development of both themselves and their students. Furthermore, the study revealed a positive impact on the personal and professional well-being of the teachers who participated in the program. After completing the program, students displayed improved abilities in attention and concentration, as well as better personal relationships, organizational skills and emotional regulation. The teachers emphasized that self-awareness and self-regulated learning had a positive influence on their own well-being, as well as on that of the educational community, by promoting empathetic communication, sharing experiences and implementing good practices aimed at enhancing well-being and sustainability. Research limitations/implications The study involved eight participants, comprising eight females and two males. This number could be seen as a limitation, but in another way, these participants (from all the several regions in Portugal) allow us to reach a level of theoretical saturation of the contents in analysis because they complete all the several moments of training, coaching and implementation of the proposal, and their practices, reflections and actions guarantee the depth of data, as Burmeister and Aitken (2012) and Fusch and Ness (2015) propose. Practical implications The teachers emphasized that self-awareness and self-regulated learning had a positive influence on their own well-being, as well as on that of the educational community, by promoting empathetic communication, sharing experiences and implementing good practices aimed at enhancing well-being and sustainability. Social implications After completing the program, students displayed improved abilities in attention and concentration, as well as better personal relationships, organizational skills and emotional regulation. Originality/value This study adds to both theoretical and practical development of continuing teacher training about social and emotional learning and executive functioning and its possible role in promote the personal development of teachers and students.

The Relationship between Emotional Intelligence and Language Learning Strategies Used by High School Students

Emotional intelligence (EI) is widely recognized as a crucial determinant of success in several domains, including education. In addition to EI, language learning strategies (LLS) also play a significant role in facilitating a learner's achievements. Therefore, the primary objective of this study is to examine the extent to which students possess EI, their utilization of LLS, and the potential correlation between EI and LLS. In this study, 425 students at FPT high school in Mekong Delta are involved in completing the questionnaire, built on the Trait Emotional Intelligence Questionnaire – Short Form (TEQue-SF) framework of Petrides and Furnham (2001) and the Strategy Inventory for Language Learning (SILL) of Oxford (2017). Then, ten of them are selected to conduct a semi-structured interview to gain more insights of their thoughts. The results showed that both the general scale of EI and LLS were at the moderate level. Furthermore, a statistically significant relationship exists between the degree of EI and the utilization of LLS. The study concluded by proposing recommendations for enhancing students' EI and LLS, as well as delineating potential avenues for further research.

A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention

There is growing interest in the integration of social–emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the ‘dual pandemics’ of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.g., meeting minutes, correspondence) and analyses of formal data sources (i.e., teacher interviews, student focus groups) to describe how we overcame challenges to form an RPP, to demonstrate our collaborative intervention development efforts, and to assess feedback on the contextual appropriateness of the intervention. We discuss lessons learned from our partnership efforts and reflect on future directions for RPP-driven work to advance equity-focused SEL in K-12 public schools.