Purpose: The primary objective of this study was to assess the effectiveness of emotional literacy strategies, implemented through group guidance, in enhancing skills related to managing temper ...tantrums among preschool students. Employing a quasi-experimental design with pretest-posttest control group design, the research aimed to determine the efficacy of the intervention in improving emotional regulation skills among participants. Methods: The study utilized a quasi-experimental design with pretest-posttest control group design. Purposive sampling was employed for sample selection. Data analysis involved the use of the Wilcoxon test to assess improvements in temper tantrum management skills before and after the intervention. Additionally, the Mann Whitney U Test was conducted to ascertain whether differences existed between the two intervention groups. Results and Discussion: The analysis revealed that the emotional literacy strategy implemented through group guidance was effective in enhancing skills related to managing temper tantrums among preschool students at TK Mutiara Sidoarjo. The findings suggest that the intervention contributed to significant improvements in participants' ability to regulate and manage their angry emotions. Furthermore, the results indicated that the emotional literacy intervention yielded positive outcomes across the intervention groups, highlighting its efficacy in addressing temper tantrum behaviors among preschoolers. Implications of the Research: The research outcomes hold significant implications for educators, counselors, and professionals working with preschool-aged children. By demonstrating the effectiveness of emotional literacy strategies in managing temper tantrums, the study provides valuable insights into the importance of promoting emotional regulation skills early in childhood development. The findings underscore the potential of group guidance interventions to foster emotional competence and enhance social-emotional well-being among young children. Originality/Value: This study contributes to the existing literature by providing empirical evidence of the effectiveness of emotional literacy strategies in managing temper tantrums among preschool students. By employing a quasi-experimental design and utilizing specific assessment tools, the research offers valuable insights into the impact of targeted interventions on emotional regulation skills in early childhood. The findings highlight the importance of incorporating emotional literacy programs into early childhood education curricula and underscore the value of proactive interventions in promoting healthy socio-emotional development among young children.
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CEKLJ, NUK, ODKLJ, UL, UM, UPUK
The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The ...Abstract should be 200 to 250 words in length. The Abstract should be written in the past tense. Standard nomenclature should be used, and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article
The importance of emotional literacy (EL) in education is widely acknowledged, but the English as a foreign language (EFL) context has not been extensively investigated regarding how EFL teachers ...perceive their EL. To address this gap, this study adopted a phenomenological research design to explore EFL teachers' perceptions of EL in the Iranian EFL context. A purposive sampling technique was used to select 22 EFL teachers at secondary high schools in Borujerd City, including 14 males and 8 females. The required data were collected through reflective statements, classroom observations, and post-class discussions. The study's findings generated two overarching themes regarding the essence of EL: individual aspects (e.g., being motivated, being self-regulated, and being emotionally aware) and social aspects (e.g., being empathetic and being socially skilled). The results suggest that EL should be incorporated into pre-service and in-service teacher training programs to promote their teaching efficacy.
•This is a novel investigation of EFL teachers' perceptions of emotional literacy.•The phenomenological analysis reveals individual (motivation, self-regulation) and social aspects (empathy, social skills) of emotional literacy.•The implications for stakeholders is incorporating emotional literacy into EFL education.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Emotional literacy is the ability to understand, express and regulate emotions in social contexts. It emphasizes the ability to communicate with certain feeling words in interpersonal relationships. ...It stands as a bridge between the thoughts and emotions of school stakeholders, contributing to more effective learning, safer schools, and a democratic climate (O’Hara, 2011). It is possible to teach emotions academically, even to make them a part of the curriculum (Antidote, 2003); however, it is essential to also see emotional literacy as a vital skill through the values of the school and the behaviors of teachers. Therefore, it is valuable to evaluate the emotions of teachers in the school environment. To do this, it was the aim of this study to develop a reliable and valid measurement tool -- the Emotional Literacy Skills Scale (ELSS). The validity of the model was confirmed via exploratory factor analysis and confirmatory factor analysis. We found a Cronbach Alpha reliability coefficient of .85. The findings showed that the Emotional Literacy Skills Scale is valid and reliable and formed by five factors: Motivation, empathy, self-regulation, emotional awareness, and social skills.
Aim: The present study was conducted to compare the symptoms of anxiety disorders, emotional literacy, and emotion expression in deaf, HH, and hearing students in four cities in Iran.Methods: This ...causal-comparative study was conducted with the participation of deaf, Hard-of-Hearing (HH), and hearing students in Iran in 2019. A total of 72 (38 HH and 34 deaf) students with HL and 72 hearing students participated in the present research. The Screen for Child Anxiety-Related Emotional Disorders, The Emotional Literacy Assessment Instrument, and The Emotion Expression Scale for Children were used for data collection. The data were analyzed using MANOVA.Results: The results showed a higher rate of anxiety disorders in deaf and HH students than in hearing students. Emotional literacy was lower in deaf and HH students than in the hearing students, and it was lower in deaf students than in the HH students. Also, disturbance in emotional expression (Poor Awareness Factor PAF and Expressive Reluctance Factor ERF) was higher in deaf and HH students than in hearing students, and PAF was lower in deaf students than in HH students.Conclusion: The results support the existence of anxiety symptoms, low emotional literacy, and difficulties in expressing emotions in students with HL.Appropriate psychological and pedagogical strategies to reduce anxiety disorders and increase the level of emotion expression and emotional literacy in students with HL are recommended
The purpose of this study is to analyze the factors that determine the level of trust and public interest in saving savings in Islamic banks. This study uses a qualitative method through a ...multi-dimensional approach and the type of data used in this study is secondary data obtained through literature reviews of previous scientific studies, bank reports, independent agency reports, and online media. Researchers found that the level of inclusion and literacy of Islamic financial institutions affects consumer decisions to save their money in Islamic banks. Building customer loyalty and emotional bonds is needed in order to raise the image and make free marketing with testimonials for their satisfaction as customers.
The medium-term impact of emotional literacy support assistant (ELSA) intervention is unknown. Therefore, emotional literacy (EL) data were collected through intervention assessment records (IAR) and ...social and emotional support assessment (SESA) questionnaires from 18 children and young people (CYP) and 18 ELSAs and class teachers (CTs) jointly measuring the effect of a six-week intervention, employing a within-subjects design. Twelve primary schools, four secondary schools, one special school and one pupil referral unit (PRU) participated. A series of t-tests (95% CI) showed a significant positive impact on CYP's EL following six weeks of ELSA intervention with CYP, p < .001 (g = 0.57) and CT and ELSA perspective, p < .001, (g = 0.45), with no improvements for the control group. EL gains were maintained 10 weeks post intervention with CYP p < .001 (g = 0.57) and CT and ELSA perspective p < .001, (g = 0.35), thus providing tentative evidence for the impact of ELSA intervention in supporting CYP's EL that extends beyond a six-week interval time phase. Further research is suggested to build on the evidence base.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Despite a growing imperative for graduates to possess STEM skills, both to boost their employability prospects and their perceived economic value, it is critical to also consider the professional or ...‘soft skills’ that will enable these graduates to thrive in their careers. Ironically, gender differences in personality and occupational choice are larger, not smaller, in more gender-equal countries. This is known as the gender equality paradox and in STEM it highlights the importance of purposeful initiatives throughout the educational trajectory, even in countries with higher levels of gender equality. This study employed an online self-assessment of perceived employability (PE) using a validated instrument and analyzed the data from 2493 STEM students studying at multiple Australian universities. The findings, underpinned by Social Cognitive Careers Theory, indicate that female report greater confidence than their male peers in ethical literacy and in some emotional literacy skills; these are understood to be critical soft skills for STEM graduates. This distinction is more pronounced in the natural and physical sciences and within information technology fields. Theoretical contributions and practical implications are discussed.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
By means of attachment theory, Reschenhofer gains a more in-depth understanding of the verbal and pictorial complexities of Not Now, Bernard. She examines how texts like McKee’s classic can be used ...to promote visual literacy, emotional literacy, theory of mind and co-operative booktalk in the English language classroom.
Wellbeing literacy (WL) may be the missing ingredient required to optimally enhance or enable positive psychology intervention (PPI) effectiveness. This study involved Victorian government funded ...primary schools, including two rural, two regional, and two city schools; participants included 20 classroom teachers and 131 grade five and six primary school students. A brief online PPI was implemented by teachers for 10-15 min, three times per week, for six weeks. This paper examines quantitative data collected pre and post the six week intervention, and qualitative data gathered in week one of the intervention regarding intervention effectiveness. The aim is to examine if a brief online PPI effectively builds intentional emotional vocabulary use, and to discuss how on-line PPIs can be used in public health to improve young people's WL. Considering evaluations of process effectiveness and outcome measures related to student emotional vocabulary use, results tentatively suggest that online PPIs can positively impact emotional vocabulary capability and intentionality. Multimodal communication was exercised during the PPI, suggesting that the brief online PPI format may provide a valuable tool to promote student WL.
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