This study examined teachers’ attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope (pathways thinking, agency thinking) influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions. Fifty teachers, of both genders, completed the questionnaire for each of their five students who were randomly selected from their teaching classes. The results revealed that the positive interpersonal relationships were predominately attributed to stable, personally controllable and self-student controllable factors, whereas the negative interpersonal relationships were primarily attributed to external, external controllable, unstable, and self-student controllable factors. Also, teachers reported positive emotions of high intensity (sympathy, cheerfulness, exciting, love, not anger, calmness) for the positive relationships, and negative emotions of moderate intensity (no enthusiasm, shame, anxiety, no excitement) for the negative relationships. Yet, the high hope teachers made adaptive attributional and emotional appraisals for the positive and, mainly, negative interpersonal relationships. Agency thinking, as compared to pathway thinking, was a better and worse formulator of the appraisals in negative and positive interpersonal relationships, respectively. Hope, additionally, had direct effect on the emotions, beyond that afforded by attributions, particularly in negative interpersonal relationships.

Previous research suggests that learning basic neuroscience constructs, especially about the malleability of the brain, impacts middle school and older students’ academic mindset, response to failure and academic persistence.  This research targets teacher beliefs using a similar model.  Teachers were taught introductory neuroscience concepts related to how the brain learns.  Session topics included: basic neurodevelopment, neuroplasticity, sleep and the brain, stress and the brain, exercise and the brain, growth mindset, growth mindset feedback, self- control and grit.   Results of this school level intervention suggest significant impacts on teachers’ mindset, teaching efficacy, teachers’ approach to learning and grit.  In particular, teacher mindset beliefs significantly increased after the teachers were taught the concepts.  Implications for schools and teacher preparation are discussed.

This study examines the relationship between prior trauma and post disaster psychological distress in a sample of college students exposed to Hurricane Harvey in Houston, Texas in 2017. College students (n = 324) receive treatment for psychological problems at very low rates, so screening for the most vulnerable students after a disaster is important. While the relationship between prior trauma and post-disaster psychological distress is well established, the evidence for prior disaster exposure as a risk factor outside of other trauma is mixed. Prior trauma was divided into two cumulative risk style indicators: prior traumatic experiences (excluding disasters) and prior disaster exposure. In multiple linear regression models, prior traumatic experiences were significant predictors of post-disaster symptoms of both post-traumatic stress disorder and depression following the hurricane. Prior disaster exposures were not significant in either case. Implications for future screening and analysis of risk factors are discussed.

During the second decade of the 21st century families and schools world-wide have been affected by several critical events, with economic recession, the refugee crisis, and lately the COVID-19 pandemic being the most prominent. Pertaining to the school community (students, educators, administration, parents, school personnel etc.), evidence-based interventions for improving mental health and supporting psychosocial adjustment are necessary. In this paper the development, implementation, and evaluation of the international WeCARE (We Connect, Accept, Respect, Empower) program, an online multilevel intervention for promoting well-being and resilience in the school community during unsettling times, is presented. The Program has a multicultural perspective and provides the opportunity to students from different countries to cooperate and develop multicultural skills. The intervention is based on a conceptual model for enhancing positive development, resilience, social and emotional skills, and competence. The interventions were implemented on individual and system levels over four consecutive years, including web-based teachers’ training and supervision, seminars for parents, and classroom implementation. Furthermore, collaboration amongst schools and educational settings was highlighted, in the form of networking at national and international level. Based on the evaluation results, the necessity for further development and implementation of programs for the promotion of resilience and well-being during unsettling times is discussed.

The main purpose of this study case is to investigate the contribution of the school community to the improvement of the school. In that context, a two-phase research was conducted. In the first phase, the self-evaluation process was implemented during the first year of the research with the participation of the school community. An overall picture of the school was created, with its strong and weak points reflected in the school's final self-evaluation report. Upon the completion of the school self-evaluation process the school community decided on the implementation of actions in order to reduce a number of dysfunctional behaviors, such as bullying incidents that occurred in the school on the part of some students. The school actions and the relevant results constituted the second phase of the research work. The results showed that some of the dysfunctional behaviors were found to be decreased to a statistically significant level after action was taken by the school community.

The emotional lives of teaching at the universities have remained under research.   This study used a qualitative approach to investigate the emotional lives of lecturers teaching at two selected universities. This study sought to identify, understand and interpret the emotional lives of teaching with interpretive phenomenology research design. In purposefully selected two universities, 12 lecturers participated in the study. Semi-structured individual interviews were employed, the data generated were interpreted, the emerged themes were: work condition, resources and accreditation panel, trade union and government disagreement, and experienced emotions and effects on participants. A further interpretation of the emerged themes revealed that the emotional lives of the participants are dependent on teaching resources, academic war and convenient behaviour. The dependence is thereby suggestive that change in the management of teaching resources, academic war and behaviour of lecturers could positively influence the nature of their emotional lives. The paper used two universities, which lays the foundation for subsequent studies because this is the first study to examine the emotional lives of teaching in Nigerian universities. The study made recommendations for further studies and drew implications for policy and practice.

This research is motivated by the high level of imitation of adolescents on the negative behavior of adults, in addition to the high concern of educators on the failure of character education in schools. As many as 40% of adolescents have been bullied at school and 32% reported being victims of physical violence indicating high levels of juvenile violence, bullying, and lack of empathy. So schools need to strengthen their conscience and compassion to deal with this. The study aims to investigate the effect of character education management with a reflective pedagogical paradigm on conscience and compassion. This study was conducted with a quantitative experimental method with a quasi-experimental type. Data collection instruments both questionaries and documentation are used as instruments to collect the data. Hypothesis testing is done through multivariate analysis of variance (MANOVA) because the dependent variable is more than one. The results of this study prove that based the MANOVA test, the study revealed that there was a significant and positive influence between character education and the reflective pedagogical paradigm on the conscience of students 71.5%, and compassion of students 69.1%. It turns out that aspects of students' conscience and affection can be influenced by character education with a reflective pedagogical paradigm. This shows that schools need to manage their character education system with a reflective pedagogic paradigm so that students feel changes in attitudes and behavior due to the involvement of all school members in strengthening and sharpening character education.

The Coronavirus disease (COVID-19) pandemic has affected people in multiple dimensions. In addition to the social, physical health, financial, and mental health impacts of the pandemic, many United States (U.S.) college students experienced an abrupt transition to online learning in Spring 2020, resulting in a significant disruption to their learning and life. In this study, we examined COVID-19 impacts as reported by college students enrolled in an online class in Spring 2020 via an extra-credit survey. Participants reported predominantly negative impacts, but positive impacts were also reported. A total of 61 aspects of impact were identified reflecting six major themes: academic, housing and travel related, physical health-related, financial and work-related, social life, and mental health related impacts. We found that females reported significantly more overall negative impacts and significantly more academic and housing/travel related impacts than males. Black students reported significantly fewer positive impacts compared to non-Black students in the sample. Asian students reported significantly more academic impacts than White students. In addition, participants in the fully online degree program had significantly fewer overall impacts and significantly fewer academic impacts than those in the residential degree program. Implications of the findings were discussed.

The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.

Challenges relating to misuse and abuse of the internet and other mobile devices have become sources of concern among the youth population the world-over. However, research on cyber related issues has been focused mainly on adolescents in Nigeria. This study investigates the influence of cyber bullying, cyber victimization and pathological internet use on psychological well-being among adults. Using a cross sectional research design and a multi-stage sampling technique, 280 university students were selected. A questionnaire on socio-demographic profile cyber intimidation and internet addiction was administered to the participants. Data were analyzed using descriptive statistics and t-test analysis at 0.05 level of significance. Three hypotheses were tested. The results revealed that participants who engage less in cyber bullying were not significantly different in their levels of psychological well-being when compared to their counterparts who engage more in cyber-bullying. Pathological Internet use did not significantly influence the levels of psychological well-being of cyber space addicts. The association between cyber related variables and psychological well-being is crucial for better understanding of their actual effects on human behaviour and for the purpose of designing intervention programmes.

Various investigations have applied meditation protocols in the school context, with beneficial effects. Transcendental meditation, however, received little attention in primary school settings and few controlled studies are available. The present study is aimed: 1) to investigate the implementation of a school protocol (Quiet Time-QT) based on Transcendental Meditation ™ in a primary school setting 2) to test its efficacy in promoting strengths and resilience in children, using a controlled research, with a cross over design. 92 students attending fourth and fifth class of a primary school were assigned to either the QT intervention, or to a waiting list condition. Children assigned to the waiting list received the QT protocol after few months. Before and after the intervention children were evaluated by their teachers using the Strengths and Difficulties Questionnaire (SDQ) and the Devereux Student Strengths Assessment (DESSA). A Repeated Measures MANOVA was applied to compare the two groups. After the QT intervention children in the experimental condition showed fewer emotional and behavioral difficulties (SDQ) compared to children in the waiting list. An overall positive effect of QT was observed in the total sample in improving children’s strengths and emotional well-being. Participants enjoyed the practice of meditation in the school setting. Conclusions: the results of this controlled investigation showed that the QT school protocol is feasible in the school setting, and it yielded improvements in children’s strengths and well-being. Meditation programs could be easily included in the educational system to sustain children positive development.

One of the life areas under the impact of the COVID-19 pandemic is university education. As it becomes more prevalent with its various versions, it shapes undergraduates' psychological well-being profoundly. It is necessary to understand how COVID-19-related stress impacts their mental life. The purpose of the study was to examine whether COVID-19 burnout and cognitive emotion regulation had mediating roles in the relationship between COVID-19-related stress and life satisfaction. Three hundred sixty-four Turkish undergraduates participated in the study. Mediational analyses showed that both adaptive and maladaptive cognitive emotion regulation had interplaying roles in the link between COVID-19-related stress and life satisfaction, unlike COVID-19 burnout. Yet, COVID-19-related stress indirectly affected life satisfaction since COVID-19 burnout increased maladaptive cognitive emotion regulation strategies while decreasing adaptive ones concurrently. The findings are crucial for mental health professionals whose aim is to develop necessary psychological interventions for undergraduates to increase their life satisfaction levels during the COVID-19 pandemic.

The purpose of this study was to analyze the work situations that education professionals perceived as stressful during the first wave of COVID-19 infections, and their possible variation according to demographic characteristics and working conditions. Empirical, quantitative, ex-post-facto, cross-sectional study was carried out, in which participated 9,058 teachers (86.9% women; M age = 41.08; SD = 8.82) who completed a semi-structured questionnaire of demographic and labor information and a scale of teacher stressors in the context of a pandemic. It was used Multivariate Analysis of Variance (MANOVA) with post hoc Bonferroni contrasts to study the variations in the perception of stress according to demographic and work variables. The MANOVAs indicated significant variations in the perception of stress according to the teachers' gender, age, marital status, having dependents (children and parents), the level of education of the teacher, the employment situation (permanent vs. transitory), teaching seniority, the type of educational management, the number of students in charge and the number of weekly working hours (for all cases, Hotelling's F with p <.001).  

The responsibilities of emerging adulthood and academic pressure are some stressful situations encountered among graduating students. Those graduating students used different coping that deals with stressful situations that may affect their quality of life. This study, a predictive correlational design, was conducted on 202 Filipino graduating university/college students to determine if stress and avoidant coping can predict their quality of life. Results showed a significant relationship existed between stress, avoidant coping, and quality of life. Stepwise forward regression analysis tested two regression models, where model 1 revealed that stress negatively predicted the quality of life. Whereas model 2 suggested that stress and avoidant coping (i.e., behavioral disengagement) was significantly higher in predicting the quality of life among graduating students.

Dyslexia is traditionally regarded as a disability which has an impact on the learning process of reading, spelling and writing. This study attempts to explore the character strengths, flourishing, resilience, and perceptions of professional success and satisfaction of 477 Greek adults. The sample consisted of 30 adults with an official diagnosis of dyslexia, 103 adults who scored above the threshold limit in the Dyslexia Checklist, and 344 adults who did not report any leaning difficulty. The following instruments were employed in the study: the Brief Resilience Scale, the Flourishing Scale, and subscales of the Values in Action Inventory of Strengths 120 (creativity, perseverance, social intelligence and teamwork). The results show that the dyslexic group scored higher in creativity and teamwork in comparison to the control group. No statistical differences were observed in professional success and satisfaction between the groups. Level of education seems to correlate with creativity. The prediction models showed a negative correlation of social intelligence with suspected dyslexia and a very low prediction of flourishing and resilience on the basis of dyslexia status. Positive traits of dyslexia are worth further study. Identifying strengths among people with dyslexia might be helpful for implementing new educational interventions and strategies.

Education being one of the cornerstones of the Philippines, teachers may experience pressure and burnout from carrying the workload and responsibilities of being second to parents being the steppingstone for the development of young children. This study used a moderation analysis research design to examine if resilience moderates the relationship between work-related burnout and psychological well-being. Using a non-probability purposive sampling technique, over 233 Filipino public elementary school teachers from Quezon City, Philippines, participated. Results revealed a substantial negative relationship between psychological well-being and work-related burnout, and a positive relationship exists between resilience and psychological well-being. Furthermore, linear regression analysis showed that work-related burnout negatively predicted psychological well-being. Moreover, this study found that resilience does not moderate the association between work-related burnout and psychological well-being among public elementary school teachers.

The issues of poor academic outcomes, dismissal, high attrition, and dropout rates among college students have long concerned for many educators and college communities. Several scholars have posited that these problems can be addressed through the development of emotional intelligence and increased student engagement. Considering these problems, the present study aimed to assess the efficacy of emotional intelligence and student engagement in improving academic performance. The sample of the study consisted of 119 undergraduate students selected using the convenience sampling technique. Self-report Emotional Intelligence Test and Student Engagement Scale were adopted to measure emotional intelligence and student engagement respectively. Cumulative Grade Point Average (CGPA) served as a measurement of academic achievement in the present study. Results from regression analyses revealed that certain components of emotional intelligence and academic engagement demonstrated a significant prediction effect on academic performance. From demographics, students’ programs of study showed a significant relationship with academic achievement. The present findings may provide directions for the college communities in fostering student engagement and emotional intelligence, thereby improving academic achievement of their students. The study also discusses limitations and future research directions.

According to the systems perspective, the influence of various systems (e.g., family, school, community) on children's behavior at school is highly acknowledged. It is therefore accepted that problem behavior in the classroom originates from social interactions, providing a conceptual framework where problems are seen as indicative of dysfunction within the school system, thus removing blame from the individual child, the teacher, or the parents. Addressing the importance of interactions among students, teachers, and parents in this system, the present study aimed to identify and compare the types of behaviors that Greek primary and secondary teachers and parents view as problematic in the classroom. A sample of 378 teachers and 69 parents were asked to identify which behaviors were considered troublesome. Exploratory factor analysis revealed five categories of behaviors perceived as problematic by parents and teachers: Externalizing behaviors, School Difficulties, Internalizing behaviors, Attention seeking behaviors, and Hyperactivity/attention difficulties. Both teachers and parents considered externalizing behaviors to be more troublesome than other types of behavior. Teachers tend to worry less than parents about all types of children’s behaviors, except for school difficulties. The findings highlight the importance of considering diverse perspectives within the school system when designing interventions to address the specific needs of school communities while also promoting collaboration among all members of the school system.