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Skinner, Ann T.; De Luca, Lisa; Nocentini, Annalaura; Menesini, Ersilia – International Journal of Behavioral Development, 2023
The COVID-19 pandemic disrupted opportunities for adolescents to progress through a typical developmental trajectory of adjustment and self-regulation. Adolescents across many contexts have shown an increase in adjustment difficulties during the pandemic compared to pre-pandemic levels. Utilizing data collected from 830 Italian adolescents from…
Descriptors: Symptoms (Individual Disorders), Self Efficacy, Emotional Response, COVID-19
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Young, Emma; Thompson, Rachael; Sharp, John; Bosmans, Daniel – Journal of Further and Higher Education, 2020
This paper details a small-scale research project that explores the student transition into higher education (HE), delivered in a further education college (FE), and considers whether the requirements of transition at this level impacts on emotional wellbeing. As such, it aims to contribute to the growing body of research on HE-in-FE from the…
Descriptors: Student Experience, Adult Students, Well Being, Adult Education
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Samson, Andrea C.; van den Bedem, Neeltje P.; Dukes, Daniel; Rieffe, Carolien – Journal of Autism and Developmental Disorders, 2020
In order to better understand protective factors for internalizing problems, this longitudinal study examined positive emotions, emotion awareness and (non-)emotional communication skills in relation to somatic complaints and social anxiety in children with (N = 104) and without (N = 183) Developmental Language Disorder (DLD) using self-reported…
Descriptors: Emotional Response, Communication Skills, Anxiety, Psychosomatic Disorders
Becker, Stephen P.; Burns, G. Leonard; Smith, Zoe R.; Langberg, Joshua M. – Grantee Submission, 2020
A growing number of studies support the internal and external validity of youth self-reported sluggish cognitive tempo (SCT) symptoms. However, no study has examined SCT in adolescents without ADHD, examined whether adolescent self-reported SCT is distinct from adolescent self-reported ADHD inattention (ADHD-IN), or evaluated whether links between…
Descriptors: Attention Deficit Hyperactivity Disorder, Conceptual Tempo, Symptoms (Individual Disorders), Emotional Response
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Haesol Bae; Jaesung Hur; Jaesung Park; Gi Woong Choi; Jewoong Moon – Online Learning, 2024
This study examined pre-service teachers' perspectives on integrating generative AI (GenAI) tools into their own learning and teaching practices. Discussion posts from asynchronous online courses on ChatGPT were analyzed using the Diffusion of Innovations framework to explore awareness, willingness to apply ChatGPT to instruction, and potential…
Descriptors: Preservice Teachers, Teacher Attitudes, Artificial Intelligence, Technology Uses in Education
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Kültür, Yusuf Ziya; Özcan, Bahadir – International Journal of Progressive Education, 2022
The high-stakes exams are administered to the candidates to determine their placement into university programs. One of the variables that can influence the performance of high-stake exams is test anxiety. The current study aimed to examine the associations between the cognitive and affective components of test anxiety with the performance of the…
Descriptors: Test Anxiety, Grade 12, High School Students, Cognitive Processes
Ataei Zahra; Chorami, Maryam – Journal of Educational Psychology - Propositos y Representaciones, 2021
The aim of this study was to predict the academic emotions based on spiritual well-being and life satisfaction in students of Shahrekord Girls' Technical and Vocational School. This was a descriptive correlational study. The study population consisted of all students of Shahrekord Girls' Technical and Vocational School in the 2018-2019 school…
Descriptors: Foreign Countries, Single Sex Schools, Vocational Schools, Females
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Park, Mihwa; Flores, Raymond – International Journal of Science Education, 2021
The purpose of this study was to develop a questionnaire to measure elementary preservice teachers' emotions about teaching science and mathematics. To achieve this goal, a questionnaire, Teacher Emotion for teaching Science and Mathematics (TESaM), was designed and pilot and field tested with a sample of preservice elementary teachers in the…
Descriptors: Questionnaires, Affective Measures, Test Construction, Test Validity
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Ikävalko, Minna; Sointu, Erkko; Lambert, Matthew C.; Viljaranta, Jaana – European Journal of Special Needs Education, 2023
Students' self-perceptions are a foundation for educational and psychosocial development. In order to investigate self-perceptions, we need to recognise the preconceptions (e.g. doubts and confidence) students hold about themselves. In this study, we examined 10-16-year-old students' (N=599) self-perceptions from the viewpoints of the sources of…
Descriptors: Self Efficacy, Self Management, Age Differences, Elementary School Students
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Fakieh Alrabai – Journal of Multilingual and Multicultural Development, 2024
This study utilises a holistic approach of positive psychology (PP) in the second language acquisition (SLA) domain to test a model of willingness to communicate in English language (L2WTC) among 328 Saudi learners. The model examines how potential connections among learners' negative emotions (anxiety and boredom), positive emotions (enjoyment…
Descriptors: Correlation, Student Attitudes, Student Participation, English (Second Language)
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Nowland, Rebecca; Qualter, Pamela – British Journal of Educational Psychology, 2020
Background: Much of the literature on school transfers has centred on academic adjustment and/or achievement, but school transfers also involve social adaption. Children who are socially anxious or lack emotional self-efficacy are likely to have difficulties with social aspects of the transition. Aim(s): We examined the influence of social…
Descriptors: Anxiety, Student Adjustment, Elementary School Students, Secondary School Students
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Rottweiler, Anna-Lena; Taxer, Jamie L.; Nett, Ulrike E. – AERA Open, 2018
In the time before an upcoming exam, anxiety is an omnipresent emotion that students may choose to regulate. To date, emotion regulation strategies have been examined in everyday life, but little is known about how these strategies work in exam-related contexts. Therefore, our aim was to explore the effectiveness of several emotion regulation…
Descriptors: Anxiety, Self Control, Test Anxiety, Emotional Response
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Stephenson, Kevin G.; Luke, Steven G.; South, Mikle – Autism: The International Journal of Research and Practice, 2019
Reduced eye fixation has been commonly reported in autistic samples but may be at least partially explained by alexithymia (i.e., difficulty understanding and describing one's emotional state). Because anxiety is often elevated in autism, and emotion-processing differences have also been observed in anxious samples, anxiety traits may also…
Descriptors: Autism, Pervasive Developmental Disorders, Anxiety, Nonverbal Communication
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Mutch, Carol; Romero, Noah – Waikato Journal of Education, 2022
Towards the end of the first COVID-19 lockdown in early 2020, in Aotearoa New Zealand, the authors conducted a small-scale study to gain insight into children's responses to the pandemic restrictions. As it was not possible to interview children ourselves, we recruited parents to read a set of digital stories about a toy bear in lockdown to their…
Descriptors: Foreign Countries, Young Children, Children, Family (Sociological Unit)
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Tindle, Richard; Abo Hamza, Eid G.; Helal, Ahmed A.; Ayoub, Alaa Eldin A.; Moustafa, Ahmed A. – Review of Education, 2022
Understanding the psychosocial factors that positively and negatively impact academic performance is important to help students succeed and persist in higher education. In this article, we conducted a scoping review to clarify and identify the psychosocial factors affecting university students' academic performance. The initial search returned…
Descriptors: Academic Achievement, Performance, College Students, Psychological Patterns
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