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When Individual Differences Meet Society: On the Complex Relationships between Boredom Proneness, Material Deprivation, and Aspects of Subjective Well-Being among Young Adolescents
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Spruyt, Bram; Van Droogenbroeck, Filip; Siongers, Jessy; Bradt, Lieve – Youth & Society, 2021
Even though boredom has been shown to be a distinct emotional experience that is prevalent among youth and that predicts a wide range of personal and societal problems, it remains often overlooked and poorly understood. Therefore, based on the Flemish data from the 2018 edition of the International Survey of Children's Well-Being, this article…
Descriptors: Psychological Patterns, Individual Differences, Emotional Response, Stimulation
Determinants of Teachers' Feedback Acceptance during a School Inspection Visit
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Quintelier, Amy; De Maeyer, Sven; Vanhoof, Jan – School Effectiveness and School Improvement, 2020
Educational stakeholders generally assume that inspection feedback directly contributes to school improvement through the mechanism of feedback acceptance. Feedback research in general distinguishes between cognitive and affective responses as significant factors for feedback acceptance, but it also focuses on cognitive responses as antecedents of…
Descriptors: Feedback (Response), Teacher Attitudes, Elementary School Teachers, Emotional Response
Experiential Education in Kindergarten: Associations with School Adjustment and the Moderating Role of Initial Achievement
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de Bilde, Jerissa; Boonen, Tinneke; Speybroeck, Sara; De Fraine, Bieke; Van Damme, Jan; Goos, Mieke – Elementary School Journal, 2015
Experiential education is a child-centered educational framework that is popular in Flemish kindergartens. In this study, the impact of five experiential practices (autonomy support, stimulation, emotional support, time for choice activities, and interest-based activities) and the moderating influence of initial achievement (language and…
Descriptors: Experiential Learning, Kindergarten, Foreign Countries, Personal Autonomy
Emotional Exhaustion and Motivation in Physical Education Teachers: A Variable-Centered and Person-Centered Approach
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Van den Berghe, Lynn; Cardon, Greet; Aelterman, Nathalie; Tallir, Isabel Barbara; Vansteenkiste, Maarten; Haerens, Leen – Journal of Teaching in Physical Education, 2013
Burnout in teachers is related to different maladaptive outcomes. This study aimed at exploring the relationship between emotional exhaustion and motivation to teach in 93 physical education teachers. Results showed that teachers report more emotional exhaustion when they are less autonomously motivated, while the opposite relationship was found…
Descriptors: Foreign Countries, Physical Education, Physical Education Teachers, Teacher Motivation
Emotional Intelligence and Self-Efficacy among Physical Education Teachers
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Mouton, Alexandre; Hansenne, Michel; Delcour, Romy; Cloes, Marc – Journal of Teaching in Physical Education, 2013
Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of…
Descriptors: Emotional Intelligence, Physical Education Teachers, Self Efficacy, Well Being
Perceptions of Maternal and Paternal Attachment Security in Middle Childhood: Links with Positive Parental Affection and Psychosocial Adjustment
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Michiels, D.; Grietens, H.; Onghena, P.; Kuppens, S. – Early Child Development and Care, 2010
This study aimed at determining whether paternal parenting behaviours (attachment and positive affection) added significant information on children's psychosocial adjustment beyond that provided by maternal reports. Five hundred and fifty-two children (fourth through sixth graders) from a non-clinical sample completed a brief measure of perceived…
Descriptors: Psychological Needs, Hyperactivity, Parent Child Relationship, Preadolescents