Environment and Social Psychology

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Implications of Emotional Intelligence on Classroom Climate and Learning

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Submission deadline: 2023-12-31
Special Issue Editors

Special Issue Information

Dear Colleague,

Today, more than 30 years after the publication of the Emotional Intelligence (EI) Model by Salovey and Mayer (1990), we can affirm the relevance of EI on a person's psyche. Its implications are significant not only in the emotional life of the person, but in all psychosocial aspects of any person in today's society.

EI is usually used as an indicator of social adaptation, social success or psychological well-being, but its influence does not stop there, and it is possible to observe how it also has notable implications in the educational environment. On the one hand, its role is essential in the development of important prosocial values such as empathy. In addition, it has a potential capacity for application in educational and social contexts through Education in Values. On the other hand, its potential for self-regulation of a person's higher mental processes makes it a factor that strengthens learning and academic performance, since it favors motivation, persistence, the maintenance of long-term goals and the use of personal strengths.

From a social point of view, EI also has significant consequences on the educational environment through the Classroom Climate, generating an adequate social environment that strengthens individual and collective learning in a group of students, fostering in them an understanding of each other and cooperation.

In summary, the relationship between emotional management and the academic and social development of students deserves attention and further research so that its findings can help to better understand this relationship and work on it to achieve positive results at the individual and collective levels.

This Special Issue on the Implications of Emotional Intelligence on classroom climate and learning focuses on the current state of knowledge on “The impact of EI in the educational environment”. On the one hand, from the individual student's point of view, and from the collective and environmental perspective of the classroom. On the other hand, from the teacher's preparation and confrontation of his or her professional work.

We welcome a diversity of articles, such as conceptual and empirical articles, reviews, critical comments, and meta-analyses, for submission to this Special Issue. We will accept manuscripts from different disciplines, addressing topics related to the scope.

Topics:

·       Emotional intelligence in education

·       Emotional intelligence and classroom climate

·       Emotional intelligence, emotion regulation and academic performance

·       Teacher training in emotional management

·       Implications of Emotional Intelligence on the teaching-learning process

·       Implications of classroom climate on academic performance.

·       Emotional regulation and learning


Dr. Roberto Sanchez-Cabrero

Dr. Gema Pilar Saez Suanes

Guest Editors

Keywords

Emotional Intelligence; Classroom Climate; Academic Performance; Teacher Professional Development; Emotional Regulation; Values formation

Published Paper

A Spanish adaptation and validation of the Interpersonal Emotion Regulation Questionnaire

María d'Orey Roquete;Gema P. Sáez-Suanes;María Álvarez-Couto;Stephan G. Hofmann;
Intrapersonal Emotion Regulation is a widely studied and recognized term as an essential variable in people’s wellbeing, and their optimal psychosocial functioning. It has not been until recent years that Interpersonal Emotion Regulation (IER) has been taken into account in studies focused on emotional life and academic performance. The Interpersonal Emotion Regulation Questionnaire (IERQ) is one of the few self-report instruments designed for the evaluation of this construct. As far as we know, there is no tool that evaluates this variable in the Spanish language. The present study aims to adapt and validate the IERQ in the Spanish population (n = 289). Maintaining the internal structure of the original scale, it has been found that the Spanish version of the IERQ (IERQ-S) is a valid instrument for the evaluation of IER in the Spanish population.

Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)

Roberto Sánchez-Cabrero;Marta Sandoval-Mena;Gema Pilar Saez-Suanes;Elena López-de-Arana Prado;
This study aims to validate the Classroom Climate for an Inclusive Education Questionnaire (CCIEQ) to assess the quality of the conditions for inclusive teaching performance through three different procedures. Firstly, the study aims to evaluate the questionnaire’s content validity, culminating in the selection of nine theoretically dimensions validated quantitatively by means of an adequate Minimum Discrepancy of the Chi-square Value Divided by Degree of Freedom Index (CMIN/DF). Secondly, it seeks to assess the construct validity of the questionnaire with a Robust Exploratory Factor Analysis Technique and Hull Method to evaluate internal consistency for a final configuration of a single factor to obtain a single final score. Thirdly, the study aims to evaluate the questionnaire’s convergent validity, showing the existing correlations with other instruments previously validated for the same purpose (CEFI-R, UDL-checklist Test) using a common participant sample. To achieve these objectives, a sample of 153 in service teachers was used, recruited for the study sample from four different countries (Spain, Turkey, Latvia and Poland) through cluster sampling. The results show excellent psychometric properties and convergent validity of the CCIEQ, so its use as a scientific tool for samples of European in-service teachers is validated.

Preschool teachers’ emotional intelligence and beliefs: Informing emotion socialization in the classroom

Susanne Denham;

Emotional education: A critical review of the voices against its implementation in schools

Claudia Messina-Albarenque;Carmen de Andrés-Viloria;Gema de Pablo-González;Tamara Benito-Ambrona;

Emotional metaphors for an inclusive classroom climate

Pablo Herranz-Hernández;José Luis Fernández-Hernández;Laura Segovia-Torres;

Exploring the influence of parenting competences on children’s emotional regulation and its relationship with classroom learning: A qualitative research study

Jesus Miguel Parra;

Examining the relationship between teachers’ creativity and students’ critical thinking in the context of EFL learning in Iran

Mojtaba Khatami;Wenjie Lai;Deyuan He;Noor Azam Haji-Othman;

Education in a pandemic, learning to guarantee inclusive education from an approach psychosocial

Ana Maria Torres;Sergio Sanchez;