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Education Sciences
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Students’ Emotions in Learning Contexts
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Students’ Emotions in Learning Contexts

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (1 July 2023) | Viewed by 17560

Special Issue Editors

Dr. Jessica Hoffmann

E-Mail Website
Guest Editor
Yale Center for Emotional Intelligence, Yale Child Study Center, Yale University, New Haven, CT 06511, USA
Interests: emotional intelligence; social emotional learning; emotion regulation; education
Special Issues, Collections and Topics in MDPI journals
Dr. Christina Cipriano

E-Mail Website
Guest Editor
Yale Center for Emotional Intelligence, Yale School of Medicine, New Haven, CT 06511, USA
Interests: the systematic examination of social and emotional learning (SEL) in the promotion of pathways to optimal developmental outcomes for traditionally marginalized student and teacher populations

Special Issue Information

Dear Colleagues,

We are pleased to invite you to submit your research to this Special Issue of Education Sciences, titled Students’ Emotions in Learning Contexts. Research tells us that emotions matter – for attention, memory and learning, for relationships, for decision-making, and for students’ health and overall well-being. Increasingly, researchers and practitioners alike have focused on the emotional needs of students within various learning contexts, and the implementation of social and emotional learning (SEL) programming. This Special Issue aims to advance scientific research on students’ emotions within learning contexts. For the purposes of this call, we define learning contexts as home, formal (school, in and out of school time) and informal (museums, games, and social networks) and welcome studies speaking to in-person, virtual, and hybrid experiences of emotions.

Original research articles and reviews are welcome. Topics may include (but are not limited to):

  • How students feel in learning contexts, especially in light of current events, or specific to a particular context or special population.
  • The role of students’ emotions on academic achievement, school adjustment, or other relevant learning context outcomes.
  • Research on emotion skills training or interventions that take place within learning contexts.
  • Novel assessments or methods for understanding students’ emotions in learning contexts.
  • Creative approaches to promoting student emotional well-being in diverse learning contexts.

We look forward to receiving your contributions.

Dr. Jessica D. Hoffmann
Dr. Christina Cipriano
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • emotions
  • emotion skills
  • emotional intelligence
  • social emotional learning (SEL)
  • student experience, school-based research
  • learning contexts

Published Papers (6 papers)

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Research

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11 pages, 862 KiB  
Article
Gender as a Differentiating Factor in Mathematics Anxiety of Pre-Service Teachers
by Erika Franco-Buriticá, Iris Betzaida Pérez Almeida, Carmen León-Mantero and José Carlos Casas-Rosal
Educ. Sci. 2023, 13(6), 586; https://doi.org/10.3390/educsci13060586 - 09 Jun 2023
Viewed by 889
Abstract
Developing mathematical competencies in future teachers requires particular attention to both cognitive and affective aspects. A positive attitude towards mathematics increases enjoyment, motivation, and confidence when working with the subject. It also reduces the anxiety of facing activities and problems and gives greater [...] Read more.
Developing mathematical competencies in future teachers requires particular attention to both cognitive and affective aspects. A positive attitude towards mathematics increases enjoyment, motivation, and confidence when working with the subject. It also reduces the anxiety of facing activities and problems and gives greater value to the academic and professional usefulness of mastering mathematical knowledge. These attitudes will also be reflected in their future teaching practice. For this reason, it is of great interest to study the attitudes of this critical group since, despite the numerous investigations carried out in this field, the influence of variables, such as place of origin or gender, on the attitudes and, in particular, on the attitudinal factor that best explains them, anxiety towards mathematics, has not yet been clarified. This work has analyzed the attitude and anxiety of 235 future teachers who study in rural and urban environments. The results show that gender is a differentiating factor in anxiety, with similar results in the schools of the two environments. However, the differences between men and women are more pronounced in the rural environment. Full article
(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
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20 pages, 314 KiB  
Article
Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma
by Rebecca S. Levine, Rebecca J. Lim and Amy Vatne Bintliff
Educ. Sci. 2023, 13(4), 411; https://doi.org/10.3390/educsci13040411 - 19 Apr 2023
Cited by 1 | Viewed by 2934
Abstract
Schools play an important role in fostering student intrapersonal and interpersonal skills and development, also known as social and emotional learning (SEL). This study examined how K–12 teachers used student SEL strategies in remote and hybrid classroom environments during the COVID-19 pandemic, a [...] Read more.
Schools play an important role in fostering student intrapersonal and interpersonal skills and development, also known as social and emotional learning (SEL). This study examined how K–12 teachers used student SEL strategies in remote and hybrid classroom environments during the COVID-19 pandemic, a time of heightened distress and trauma. Survey data were collected from 26 teachers in Southern California and follow-up semi-structured interviews were conducted with 16 teachers. Responses were analyzed from an integrated SEL- and trauma-informed perspective. Themes that emerged included focusing on relationships; building routines and predictability; creating space to identify and share feelings; incorporating movement, mindfulness, and play; implementing culturally affirming practices; providing student choice and leadership; and engaging and collaborating with families. Various challenges associated with implementing SEL during COVID-19 are discussed, including teacher burnout, being unsure who was listening in on class conversations, and feeling disconnected in an online environment. Recommendations for practice and further research are provided. Full article
(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
21 pages, 591 KiB  
Article
Social and Emotional Learning and Early Literacy Skills: A Quasi-Experimental Study of RULER
by Craig S. Bailey, Olivia Martinez and Elizabeth DiDomizio
Educ. Sci. 2023, 13(4), 397; https://doi.org/10.3390/educsci13040397 - 14 Apr 2023
Viewed by 2587
Abstract
RULER is a pre-K–12 systemic approach to social and emotional learning (SEL) that supports educators in cultivating emotion skills and provides them with pedagogical principles and tools to help them explicitly teach social and emotional skills to students. The current study tests whether [...] Read more.
RULER is a pre-K–12 systemic approach to social and emotional learning (SEL) that supports educators in cultivating emotion skills and provides them with pedagogical principles and tools to help them explicitly teach social and emotional skills to students. The current study tests whether preschool-level access to RULER was associated with growth in early literacy skills using a sample of 1051 preschoolers in 95 classrooms across 19 community-based centers in a small urban northeastern US community. The Preschool Early Literacy Indicators were collected three times over an academic year by district staff. Multi-level growth modeling with inverse probability weighting revealed that children in preschools with access to RULER grew significantly more in their early literacy skills than children without access to RULER—an end-of-year difference equivalent to 0.25 standard deviations, 95% CI [0.14, 0.40]. The current study demonstrates that RULER may promote young children’s early literacy skills. Full article
(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
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9 pages, 645 KiB  
Article
Study of Factors Associated with the Development of Emotional Intelligence and Resilience in University Students
by Marina Valverde-Janer, Manuel Ortega-Caballero, Iván Ortega-Caballero, Antonia Ortega-Caballero and Adrián Segura-Robles
Educ. Sci. 2023, 13(3), 255; https://doi.org/10.3390/educsci13030255 - 27 Feb 2023
Cited by 1 | Viewed by 1747
Abstract
Future educational professionals should possess both the academic and personal skills needed for resilience. These future professionals will face difficult situations, and the development of skills such as resilience is an important part of their training. The primary objective of this research paper [...] Read more.
Future educational professionals should possess both the academic and personal skills needed for resilience. These future professionals will face difficult situations, and the development of skills such as resilience is an important part of their training. The primary objective of this research paper is to study and analyze the links between the emotional intelligence, resilience, and personalities of undergraduates studying for different degrees in educational sciences. A quantitative analysis was performed with a non-experimental, descriptive, comparative, and correlational design. The sample results show above-average levels in all three dimensions, with resilience exhibiting the highest values. Regarding the influence of gender, males presented a higher level of resilience than females, while females tended to exhibit higher levels of spirituality. University students who studied physical activity and sport sciences were found to be more resilient and to have higher weighted emotional intelligence scores than students with other educational science degrees. Emotional clarity and repair corresponded directly with the subjects’ age. Emotional intelligence was positively correlated with repair, highlighting this variable as fundamental to resilience. Full article
(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
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17 pages, 1778 KiB  
Article
Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia
by Enung Hasanah, Suyatno Suyatno, Ika Maryani, M Ikhwan Al Badar, Yanti Fitria and Linda Patmasari
Educ. Sci. 2022, 12(10), 650; https://doi.org/10.3390/educsci12100650 - 26 Sep 2022
Cited by 8 | Viewed by 4432
Abstract
Ideally, learning should help students optimally develop through various activities that enable students to pay attention to their well-being. Some teachers in Indonesia have participated in various professional development programs based on developing a progressive educational philosophy emphasizing the importance of differentiated learning [...] Read more.
Ideally, learning should help students optimally develop through various activities that enable students to pay attention to their well-being. Some teachers in Indonesia have participated in various professional development programs based on developing a progressive educational philosophy emphasizing the importance of differentiated learning to create Indonesia’s graduate profile, namely the Pancasila Student Profile. Implementing differentiated learning in Indonesia to realize the outcome of the Pancasila Student Profile is a novelty. Therefore, many teachers are still bewildered about the best practice to realize it. This study aims to construct a conceptual model of differentiated instruction based on the experiences of junior high school teachers in Indonesia through phenomenological studies. The number of participants in this study was 12 people selected through the purposive sampling method. Data collection is enacted through in-depth individual interviews. This study indicates that the conceptual model of differentiated learning is learning that provides opportunities for students to walk on their tracks; it also provides learning that emphasizes students’ physical and mental welfare and safety in the learning process. Teachers who comprehend and understand the philosophy of progressive education would possibly realize the concept of differentiated learning, which places students as empowered learners. Full article
(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
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22 pages, 1742 KiB  
Systematic Review
Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis
by Liyan Yu, Jane Jie Yu and Xiuhong Tong
Educ. Sci. 2023, 13(2), 220; https://doi.org/10.3390/educsci13020220 - 20 Feb 2023
Cited by 2 | Viewed by 4017
Abstract
This meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional skills and reading ability among typically developing [...] Read more.
This meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional skills and reading ability among typically developing readers, r = 0.23, 95% CI [0.19, 0.28]. The moderation analysis revealed that, after controlling for types of social–emotional skills and grade level, the correlation between social–emotional skills and reading ability was moderated by the levels of reading (i.e., word reading vs. reading comprehension), β = 0.07, 95% CI [0.02, 0.11], t = 5.03, p < 0.05. Specifically, social–emotional skills had a significantly stronger correlation with reading comprehension than it with word reading. This work provides support for the lattice model of reading, suggesting that future research efforts are needed to examine the underlying mechanisms between social–emotional skills and reading ability. Full article
(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
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