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Osenweugwor Ngozi Aihie and Blessing Ijeoma Ohanaka

References Banerjee,N. & Chatterjee,I. (2012)Academic stress, suicidal ideation and mental well-being among 1st Semester and 2 ndSemester Medical and Engineering and General Stream Students. Researchers World ,73-80. Retrieved from https://search.proquest.com/docview/1816764514?pq-orgsite=gscolar . Baste, V.S. & Gadkan,J.V. (2014).Study of stress, self-esteem and depression in medical students and effects of music on perceived stress. Indian journal of physiology and pharmacology .58, 294-301 Batainceh, M.Z.(2013). Academic stress among

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Gretchen Geng, Richard Midford and Jenny Buckworth

., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24 (1983), 385-396. Cohen, J., McCabe, E., M., Michelli, N. M., & Picheral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111, 180-213. Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. Durlak, J. A

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Andrea Kosáros, Katona Ildikó and Gyula Lakatos

Sustainability Pedagogy in Practice: An Example from Health Education

At the UN World Summit on Sustainable Development in Johannesburg, the period between 2005 and 2015 was declared to be the decade of sustainability. Therefore, it is important to see the implementation of sustainability pedagogy come to the fore in every country. Putting this into practice may lead to hardships for headmasters and teachers in schools. This process requires changes in behavior and approaches, besides, the development of certain students' skills have to be considered that the institutions have not perceived as their duty so far. To implement the idea of sustainability in education, in every country from elementary to higher education, properly trained and prepared teachers are needed. Post-graduate teacher training, international interchange of experience have to be stressed. Furthermore, to understand the content of sustainability and put it into everyday practice in schools, the activities have to be fact-based, with clear directions and have easily available teacher aids. The article demonstrates method how to implement projects related to healthy nutrition.

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Giedrė Slušnienė

Abstract

This article deals with systematization of the categories of emotional intelligence, emotional potential and a relationship between emotions and feelings, and emphasizes the importance of a sustainably developed personality in the context of sustainable education (Jovaiša, 2007, 2011). The inward consistency is perceived as an internal human orientation, showing itself in positive relationship with the exterior world and the individual (Pileckaitė-Markovienė, 2002). A person with a strong sense of internal consistency has a stronger motivation and appears to be more resistant to stress. Educating children to become emotionally sustainable individuals, means helping them to solve their emotional issues, in order to learn important behaviour strategies and to experience positive interactions with their environment. Children who receive emotional education remain more composed and stable in critical situations. They are able to deal with their feelings, even the negative ones, more easily. Such children are less vulnerable to various illnesses and diseases; they experience less anger and aggression.

This article analyzes a system of means and methods for development of intelligence in childhood in the context of sustainable education. It also presents and analyzes the results of recently accomplished research. The aim of the research is to evaluate possibilities and opportunities for development of emotional intelligence in pre-school education institutions and family environment. The article analyses the system of means and measures that aim to develop emotional sustainability in young, preschool children, as it presents and analyses results of the conducted research. The purpose of this research is to assess the emotional potential in children, and the possibilities of educating for emotional sustainability at preschool institutions and within the family environment. The research has targeted preschool pedagogues and parents, who are raising preschool children. The results have shown that respondents do perceive the existence of difference between concepts of emotions and feelings. Childrenís emotions are constantly changing, i.e., they equally display both negative and positive emotions, and, as a result, these emotions may have a fortifying or weakening effect on childrenís emotional sustainability. Emotional intelligence is one of components of inward consistency, and its development in sustainable education is a long, consecutive and continuous activity. Accordingly, the respondents attempt to improve every day and in every possible way. Development of emotional intelligence is a long and consistent work that needs to be practised daily through a variety of activities. In contrast to parents, pedagogues tend to believe that children are the best at assessing and understanding the feelings of other people. The respondents agree that the greatest effect on a childís emotional sustainability comes from family, education and environment. Respondents agree that family, upbringing and environment make the supreme impact on intelligence.

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Chinedu I. Okeke and Pamela N. Mtyuda

References Adebayo, A.S., & Gombakomba, T. (2013). Dimensions of teachers’ job satisfaction in primary schools in Gweru District, Zimbabwe: A factor analysis. European Scientific Journal, 9(25), 309-317. Adu, E.A., & Okeke, C.I.O. (2016). An investigation into the causes of stress among preschool educators in East London Education District. Journal of Psychology, 7(1), 11-22. Afshar, H.S., & Doosti, M. (2016). Investigating the impact of job satisfaction/dissatisfaction on Iranian English teachers’ job

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Laura Ficarra and Kevin Quinn

References Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior. Journal of Behavior Education , 19 , 169–183. Begeny, J. C., & Martens, B.K. (2006). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices. School Psychology Quarterly, 21 , 262–285. Brophy, J. E., & McCaslin, M. (1992). Teachers’ reports of how they perceive and cope with problem students. Elementary

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Monica Sakk

.1080/03055690903162424. Lazarus, R. S. (1991). Emotion and adaptation . Oxford: Oxford University Press. Lazarus, R. S. (2006). Emotions and interpersonal relationships: Toward a personcentered conceptualization of emotions and coping. Journal of Personality, 74 (1), 9ñ46. DOI: 10.1111/j.1467-6494.2005.00368.x. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping . New York: Springer Publishing Company. Lazarus, R. S., & Monat, A. (1985). Stress and coping: An anthology. Guildford, Surrey, New York: Sec.Edition Columbia

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Monica Sakk, Marika Veisson and Karin Lukk

& Human Development , 40(1), 1-13. Gelhaar, T, Seiffge-Krenke, I., Borge, A., Cicognani, E., Cunha., Loncaric, D., Macek, P., Steinhausen, H. C., & Metzke, C. (2007). Adolescent coping with everyday stressors: A seven-nation study of youth from central, eastern, southern, and northern Europe. European Journal of Developmental Psychology , 4(2), 129-156. Hill, N E., & Craft, S. A. (2003). Parent school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro

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Julia H. Yoo

teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756. doi: 10.1037/a0019237. National Board for Professional Teaching Standards. (1989). What teachers should know and be able to do. Detroit, MI: NBPTS. National Center for Education Statistics [NCES] (2012). Digest of Education Statistics, 2011 (NCES 2012-001), Introduction and Chapter 2: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, Teacher

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Petra Šimonová and Jan Činčera

studium pro koordinátory environmentální výchovy, vzdělávání a osvěty: interpretace a efektivita z pohledu absolventů. [Teacher’s training for environmental education school coordinators: interpretation and effectivity from the perspective of graduates]. Envigogika – Charles University E-Journal for Environmental Education , 1–20. Dembo, M. H., & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement california. The Elementary School Journal , 86 (2), 173–184. Evans, E., & Tribble, M. (1986). Perceived teaching problems