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Education Sciences
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Advancing Research and Methods about Students and Teachers’ Emotions: Correlates,...
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Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes

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

Deadline for manuscript submissions: 1 June 2024 | Viewed by 7919

Special Issue Editors

Dr. Daniela Raccanello

E-Mail Website
Guest Editor
Department of Human Sciences, University of Verona, 37129 Verona, Italy
Interests: educational psychology; developmental psychology; emotions; emotional competence; achievement emotions; motivation; traumatic events; evidence-based interventions; development of instruments for measuring emotions
Dr. Elena Florit

E-Mail Website
Guest Editor
Department of Human Sciences, University of Verona, 37129 Verona, Italy
Interests: educational psychology; developmental psychology; language acquisition; literacy; text comprehension; individual differences; contextual factors; evidence-based interventions
Dr. Angelica Moè

E-Mail Website
Guest Editor
Department of General Psychology, University of Padua, 35121 Padua, Italy
Interests: teacher motivation and well-being; self-determined motivation; fostering intrinsic motivation; positive affect and self-efficacy; emotion regulation; gender differences in motivational beliefs; parental trainings

Special Issue Information

Dear Colleagues,

Emotions play a central role within educational systems for both the wellbeing and performance of school and university members. In recent decades, many studies have investigated the relationship between students’ and/or teachers’ emotions and a variety of constructs that can be considered as their correlates, predictors, or outcomes both in general and concerning  specific domains, such as literacy, mathematics, sciences, technology, etc. However, several research questions about these issues remain. Advanced research and methods concerning the connection between emotions and constructs such as emotion regulation, coping, personality, wellbeing, achievement, and feedback are of critical relevance to inform policy makers in planning interventions to support wellbeing and learning.

Original research articles and reviews are welcome. Submissions should examine the relationship between students’ and/or teachers’ emotions and a variety of constructs playing the role of correlates, predictors, and/or outcomes, such as the following:

  • Emotion regulation;
  • Coping;
  • Personality;
  • Wellbeing;
  • Achievement.

Moreover, studies about the development and/or validation of instruments for measuring the aforementioned constructs, and in particular emotions, are welcome.

We look forward to receiving your contributions.

Dr. Daniela Raccanello
Dr. Elena Florit
Dr. Angelica Moè
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

  • students
  • teachers
  • emotions
  • emotion regulation
  • coping
  • personality
  • wellbeing
  • feedback
  • achievement
  • measurement
 

Published Papers (5 papers)

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Research

16 pages, 696 KiB  
Article
Examining Teachers’ Perception on the Impact of Positive Feedback on School Students
by Adina Câmpean, Mușata Bocoș, Alina Roman, Dana Rad, Claudia Crișan, Monica Maier, Liana Tăușan-Crișan, Zorica Triff, Dorin-Gheorghe Triff, Daniel Mara, Elena-Lucia Mara, Ramona Răduț-Taciu, Ioana Todor, Ciprian Baciu, Mihaela-Gabriela Neacșu, Ioana Dumitru, Corina Costache Colareza and Claudia Elena Roman
Educ. Sci. 2024, 14(3), 257; https://doi.org/10.3390/educsci14030257 - 29 Feb 2024
Viewed by 2183
Abstract
This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances [...] Read more.
This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students. Full article
(This article belongs to the Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes)
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15 pages, 945 KiB  
Article
Inhibitory Control, Social Cognition, and Peer Social Competence among Children with and without a Migration Background in Italy
by Raffaele Dicataldo, Ughetta Moscardino, Maja Roch and Irene C. Mammarella
Educ. Sci. 2023, 13(7), 651; https://doi.org/10.3390/educsci13070651 - 27 Jun 2023
Cited by 1 | Viewed by 1144
Abstract
Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children’s successful interactions, yet their role in peer social competence among children with and without a migration background is still underexplored. This study investigated the influence of [...] Read more.
Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children’s successful interactions, yet their role in peer social competence among children with and without a migration background is still underexplored. This study investigated the influence of inhibitory control and two domains of social cognition (theory of mind and facial emotion recognition) on children’s peer social competence exploring moderation by children’s migration background. First graders in Italy (n = 321, M age = 6.4 years, 45% girls, and 39% with a migration background) completed standardized tests, while teachers rated students’ peer social competence. The results indicated that immigrant-origin children were perceived as being less socially competent than their non-immigrant counterparts. Among children with a migration background, better inhibitory control and facial emotion recognition skills were linked to increased peer social competence. Following the presentation of these results, we will discuss the implications for both developmental theory and practice. Full article
(This article belongs to the Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes)
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14 pages, 615 KiB  
Article
Passion for Studying and Emotions
by Karolina Mudło-Głagolska and Paweł Larionow
Educ. Sci. 2023, 13(7), 628; https://doi.org/10.3390/educsci13070628 - 21 Jun 2023
Cited by 1 | Viewed by 1159
Abstract
Background: Passion for studying and emotion regulation characteristics are important factors for students’ academic functioning. The aim of this study is to investigate the relationship between passion for studying and emotion regulation, and to identify and describe students’ functioning profiles by establishing which [...] Read more.
Background: Passion for studying and emotion regulation characteristics are important factors for students’ academic functioning. The aim of this study is to investigate the relationship between passion for studying and emotion regulation, and to identify and describe students’ functioning profiles by establishing which patterns of harmonious passion (HP) and obsessive passion (OP), as well as emotion regulation characteristics might characterize these profiles. Methods: The study involved 272 students, who completed measures of passion and emotional variables. Conclusions: The results showed that HP was positively related to more adaptive emotion regulation strategies, whereas OP was positively associated with less adaptive ones. Three profiles were distinguished: (1) with the lowest HP scores and high OP ones obtaining the least adaptive emotion regulation characteristics (with a prevalence of 35% in students), (2) with the highest HP and high OP scores possessing average emotion regulation characteristics with a predominance of adaptive strategies over maladaptive ones (52%), and (3) with average HP scores and the lowest OP ones having the most adaptive emotion regulation characteristics (13%). Our results suggest that emotional variables (especially negative reactivity, actively approaching, ignoring, and cognitive reappraisal) and HP play the most important role in differentiating students’ functioning. Full article
(This article belongs to the Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes)
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15 pages, 636 KiB  
Article
Is the Teaching Environment a Risk Factor for Depression Symptoms? The Case of Capricorn District in Limpopo, South Africa
by Khomotso Comfort Maaga and Kebogile Elizabeth Mokwena
Educ. Sci. 2023, 13(6), 598; https://doi.org/10.3390/educsci13060598 - 12 Jun 2023
Viewed by 1322
Abstract
The global increase in mental disorders also identifies the workplace, including the teaching environment, as a key source of such disorders. Social problems among learners often put additional pressure on the teachers, over and above their normal academic, administrative and organizational responsibilities, thus [...] Read more.
The global increase in mental disorders also identifies the workplace, including the teaching environment, as a key source of such disorders. Social problems among learners often put additional pressure on the teachers, over and above their normal academic, administrative and organizational responsibilities, thus contributing to high levels of stress among teachers. The purpose of this study was to determine the prevalence of depression symptoms, as well as the associated sociodemographic factors, among teachers in Capricorn District, Limpopo Province, South Africa. A cross-sectional quantitative study design using the Patient Health Questionnaire (PHQ-9) tool was used to determine the symptoms of depression among a sample of 381 teachers. A self-administrated questionnaire was used to collect sociodemographic data, which were analyzed descriptively. Pearson chi-square tests were used to explore associations between a range of sociodemographic variables and PHQ scores. A final logistic regression model was used for factors that were significantly associated with depression symptoms according to Chi-square tests. The majority of the participants were Black (83.45%) and female (70.87%) and had obtained a bachelor’s degree as their highest qualification (53.95%). Almost half of participants (49.87%) tested positive for symptoms of depression, which ranged from mild to severe. Employment-related factors that were significantly associated with depression symptoms included the quintile ranking of the school, the school where employed, learner-to-teacher ratio and the subjects taught by the teacher. Personal factors that were associated with depression included gender, marital status and race. Depression symptoms amongst teachers were mostly associated with workplace factors. Full article
(This article belongs to the Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes)
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17 pages, 2316 KiB  
Article
A Network Analysis of Control–Value Appraisals and Classroom-Related Enjoyment, Boredom, and Pride
by David William Putwain and Martin Daumiller
Educ. Sci. 2023, 13(3), 239; https://doi.org/10.3390/educsci13030239 - 23 Feb 2023
Viewed by 1278
Abstract
Control–value theory (CVT) proposes that discrete emotions arise from combinations of control–value appraisals of learning activities and outcomes. Studies have supported this proposition using factor analytic and latent profile, analyses. Network analysis (NA), however, has not been widely used within the field of [...] Read more.
Control–value theory (CVT) proposes that discrete emotions arise from combinations of control–value appraisals of learning activities and outcomes. Studies have supported this proposition using factor analytic and latent profile, analyses. Network analysis (NA), however, has not been widely used within the field of educational psychology or to investigate the propositions of CVT. In the present study we set out to examine how control–value appraisals related to three commonly experienced classroom emotions, enjoyment, boredom, and pride, using network analysis. In addition, we included positive and negative facets of value. The sample comprised 170 students (53.5% female) in their first year of secondary education who responded to survey items in a cross-sectional design. NA shows a two-dimensional graphical network of items (edges) and the relations between them (edges). In addition, statistical indices can be used to identify those nodes that show numerous or strong links to others or bridge clusters (communities) of nodes. The NA demonstrated that emotions and value (positive and negative) but not control cohered into distinct communities. Many, but not all, edges were in support of CVT; there were positive links between control/positive value and enjoyment and pride, and negative links for boredom, as well as negative links between negative value and enjoyment and pride, and positive links for boredom. Three control–value nodes were particularly influential: that lessons were important/valuable (positively) and that work required too much time (negatively). Interventions and classroom instructional strategies that build value/importance and reduce perceptions of time cost may be particularly effective in facilitating positive emotions and reducing negative emotions. Full article
(This article belongs to the Special Issue Advancing Research and Methods about Students and Teachers’ Emotions: Correlates, Predictors, and Outcomes)
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