It is a peer-reviewed, international, electronic journal providing space for high quality, empirically based papers on effective intervention and evaluation in the area of emotional education. The journal has special issues dedicated to specific topics in emotional education, and a book review section.     Some of the areas related covered by the journal include amongst others emotional intelligence, social and emotional development, educational resilience, social and emotional health, social and emotional literacy, social and emotional competence, social, emotional and behaviour difficulties, health promotion in schools, mental health in children and young people, mental health in schools, behaviour management and behaviour modification, teaching and learning.

The International Journal of Emotional Education is a peer-reviewed, international electronic journal that provides a platform for high-quality, empirically based papers on effective interventions and evaluations in the field of emotional education. The journal features special issues dedicated to specific topics within emotional education and includes a book review section. Areas covered by the journal include, but are not limited to, emotional intelligence, social and emotional development, educational resilience, social and emotional health, social and emotional literacy, social and emotional competence, social, emotional, and behavioral difficulties, health promotion in schools, mental health in children and young people, mental health in schools, behavior management and modification, as well as teaching and learning.

《International Journal of Emotional Education》是一本经过同行评审的国际电子期刊，专注于高质量、基于实证的情感教育干预与评估研究。期刊设有专门针对情感教育特定主题的特刊，并包含书评部分。期刊涵盖的相关领域包括情感智力、社会与情感发展、教育韧性、社会与情感健康、社会与情感素养、社会与情感能力、社会、情感和行为困难、学校健康促进、儿童和青少年的心理健康、学校心理健康、行为管理与行为修正，以及教学与学习等。

International Journal of Emotional Education

This causal comparative study explored K-12 educators’ and school staff’s self-reported levels of well-being, perceived stress, and use of coping strategies. An online survey was administered to 686 educators consisting of teachers, school administrators, professional support staff, administrative support staff and other school staff in a medium-sized schoolboard in Southern Ontario, Canada. The results show that educators reported overall low scores of wellbeing and higher levels of perceived stress as compared to the general population. Female educators reported significantly higher perceived stress than their male colleagues. A k-means cluster analysis of the educators’ coping strategies identified four unique clusters which were significantly different from each other. It was shown that participants in two of the clusters, consisting of approximately 32% of the participants in this study, used maladaptive coping strategies more frequent and that the participants in these two clusters exhibited significantly poorer wellbeing and significantly more perceived stress than their colleagues in the other two clusters. The limitations and practical implications of this study are discussed.

Michael Savage

Vera Woloshyn

Coping is crucial : exploring relations between K-12 educators and staff coping strategies, perceived stress and psychological wellbeing

应对至关重要：探究K-12教育工作者与员工应对策略、感知压力与心理健康之间的关系

This longitudinal study aimed to analyse what coping strategies 8- and 12-year-old children use in frustrating situations. The participants were Hungarian students and their teachers. In the first investigation, children were aged 8 (N=52), and then they were re-examined four years later (N=45). Two Likert-type questionnaires (teacher and student versions) were developed and administered in the study. The instruments proved to be highly reliable (Cronbach’s α: .84-.86). The questionnaires enabled the researchers to investigate the following behaviourally observable strategies: physical aggression, verbal aggression, resistance, venting/crying, avoidance, teacher-seeking, peer-seeking, following the norms and following teacher’s instructions. In most frustrating situations, the frequency of physical and verbal aggression and venting increased with age. Both the self and teacher reports indicated that as students grew older, they were less inclined to seek peer or teacher’s help. The correlation between the teacher and self-ratings is weak, particularly in the 12-year-old cohort (p &lt; .05).

Aniko Zsolnai

László Kasik

Short research report : Coping strategies in Hungarian school-age children

短篇研究报告：匈牙利学龄儿童的应对策略

Emotion knowledge has attracted scientific interest in recent years due to its relevance to children’s adjustment. Although there is some controversy as to its definition and components, the term is often used to describe the set of abilities to process emotional information. We need rigorous tools to assess it in multiple languages and contexts. The Assessment of Children’s Emotional Skills-ACES was administered to 255 Spanish 8-to-11-year-old children along with, measures of adjustment and language. The Spanish ACES confirmed its three-factor structure; emotion recognition in faces, behaviours and situational emotional knowledge, and a second-order factor (i.e., overall emotional knowledge). The validity of this Spanish version of ACES was demonstrated in emotion knowledge relating to receptive vocabulary, age, sex and adjustment, with age, language and sex moderating relations between emotion knowledge and adjustment. The Spanish ACES can contribute to a greater understanding of the development of emotion knowledge in Spanish-speaking children; and help evaluate social and emotional intervention programmes.

Ana I. Vergara

Natalia Alonso-Alberca

June Gutiѐrrez

David Schultz

Measuring emotional knowledge : assessment of Children’s Emotional Skills (ACES) with Spanish school-age children

测量情感知识：评估西班牙学龄儿童的情感技能（ACES）

This study investigated the relationship between alexithymia and depression amongst university students and how it is mediated by anxiety. Data was collected from a sample of university students (n= 74, Men = 41, Women = 33) aged 18 to 25 (Mean = 22.05, SD = .38). The findings revealed a statistically significant gender difference with men being more alexithymic than women. There was a significant positive correlation between the alexithymic subscales difficulty identifying feelings (DDF) and difficulty describing feelings (DIF), depression and anxiety. DDF and DIF along with anxiety predicted depression. Anxiety partially mediated the relationship between DIF and depression but completely mediated the relationship between DDF and depression. Alexithymic features DDF and DIF predict depression in the sample but Externally Oriented Thinking (EOT) did not. Anxiety was found to be an underlying mechanism operating in the between alexithymic features and depression.

Ayesha Akram

Tehreem Arshad

Short research report : Relationship between alexithymia as a multi-dimensional construct and depression in university students : mediating role of anxiety

短篇研究报告：多维结构情感表达障碍与大学生抑郁的关系：焦虑的中介作用

Indications are that cyberstanders can be negatively affected by witnessing cyberbullying incidents and are even more likely than direct victims of cyberbullying to report symptoms of stress. However, cyberbystanders are understudied in the cyberbullying literature because most research predominantly focuses on perpetrators or direct victims of cyberbullying. This study aimed to explore the lived experiences of adolescent cyberbystanders who witnessed cyberbullying in the COVID-19 era. Twenty adolescent cyberbystanders were purposely selected to participate in this study. The qualitative data was analysed using inductive thematic analysis. The findings demonstrated that cyberbullying has various detrimental effects that include educational, psychological, and emotional consequences for those exposed to it. It is recommended that anti-cyberbullying programmes should be incorporated into the curriculum so that teachers and educational psychologists can emphasise the negative impact of cyberbullying on bullies, victims and bystanders. With more awareness of the detrimental consequences of cyberbullying on all parties involved, adolescents may become more competent in respecting people’s rights and privacy within cyberspace.

Segun Emmanuel Adewoye

Adolescent cyberstanders’ experience of cyberbullying in the era of Covid-19 in South Africa

南非新冠疫情期间青少年网络旁观者经历的网络欺凌

Social-emotional skills are crucial for preschool children’s mental health and later school success. Most school-based SEL programs originate in the United States, reflecting a robust interest in SEL curricula from preschool through secondary school. While EU Member States are increasingly integrating social and emotional skills programs into school curricula, there is a lack of uniform terminologies, frameworks, and assessment criteria, necessitating the introduction of standardized practices. This study aims to offer an overview of US and European preschool SEL programs, utilizing content analysis to showcase the diversity of these programs. The analysis focuses on programs from the “EU-Self Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries" by Koltcheva et al. (2022), including impact evaluations of nine programs in total. The study analysed the programs in relation to goals and outcomes, and findings reveal that there are no remarkable differences between US and European preschool SEL programs, although certain trends highlight distinctions among programs of different origins. The study will be useful for practitioners who are interested in introducing a preschool SEL program in their institution.

Zsófia Winkler

Borbála Bacsa-Károlyi

Anikó Zsolnai

Comparative analysis of US and European preschool social and emotional learning programs

美国和欧洲学前社会情感学习项目的比较分析

The books reviewed here are all relevant to the concept of social and emotional learning (SEL). The first, Is This Autism? A Guide for Clinicians and Everyone Else, examines the social and emotional needs of children, adolescents and adults who are neurodiverse. What is unique about this book is that the authors are neurodiverse, and they took advice from a panel of autistic people as they wrote it. The second edited book, Assessing Competencies for Social and Emotional Learning: Conceptualization, Development, and Applications, is written by leading experts in the field of SEL assessment. The third book, Bully Blocking: Empowering Students to Manage Bullying. A Guidebook for Teachers, Parents and Counsellors, gives a wealth of practical advice to educators, mental health professionals and parents on how to help those children who are being bullied at school and how to build up their self-confidence, self-esteem and resilience. Each will be of interest to readers of IJEE.

Helen Cowie

Book reviews [International Journal of Emotional Education, 16(1)]

书评 [《国际情感教育杂志》，16(1)]

Although there is increased interest in social and emotional competence and mental health in Croatia, there are currently limited measurement options available for early childhood settings. Thus, the SSIS SEL Brief Scales (SSIS SELb), an efficient measure of social and emotional learning competencies developed in the United States, was translated to Croatian and used by 49 early childhood educators to rate a sample of 685 children (average age 4.3 years) from several counties in Croatia. Regarding measurement invariance, the final model cohered substantially with a CASEL-inspired framework. Overall reliability was also high especially for the SEL Composite (α = .94), with notably lower reliability for subscales. Regarding cross-group concurrent validity, concurrent coefficients were largely similar across age and gender, but there were regional differences in validity. Likewise, validity correlations were in line with expectations, with moderate relationships observed between the SSIS SEL Composite and Child and Youth Resilience Measure scores. In sum, the high level of reliability provided a foundation for applied and research usage of the Croatian SSIS SELb, although further validation research will continue to be necessary before widescale implementation. Limitations to the study are discussed and also point to needed additional research before utilizing the Croatian translated SSIS SELb for applied decisions with young children.

Sanja Tatalović Vorkapića

Christopher J. Anthony

Stephen N. Elliott

Ilaria Grazzani

Valeria Cavioni

Measuring social and emotional learning skills of preschool children in Croatia : initial validation of the SSIS SEL Brief Scales

克罗地亚学龄前儿童社会情感学习技能的测量：SSIS SEL简表的初步验证

The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships, and responsible decision-making and overall well-being. In this paper, we aim to connect the globally acknowledged Collaborative for Academic, Social, and Emotional Learning SEL framework with international policies that underscore the importance of social and emotional skills in the school context. To accomplish this goal, we first provide a brief overview of the key components of the SEL framework. Subsequently, we explore two significant educational policies within the European context. The first policy is the World Health Organization Health Promoting Schools initiative. We present its objectives, a WHO-affiliated program example, the promoted and assessed competencies of students, and its results, connecting its framework with the CASEL SEL approach. The second focus is the Organisation for Economic Co-operation and Development Study on Social and Emotional Skills, describing its developmental process and the assessment framework. Finally, we describe the alignment of SEL with these European educational policies and illustrate their role in advancing and improving the evaluation of SEL initiatives in educational environments.

Luisa Broli

Bridging the SEL CASEL Framework with European educational policies and assessment approaches

将SEL CASEL框架与欧洲教育政策和评估方法相结合

Perceived life satisfaction during the period of childhood and adolescence can be considered a reliable measure of psychological and emotional growth of children and adolescents. The current study aimed to investigate age differences related to social support provided to students (by teachers, classmates, parents and close friends), and its relationship with school and life satisfaction. The study also examined the significance of social support in explaining students' school and life satisfaction. Data were collected from a sample comprising 390 primary school students in grades 3 - 8 in Croatia. The findings indicate that students perceive a lower level of support received from parents, teachers, classmates and close friends, and lower school and life satisfaction, as they age. Statistically significant differences were found in perceived teacher support and school and life satisfaction between younger and older students. Hierarchical regression analysis showed that age and support from teachers and classmates are significant predictors of school satisfaction. The most significant predictors of students' life satisfaction are support from parents and classmates, and school satisfaction. Finally, the implications of the findings and guidelines for future research are discussed.

Abbreviation	Int. J. Emot. Educ.
Journal Impact	0.64
Quartiles(Global)	PSYCHOLOGY, EDUCATIONAL(Q4)

ISSN	2073-7629
h-index	14

Publication Information	Publisher: University of Malta，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2016，Proportion of original research papers: 90.00%，Self Citation Rate:0.00%， Gold OA Rate: 75.00%
Average review cycle	网友分享经验：25 Weeks

International Journal of Emotional Education

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