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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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.
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.
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.
This aim of this study is to contribute to the existing literature on the psychosocial outcomes of outdoor adventure education. In doing so, it explores the relationship between Journey, a ...school-based programme and life effectiveness skills, emotional literacy, and resilience for adolescents in a South African setting. Employing a pre–post quasi-experimental design, a purposive convenience sample of 144 Grade 10 learners was recruited for this study. Results of the three measures demonstrated that, after participating in Journey, there were statistically significant increases in self-reports of life effectiveness and resilience, but not of emotional literacy. The importance of the unique contribution of this study to international and South African outdoor adventure education research is discussed, with recommendations for future research and considerations of the practical implications of the findings for programme design.
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