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Copyright of Psycho-Oncologie is the property of PiscoMed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mesure et Évaluation en Éducation is the property of ADMEE-Canada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

a teacher-student relationship (TSR) characterized by closeness promotes student engagement and positive emotional experiences among teachers. The present systematic review questions what the English-language literature reports on the effect of training dedicated to the development of teachers' emotional competences (EC) on these competences and on the TSR quality. 17 articles met the inclusion criteria. The findings suggest that brief EC trainings can sustainably develop teachers' EC. The small number of articles that have also evaluated the TSR quality prevents to conclude as to the effects of these training courses on this variab. [ABSTRACT FROM AUTHOR]

the rise of ill-being is spreading to schools and worrying politicians. It questions our educational models beyond learning about well-being and happiness at school, particularly pedagogical approaches and teacher training; which « happy » teacher to « make a student happy »? Based on research on the components of student well-being and resilience first and case studies of pedagogical approaches « re-enchanting school », this article underlines the emotional capital and "enabling leadership" teaching style, and an essential well-being approach focused on potentials and vitality; approach that we analyze from a positive and eudaimonic well-being perspective, through the "bienvivance" paradigm. [ABSTRACT FROM AUTHOR]

L'étude vise à développer et procéder au processus de validation d'un questionnaire sur l'auto-efficacité émotionnelle en contexte de travail à partir des six étapes proposées par Dussault et al. (2007). L'étude s'appuie sur les théories de l'intelligence émotionnelle de Mayer et Salovey (1997), de Petrides et Furham (2001) et de l'auto-efficacité de Bandura (1997). Les participants sont 985 travailleurs canadiens. L'échelle d'auto-efficacité émotionnelle au travail est composée de 41 énoncés évalués sur une échelle de type Likert en six points. Les résultats des analyses factorielles confirmatoires soutiennent la structure à sept dimensions, soit l'auto-efficacité à percevoir ses émotions et celles des autres au travail, l'auto-efficacité à utiliser les émotions au travail, l'auto-efficacité à comprendre ses émotions et celles des autres au travail et enfin, l'auto-efficacité à gérer ses émotions et celles des autres au travail. Les résultats indiquent également que les sept dimensions possèdent des indices de cohérence interne satisfaisants. Les résultats suggèrent que ce questionnaire est bien adapté pour décrire l'auto-efficacité émotionnelle au travail. Les pistes d'utilisation du questionnaire seront discutées. The study aims to develop and present the validation process of a questionnaire on emotional self-efficacy in the work context from the six steps proposed by Dussault et al. (2007). The study is based on the theories of emotional intelligence of Mayer and Salovey (1997), Petrides and Furham (2001) and the self-efficacy of Bandura (1997). Following an expert analysis and a pre-test, the Emotional Self-Efficacy at Work scale is composed of 41 items. The participants are 985 Canadian workers. The results of confirmatory factor analyzes support the seven-dimensional structure, namely the self-efficiency to perceive one's emotions and those of others at work, the self-efficiency to use emotions at work, the self-efficiency to understand one's emotions and those of others at work and finally, the self-efficiency to manage one's emotions and those of others at work. The results also indicate that the seven dimensions have satisfactory internal coherence indices. The results suggest that this questionnaire is well suited to describe emotional self-efficacy at work. The use of the questionnaire will be discussed. [ABSTRACT FROM AUTHOR]

For both teachers and students, school life is full of varied relational experiences. However, few devices exist in initial teacher training to develop relational and emotional skills of future teachers (Espinosa, 2020; Goyette, 2020). The device presented here aims to make up for this lack in training. After describing the context of initial teacher training in French-speaking Belgium, we define relational and emotional skills and specify their importance for the teacher, the student and learning. This is followed by a description of our devices and its pedagogical goals. Analysis of the evaluation data suggests that future teachers perceive the usefulness of the content and the importance of being prepared for these central aspects of the profession. Finally, various avenues are suggested for the development of such training devices, in particular the inclusion of validated scientific theories, concrete experimentation and peer exchanges. [ABSTRACT FROM AUTHOR]

Dans cette étude, nous avons entrepris de mesurer les compétences émotionnelles des étudiants et d’analyser leur mobilisation dans le traitement d’un feedback formatif à l’université. Nous avons pour cela réalisé un questionnaire mesurant les compétences émotionnelles des étudiants, l’intensité des émotions associées au traitement d’un feedback formatif à distance, plusieurs composantes des croyances motivationnelles et la perception d’utilité du feedback ciblé. Cet article présente les résultats obtenus à partir des réponses de 52 étudiants. Nos analyses attestent notamment du bon niveau des compétences émotionnelles des étudiants et de la pluralité des émotions vécues dans le cadre du traitement d’un feedback. Nous n’avons pas pu établir de liens significatifs entre les variables mesurées et la perception d’utilité du feedback en évidence. Cependant, certaines d’entre elles sont liées aux émotions vécues par les étudiants et à leur intensité, comme le score obtenu et, dans une moindre mesure, certaines croyances motivationnelles.

Un impact de la pandémie de COVID-19 sur les émotions et comportements des enfants a été retrouvé dans plusieurs études. Cependant, cet impact n'a pas été retrouvé dans toutes les études. L'attachement pourrait être lié à des réactions et des niveaux d'anxiété différents. L'objectif principal de cette étude était d'analyser les liens entre l'attachement insécure des enfants et les variables liées à l'anxiété et à la gestion émotionnelle et comportementale des enfants pendant la pandémie. Les participants de l'étude (n = 83 parents et leur enfant âgé de 6 à 12 ans) ont complété de façon anonyme des questionnaires en ligne évaluant l'insécurité d'attachement, l'anxiété-état, les stratégies de coping et la régulation émotionnelle. Ils ont également répondu à des questions sociodémographiques et liées à leur contexte de vie et vécu de la pandémie. L'anxiété-état est liée de façon significative à la dysrégulation émotionnelle des enfants mais pas à la stratégie de coping tourné vers l'émotion. Des liens significatifs ont été observés entre l'insécurité d'attachement, d'une part, et l'anxiété-état des enfants, la stratégie de coping tourné vers l'émotion et la dysrégulation émotionnelle des enfants, d'autre part. La dysrégulation émotionnelle médiatiserait le lien entre attachement désorganisé et anxiété-état. Les liens entre l'insécurité d'attachement et l'anxiété-état des enfants, d'une part, et la stratégie de coping tourné vers l'émotion, d'autre part, montrent l'importance de prendre en compte les facteurs individuels et interactionnels dans les manifestations socio-émotionnelles des enfants pendant la pandémie de COVID-19. An impact of the COVID-19 pandemic on the emotions and behaviors of children has been found in several studies. However, this impact is not found in all studies. Attachment could be linked to different reactions and levels of anxiety. The main aim of this study was to analyze the links between children's insecure attachment and variables related to anxiety, emotional and behavioral management of children during the pandemic. Study participants (n = 83 parents and their child aged 6 to 12) completed anonymously online questionnaires assessing attachment insecurity, state-anxiety, coping strategies and emotional regulation. They also answered socio-demographic questions related to their context of life and experience of the pandemic. State-anxiety is significantly related to children's emotional dysregulation but not to emotion-oriented coping strategy. Significant links were observed between attachment insecurity on the one hand, and children's state-anxiety, emotion-oriented coping strategy and children's emotional dysregulation on the other hand. Emotional dysregulation mediates the link between disorganized attachment and state anxiety. The links between attachment insecurity and children's state-anxiety on the one hand, and the emotion-oriented coping strategy on the other hand highlight the importance of taking individual and interactional factors into account in children's socio-emotional manifestations during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The study is situated in the sociocultural context of the vulnerability of the child population of the Araucanía region, which characterizes it as one of the poorest regions of Chile and with lower indicators of educational level. The purpose is to explore the level of development of socio-emotional skills and their relationship with academic performance. The variables to be investigated are the potential for socio-emotional adaptation and the capacity for childhood resilience, and their relationship with school performance. The sample consisted of children 718 from 5th to 8th grade of basic education of vulnerable municipal schools in the province of Malleco. The collection of information was carried out using two instruments: The School Resilience Scale (ERE) of Saavedra y Castro (2008); the Socio-Emotional Adaptation Questionnaire for Schoolchildren, validated in Chile by Mathiesen, Merino; Castro, Mora and Navarro (2011). The results obtained reveal a good level of development of the social-emotional and resilience skills in children, and a positive correlation of these with academic performance. The good level of socio-emotional variables in students connotes a protective factor of mental health, a resource to compensate for the effects of vulnerability and a potential to be used to improve academic performance. Confirm the relevance of the intervention in socio-emotional skills. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)