Advances in Developmental and Educational Psychology

Exploring EFL Teachers’ Emotional Intelligence: A Mixed-Methods Approach

Baochen Liu — 2025-02-18

This study explores the emotional intelligence of middle school English as a foreign language (EFL) teachers in Northeast China, aiming to assess its factor structure and factor levels. Using a revised version of the Emotional Intelligence Questionnaire, data were collected from 1,017 participants. The results indicate that the teachers generally exhibited a high level of emotional intelligence (EI), with relatively high scores in all four sub-dimensions: self-awareness, self-regulation, motivation, and interpersonal connectivity. Additionally, the study employed both quantitative and qualitative methods to validate the factor structure of EI. The findings reveal that teachers with higher EI tend to show greater self-awareness, emotional regulation, and motivation, which contributes to their overall job satisfaction and effective teaching practices. The results also underscore the importance of EI in coping with emotional challenges in the classroom and its potential role in improving educational quality.

Effects of improving metacognitive awareness on emotional regulation and concentration in high school students

Jeong-Hwa Lee — 2024-12-16

This study aimed to develop a program to improve metacognitive awareness using acceptance and cognitive defusion training to examine its effects on emotional regulation and concentration in high school students. A total of 409 students participated in a concentration test; 45 students who received scores in the bottom 20% were divided into three groups of 15 students each: metacognitive awareness improvement, motivation reinforcement, and control. The metacognitive awareness improvement and motivation reinforcement program consisted of eight sessions each while the control group received zero intervention. Participants’ negative emotionality, emotional regulation, concentration, metacognitive awareness, and learning motivation were examined thrice: pre-intervention, post-intervention, and after nine weeks of follow-up. Compared to the control group, the metacognitive awareness improvement group showed considerably higher scores post-intervention and at follow-up. Conversely, the motivation reinforcement group showed higher scores and learning motivation scores only in the post-intervention stage and only showed significantly higher concentrations at follow-up.

Empirical research in early infancy language acquisition: A nonsystematic review of literature

Jing An — 2024-03-13

This paper unsystematically reviewed the journal publications written in English in the period from 2010 to 2020 on the topic of early infancy language acquisition. The review was through two aspects: language comprehension, and language production. Additionally, this paper also reviewed several frequently used and new research methods and tools. For early infancy language comprehension, empirical studies found evidences on infants’ comprehension of words’ meaning through sounds, especially the comprehension of nouns, the latter was proven to have relevance with nouns’ familiarity and cross-word relations in the nouns. Besides, empirical studies found evidences on infants’ distinguishment between concrete words and abstract concepts. An important factor to influence infancy language comprehension is the social environment that the baby was exposed to, mainly the mother’s speech and her daily life routine (for example, her work). For early infancy language production, empirical studies found evidences on infants’ ability to associate similar sounds with different objects, and measurement for infants’ language outputs were brought forward in another empirical study. Empirical studies also found infants’ language outputs match to words and objects from the environment. Lastly, this paper reviewed the most frequently used technical methods: fMRI and fNIRS technology for investigating neural mechanisms of infancy language processing. There are other new research methods, include large-sample database analysis and quantitative modeling, corpus analysis, language inputs sampling, language model for infancy language acquisition.

Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice

Caroline Sarah Jones — 2023-04-04

This article explores the original concept of the Psychosocial and Academic Trust Alienation (PATA) theory across the education sector, specifically focusing on barriers to student engagement for disadvantaged students and educational social mobility. It begins with an examination of the terms `disadvantage and educational social mobility' followed by a discussion of the context of the educational experiences of disadvantaged students aged 0-19 years old in the UK. An exploration and definition of the PATA theory and the subsequent links to barriers to student engagement in educational practice is then presented. Subsequently, age-appropriate case vignettes demonstrating how the PATA theory can be identified or experienced in practice are presented. Thereafter, practical teaching and learning strategies based on the concepts of the PATA theory for educators, leadership teams and Governments can be found. These strategies aim to stimulate educational pedagogy when supporting the most disadvantaged students in education. Therefore, the contribution of this article to the field of educational psychology is firstly, the acknowledgement of the presence of the PATA theory across educational age ranges, secondly it provides insights into the educational psychological barriers to engagement for the disadvantaged student demographic, and thirdly it proposes practical strategies for supporting disadvantaged student progression thus contributing to educational social mobility.

Teaching rural educators to ask follow-up questions during open-ended interviews via telehealth

Patrick W. Romani — 2022-06-22

Educators are mandated to complete functional behavior assessment (FBA) prior to the development of a behavior intervention plan for students in need of special education support for emotional or behavioral needs. FBAs lead to hypotheses as to the function(s) of problem behavior (e.g., to gain access to attention). Research shows educators most often use open-ended interviews to complete FBA within school settings. Interviewers ask questions to gain information about topics, like antecedents and consequences to problem behavior, to inform subsequent assessment or treatment. Unfortunately, research documents variability in the quality of school-based FBAs, particularly with regards to interviewing. Given the variability in quality of open-ended interviews, studies teaching core interviewing skills to educators are sorely needed. Thus, the current study delivered telehealth-based training to six educators who regularly completed open-ended interviews as part of FBAs. Following baseline, showing that educators (a) did not ask relevant questions and (b) did not ask follow-up questions when they needed to, training occurred to teach interviewing skills. The current study showed improvements in interviewing skills following a didactic presentation and behavioral skills training delivered via telehealth. Four of the six educators successfully interviewed a parent with high integrity following training. These results will be discussed in terms of strategies to improve interviewing skills for educators using telehealth services.

Detection and first step intervention for child victims of bullying

John S. Saroyan — 2022-03-22

Bullying behavior towards young children and adolescents can occur in schools, neighborhoods and structured group activities, including sports teams or after school programs. While some children manage to avoid harmful negative contacts prompted by their peers, other children suffer repeated verbal abuse, physical assaults, gossip, harassment and/or group rejection. Ultimately this can affect their self esteem and social interactions. Such victims commonly develop symptoms related to depression and anxiety that are not easily observable to teachers and parents or other concerned adults. Family physicians and pediatricians may however carry the role as a child’s trusted and caring support, to help uncover issues related to a child as a victim. They may provide opportunities for a child to open up and share personal problems related to bullying along with other related mental health concerns needing attention. Detecting victimization may be recognized after viewing initial prompts or questionnaires given at intake. The addition of a quantifiable instrument related to bullying may also aid in discerning whether a problem exists. Recognizing symptoms of bullied children provides an opportunity for physicians to further inquire about the emotional impact bullying has on the child. Children and parents should both experience support during this process. The addition of educational resources, group referrals and individual/family counseling should also be recommended with follow ups to review progress.

Parents' perceptions of autism and their challenges in China

Wangqian Fu — 2022-01-10

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by social communication deficits and restricted or repetitive behaviors. Parents play a significant role in research, clinical practice and policy development on autism. Parents' perceptions of autism can affect not only their own well-being, but also their children's development. Nevertheless, few studies have examined the parents’ perception of autism in Chinese context. The parents’ perception of autism questionnaire was applied to collect information from 171 families of children with ASD, mainly to investigate the knowledge of autistic children and the difficulties the family facing. The following conclusions were drawn from this study: (1) Mother as the primary caregiver for children with ASD; (2) Parents’ perception of ASD were various parents of autistic children have a good understanding of the symptoms, causes, age of onset and interventions, and their expectations of the prognosis and the future life of their autistic children are high; (3) The difficulties that faced by the parents are mainly composed of low social acceptance, family pressure and concerns about the effectiveness of interventions for their children. In consideration of the future development of children with autism and the mental health development of their parents, it is particularly crucial to support their parents with multifaceted support.

The critical evaluation of educators' struggles in the context of Covid-19: Some theological analysis

Magezi Elijah Baloyi — 2021-11-12

Most countries have realized that education is one of the important keys to transforming their countries, and this responsibility rests hugely on the shoulders of teachers. It is concerning that the plight of teachers who are carriers of both our children’s future and the future of this country seems not to be receiving the attention it deserves. Although teacher unions are many, it is questionable whether the teaching profession is receiving the protection and the encouragement it deserves in this country. The teaching profession faced many challenges in recent years. Just as we thought that the massive resignation trend that started in 2014 was coming to an end and that a period of stability was dawning, Covid-19 and the hard lockdown of 2020 happened and many of the teaching profession’s serious concerns were once again thrust into the limelight. This article is concerned with the struggles of teachers during the corona period; the researcher looked at, for example, the paradox of the reopening of schools while the pandemic was raging towards its peak and how it affected teachers. Teachers were promised that they could work from home till retirement if they had comorbidities and are sixty and above of age, but they were recalled to work.

Reevaluating incarcerated juvenile education in the wake of COVID-19: Why the juvenile system should take advantage of the online learning wave

Catherine Hutwagner — 2021-09-10

Incarcerated juveniles have the greatest need for education and potential for improvement, yet they are one of the most underserved populations in terms of public education. Juveniles in detention centers receive a lower quality education when compared to public education systems–courses exclusively based on worksheets, single-room style teaching methods, a shortage of textbooks, and underqualified teachers. They also struggle to earn and transfer credits. In addition, solitary confinement often denies access to education, adding further disadvantages. Currently, juveniles have a low reenrollment rate in the public education system after their release. This paper presents a solution for the future of juvenile education, using the national response to COVID-19 of moving education online as a blueprint, combined with social science research, to provide small amendments to promote an effective learning environment.

Evaluating fine perceptual-motor skills in children with mild intellectual disability

Vasiliki Koutsobina — 2021-08-17

Over the years, several studies have indicated that delay in perceptual-motor development and impaired motor organization is strongly associated with the level of cognitive functioning and performance in children. The aim of the present research study was to assess the fine perceptual-motor skills of children with mild intellectual disability 7-9-years-old and the comparison of their performance with two groups of typically developing children with the same chronological and a corresponding mental age. Our research sample consisted of 129 children between the ages of four and nine years whilst the experimental group had a total of 43 children (7-9-years-old) with mild intellectual disability. As an assessment tool of fine perceptual-motor skills we used a battery of tasks constructed in accordance with other commonly used standardized tests that measure psychomotor abilities. Furthermore, several comparisons were carried out in order to investigate our experimental hypotheses. Overall, our results revealed that children with mild intellectual disability scored lower in the tasks compared to typically developing children of equal chronological age but significantly higher than the group of typically developing children of the same mental age (preschoolers). The results of the psychometric properties of our designed tasks (reliability, validity) verify the high-quality psychometric characteristics of the designed tool.