International Journal of Emotional Education

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Authors: Carmel Cefai and Paul Cooper

Editorial, Volume 14 Issue 2, 2022

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Authors: Noam Lapidot-Lefler

The goal of this paper is to address the questions of how social-emotional learning [SEL] can be incorporated into online learning and what effect such integration can have on students. The COVID-19 outbreak significantly increased the use of online learning at all levels of education. However, research shows that the online learning experience may contribute to students’ feelings of distancing, alienation, and loneliness. The assumption underlying this study was that these negative feelings are not inherent to the online learning experience; rather, they can be avoided by using online-SEL (“O-SEL”) techniques that integrate SEL into online learning processes. This qualitative case study included 42 preservice teachers enrolled in a college of education in Israel, who participated in an online course that employed specific methods for integrating the SEL component. Analysis of students’ reactions to the course revealed that O-SEL not only improved students’ emotional experience but also enhanced their cognitive learning. These findings strongly suggest that models of online learning should include SEL. Additional research may confirm the positive O-SEL effects on students’ experience and achievements. In this context, the current study introduces the concept of “social-emotional presence,” which is necessary for learning and development to take place online.

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Authors: Mulikat Ladj Abdulqadir Mustapha, Shuaib Abolakale Muhammed and Jamila Yusuf

Students’ living conditions may suffer as a result of climate change. This research examined the impact of climate change awareness on undergraduates’ beliefs about socio-emotional well-being in Nigeria. The total number of undergraduate students in Kwara state made up the study’s population, with the sample size being 589. The Climate Change and Mental Wellbeing Questionnaire (CCMWQ) was used to collect data from randomly selected undergraduate participants for the study. The acquired data was evaluated using descriptive statistics, t-test, ANOVA and PPMC at a significance level of 0.05. The results showed that most undergraduates are aware of climate change but have little understanding of its origins, effects, and preventive strategies. The results further revealed that the undergraduates’ level of climate change awareness influences their beliefs about their socio-emotional wellbeing. At different ages, participants’ opinions on how climate change would affect their socio-emotional health varied dramatically. Similarly, a correlation exists between climate change awareness and beliefs about socio-emotional well-being and awareness and attitude towards protecting the environment.

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Authors: Aniko Zsolnai and László Kasik

This longitudinal study aimed to analyse what coping strategies 8- and 12-year-old children use in frustrating situations. The participants were Hungarian students and their teachers. In the first investigation, children were aged 8 (N=52), and then they were re-examined four years later (N=45). Two Likert-type questionnaires (teacher and student versions) were developed and administered in the study. The instruments proved to be highly reliable (Cronbach’s α: .84-.86). The questionnaires enabled the researchers to investigate the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher’s instructions. In most frustrating situations, the frequency of physical and verbal aggression and venting increased with age. Both the self and teacher reports indicated that as students grew older, they were less inclined to seek peer or teacher’s help. The correlation between the teacher and self-ratings is weak, particularly in the 12-year-old cohort (p < .05).

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Authors: Helen Cowie

Book Reviews, Volume 14, Issue 2, 2022