Innovation in Language Learning and Teaching,
Год журнала:
2024,
Номер
unknown, С. 1 - 17
Опубликована: Дек. 13, 2024
While
positive
teacher
behaviors
are
recognized
as
crucial
for
effective
learning,
empirical
research
on
their
moment-to-moment
impact
student
emotions,
particularly
in
the
context
of
CLIL
classrooms
remains
limited.
This
study
addresses
gap
by
employing
idiodynamic
method,
a
novel
approach
grounded
Dynamic
Systems
Theory,
to
provide
nuanced
understanding
how
individual
Chinese
university
students'
negative
academic
emotions
evolve
response
specific
behaviors.
Using
mixed-methods
design,
reveals
that
communication
significantly
influence
emotional
trajectories,
highlighting
coexistence
and
potential
benefits
both
fostering
healthy
language
learning
environment.
increases
cognitive
load
anxiety,
clarity
nonverbal
immediacy
strategies
can
mitigate
these
effects,
engagement
reducing
emotions.
The
challenges
simplistic
categorization
either
or
positive,
emphasizing
diverse
activating
learning.
It
underscores
need
training
programs
incorporate
not
only
pedagogical
knowledge
but
also
leveraging
dynamic
interplay
optimal
outcomes.
IRAL - International Review of Applied Linguistics in Language Teaching,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 1, 2024
Abstract
This
mixed-methods
study
explores
the
interconnected
influence
of
growth
mindset,
mindfulness,
and
second
language
(L2)
self-efficacy
on
achievement
in
intermediate
English
as
a
foreign
(EFL)
learners.
Quantitative
data
(
n
=
411)
analyzed
through
Structural
Equation
Modeling
(SEM)
qualitative
insights
from
semi-structured
interviews
19)
reveal
significant
positive
associations
between
all
three
factors
L2
achievement.
SEM
further
clarifies
direct
indirect
pathways
which
these
psychological
elements
impact
learning
outcomes.
Qualitative
findings
enrich
this
understanding
by
showcasing
learners’
lived
experiences
transformative
power
variables
fostering
supportive
environment.
Collectively,
results
emphasize
importance
integrating
growth-oriented
beliefs,
nurturing
self-efficacy,
employing
mindfulness
practices
education
to
optimize
learning.
research
offers
notable
for
acquisition
educational
psychology,
informing
educators,
policymakers,
practitioners
about
effective
strategies
promoting
successful
journeys.
This
study
investigated
the
factors
influencing
teachers'
organizational
commitment
in
China.
We
employed
a
survey
design
with
sample
of
506
full-time
teachers
from
various
public
middle
and
high
schools
across
mainland
Social
connectedness,
job
control,
work
engagement
were
measured
using
self-reported
scales.
Structural
equation
modeling
(SEM)
was
utilized
to
examine
hypothesized
relationships.
The
results
indicated
that
social
connectedness
control
directly
associated
higher
levels
among
teachers.
Furthermore,
played
mediating
role
these
Specifically,
who
felt
more
connected
their
colleagues
had
greater
over
reported
engagement,
which,
turn,
predicted
stronger
commitment.
These
findings
highlight
importance
fostering
supportive
collaborative
school
environment
cultivate
provide
autonomy
decision-making
opportunities
enhance
control.
By
nurturing
factors,
can
promote
ultimately
leading
dedicated
committed
teaching
workforce.
International Journal of Applied Linguistics,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 4, 2024
ABSTRACT
Positive
emotions
play
a
significant
role
in
facilitating
successful
language
learning
by
enhancing
motivation,
engagement,
and
overall
academic
achievements.
Nonetheless,
there
remains
paucity
of
research
exploring
how
educators
perceive
manifest
positive
the
context
their
teaching
practices.
This
study
endeavors
to
fill
this
gap
experiences,
practices,
beliefs
regarding
effective
teaching.
Additionally,
it
seeks
elucidate
pedagogical
strategies
they
associate
with
fostering
conducive
environments
through
lens
Seligman's
PERMA
model.
Employing
thematic
analysis
semi‐structured
interviews
60
Chinese
educators,
uncovers
key
integral
teaching,
including
passion,
trust,
joy,
empathy.
Despite
prevalence
these
emotions,
teachers
reported
diminished
sense
meaning
accomplishment
when
instructing
foreign
languages
comparison
engagement
relationship
elements
outlined
The
findings
shed
light
on
spectrum
embraced
that
align
components
By
illuminating
affective
dimension
not
only
provides
valuable
insights
into
understanding
relationships
education
but
also
offers
practical
implications
for
integrating
Frontiers in Psychology,
Год журнала:
2025,
Номер
15
Опубликована: Янв. 3, 2025
This
study
explores
how
personality
traits
and
mindfulness
facets
interact
to
influence
perceived
stress,
focusing
on
a
Chinese
adult
sample.
It
aims
address
gaps
in
understanding
the
combined
effects
of
dispositional
factors
stress.
A
sequential
explanatory
mixed-methods
design
was
employed.
In
quantitative
phase,
637
adults
completed
surveys
measuring
traits,
(attention,
acceptance),
Hierarchical
multiple
regression,
moderation,
mediation
analyses
were
conducted.
qualitative
semi-structured
interviews
with
selected
participants
provided
deeper
insights
into
findings.
Neuroticism
(β
=
0.29,
p
<
0.001)
conscientiousness
0.15,
0.01)
positively
associated
while
mindfulness-acceptance
-0.25,
significant
negative
predictor.
uniquely
explained
8
6%
variance
respectively.
Mindfulness-attention
moderated
relationship
between
agreeableness
amplifying
agreeableness'
stress-buffering
effect
individuals
low
mindfulness-attention.
Mediation
analysis
revealed
partially
mediated
agreeableness-stress
link.
Qualitative
underscored
role
shaping
stress
responses
coping
mechanisms.
The
findings
highlight
as
critical
factor
reducing
particularly
agreeable
personalities.
These
results
support
development
mindfulness-based
interventions
targeting
acceptance
enhance
resilience
across
diverse
profiles.
Introduction
Bipolar
disorder
is
a
long-term,
complicated
mental
illness
that
affects
not
only
the
patient's
health,
but
also
their
family's
psychological
health
and
coping
strategies.
Objective
This
study
aimed
to
evaluate
effects
of
compassion-based
intervention
program
on
patterns
among
family
caregivers
patients
with
bipolar
disorder.
Methods
From
June
2023
March
2024,
utilizing
one-group
pre-
postinterventional
design
evaluated
50
The
was
conducted
in
an
outpatient
clinic
at
Institute
Psychiatry
affiliated
Ain
Shams
University
Hospitals,
Cairo,
Egypt.
consisted
16
consecutive
sessions,
each
lasting
approximately
45
60
min.
Researchers
used
predesigned
questionnaire
collect
data
postintervention
assess
sociodemographic
data,
self-compassion
scale,
strategies
inventory.
Results
Prior
compassion
program,
found
62%
had
low
self-compassion;
however,
after
highly
significant
improvement
observed,
54%
having
high
(
p
<
.01).
Likewise,
revealed
60%
use
disengagement
patterns;
postcompassion
64%
engagement
Conclusion
Compassion-Based
Intervention
Program
has
positive
effect
enhancing
Therefore,
psychiatric
nurses
practitioners
should
collaborate
designing
holistic
caregiver
support
incorporate
techniques
alongside
traditional
therapeutic
approaches.
International Journal of Environmental Research and Public Health,
Год журнала:
2024,
Номер
21(12), С. 1669 - 1669
Опубликована: Дек. 14, 2024
Background:
Research
has
shown
that
20%
of
Czech
teachers
suffer
with
burnout
symptoms
and
65%
are
at
risk
burning
out,
which
suggests
it
is
essential
to
continue
addressing
the
issue
stress
in
teachers.
The
main
objective
this
study
was
evaluate
a
self-compassion
mindfulness-based
professional
development
program
for
primary
school
Republic.
Methods:
Five
schools
were
recruited,
two
as
intervention
(n
=
47)
three
controls
57).
Teachers
completed
questionnaires
time
points:
pre-test
September
2018,
post-test
November
follow-up
April
2019.
Results:
results
indicated
group
scored
significantly
higher
(p
<
0.05)
self-efficacy
self-compassion,
lower
depression,
anxiety
emotional
exhaustion,
compared
controls.
marginally
0.10)
perceived
subjective
well-being,
At
follow-up,
teachers’
well-being
control
worsened
baseline.
However,
did
not
show
significant
changes
over
time,
“protective
effect”
on
against
worsening
during
year.
Conclusions:
providing
mindfulness
practices
can
lead
beneficial
effects
several
outcome
variables.
Further
studies
need
investigate
if
these
benefits
be
sustained
they
affect
physical
health,
their
relationships
students,
students’
outcomes.
