Environment and Social Psychology

Vocational college students are facing the contradiction of coordinated physical and mental development, as well as the pressure of learning development and social expectations. Many high school students have poor emotions, and the difficulty in regulating emotions is closely related to their mental health. This article uses the Connor Davidson Resilience Scale (CD-RISC) to measure individuals’ positive psychological qualities in adapting to adversity, in order to study the psychological resilience and emotional self-regulation strategies of vocational college students. This study investigated the psychological resilience (PR) and emotional self-regulation (ESR) styles of high school students using different scales. In addition, correlation and regression studies were conducted on stress perception, PR, positive emotions, and mental health. The results indicate that vocational college students have a moderate level of public relations, and they are more inclined to use cognitive reevaluation as ESR. The PR of HVC students is positively and negatively correlated with positive and negative emotions, respectively. The PR of HVC students is positively correlated with cognitive reappraisal and negatively correlated with expression inhibition. There is no significant relationship between stress and its factors and expression inhibition.

Without emotions, people cannot express themselves. In our age, Wisdom Psychology has gained importance as a methodology that reveals the importance of meaning and inquiry skills. It is evident that emotions should be reconsidered from a multidimensional existential perspective. Emotional Wisdom brought about the questioning of some new skills and created the need for a new measurement tool to obtain concrete data. In this study, it was aimed to develop a valid and reliable scale to measure emotional wisdom and to contribute to the related literature by performing its first psychometric analysis. Quantitative methodology was used in this study. The research sample consisted of 1300 volunteer participants from across Turkey. As a result of the validity and reliability studies, a 6-factor scale named Uskudar Emotional Wisdom Scale (USEWS) emerged. The internal consistency reliability coefficient Cronbach Alpha value of the scale, which explained 51.87% of the total variance, was found to be .88. Confirmatory factor analysis of the scale resulted in acceptable goodness-of-fit values. In the criterion validity study, it was found to be related to the Revised Schutte Emotional Intelligence Scale (r=.60). In the first psychometric examinations conducted with effect analyzes, men’s emotional wisdom scores were found to be high and of medium effect (d=0.38; >0.2<0.5).

This study aims to explore the educational management practices associated with innovative teaching, focusing on their impact on the happiness of engineering college students. Through a comprehensive literature review and empirical research, the study analyzes the characteristics of innovative teaching, the learning tendencies of engineering students, the definition and measurement of student happiness, as well as the relationship between innovative teaching and students’ happiness. To collect data, a combination of quantitative questionnaire surveys and qualitative semi-structured interviews was employed. Data were gathered from 300 engineering college students through questionnaires and from 10 representative students through interviews. Through both statistical analysis and content analysis, this study unveils the implementation and effectiveness of innovative teaching among engineering students, as well as the happiness levels of these students, and the connection between innovative teaching and happiness. The research findings demonstrate that innovative teaching is widely adopted among engineering students and significantly enhances their academic performance and learning motivation. Engineering students generally exhibit a high degree of learning autonomy and creativity, actively engaging in practical projects. Furthermore, the happiness of engineering students is primarily reflected in dimensions such as satisfaction with academic achievements, motivation for learning, and support from their social networks. Further analysis reveals a positive correlation between innovative teaching and the happiness of engineering college students. Quantitative analysis establishes a significant positive correlation between innovative teaching and happiness, highlighting the positive impact of innovative teaching on the well-being of engineering students. Qualitative interview data delves into students’ experiences and cognitive changes brought about by innovative teaching, further affirming the beneficial effects of innovative teaching on their happiness.

Scientific and procedural rationality becomes compatible with subjectivism, increasing the modern ethical void. In this work I will show how that void impact in disruptive behavior. First, I shortly describe the general problem of our moral culture making dialogue one of the most important contemporary moral philosophers, Enmanuel Levinas and the sociologist Zygmunt Bauman, who has made the main critical contribution to the moral culture. Second, I will make some observations in the sphere of art, where it is specially notorious how the crisis of ethics due to the evolution of the culture of individualism affects to the behavior erasing limits -v.g. Proof-Of-Authority-, extending the beliefs that all is possible, that anyone can do anything, everything can happen, and, so that, rules and forecast are perceived more relatives that never. In a third step, I will focus the attention on the multidisciplinary field of Criminology -rule breaking, deviance-, because it is the main place where can be proof the failure of norms which lead society to both, problems for coexistence, and ability to predict insecurity. The formulas invented by social scientist to understand “normal” as well “deviant” behaviour, seems to fail more than ever. That should make us consider two kinds of challenges. How can we reinforce the ethical side of the norms under a cultural environment secularized and liquid, and physically threatened? How can we manage the self-criticism in social sciences so that we not all in the pessimism apparently propitiated by Cancel Culture?