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The Effect of Anxiety and Emotional Intelligence on Students’ Learning Process
Journal of Education & Social Policy ISSN 2375-0782 (Print) 2375-0790 (Online) Vol. 1, No. 2; December 2014 The Effect of Anxiety and Emotional Intelligence on Students’ Learning Process Sara Hashempour Faculty of Human Ecology Universiti Putra Malaysia Serdang, Selangor Darul Ehsan, 43400 Aida Mehrad Faculty of Human Ecology Universiti Putra Malaysia Serdang, Selangor Darul Ehsan, 43400 Abstract A lot of teachers don’t know what exactly anxiety and emotional intelligenceare and how they can impact on student’s learning. Academic Anxiety will be happened amongst students when they feel intense worry about upcoming and previous incidence, too much self-concern and high focus on acting proficiently or they motivate by various items. Students with high level of anxiety most of the time misinterpreted or overstated the importance of the situation. If the situation is not managed correctly negative consequences may happen. In addition, students that show emotional intelligence toward different items can growth their skills in educational situation. Various expressions have been used to describe experience of emotional intelligence and academic anxiety. This study, talk over the relation of those terms associated with characterizing and conceptualizing of working memory, emotional intelligence and learning process. Keywords:Anxiety, Emotional intelligence, Working Memory, Student’s learning 1.1. Introduction Anxiety is a natural human reaction, and it works as an important psychological function that is felt by many people regardless of age. All children experience anxiety as an alarm system that is activated whenever they perceive situation as dangerous, embarrassing or stressful, in these situations anxiety can help them to better manage the events, while low and controllable level of anxiety can be beneficial, high level of anxiety may negatively impact one’s social and personal relationships, and cause physical and emotional problems. -
Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants
Emotion © 2010 American Psychological Association 2010, Vol. 10, No. 5, 640–650 1528-3542/10/$12.00 DOI: 10.1037/a0019351 Effects of Worry on Physiological and Subjective Reactivity to Emotional Stimuli in Generalized Anxiety Disorder and Nonanxious Control Participants Sandra J. Llera and Michelle G. Newman Pennsylvania State University The present study examined the effect of worry versus relaxation and neutral thought activity on both physiological and subjective responding to positive and negative emotional stimuli. Thirty-eight partic- ipants with generalized anxiety disorder (GAD) and 35 nonanxious control participants were randomly assigned to engage in worry, relaxation, or neutral inductions prior to sequential exposure to each of four emotion-inducing film clips. The clips were designed to elicit fear, sadness, happiness, and calm emotions. Self reported negative and positive affect was assessed following each induction and exposure, and vagal activity was measured throughout. Results indicate that worry (vs. relaxation) led to reduced vagal tone for the GAD group, as well as higher negative affect levels for both groups. Additionally, prior worry resulted in less physiological and subjective responding to the fearful film clip, and reduced negative affect in response to the sad clip. This suggests that worry may facilitate avoidance of processing negative emotions by way of preventing a negative emotional contrast. Implications for the role of worry in emotion avoidance are discussed. Keywords: generalized anxiety disorder, -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths
Counselling Psychology Quarterly ISSN: 0951-5070 (Print) 1469-3674 (Online) Journal homepage: https://www.tandfonline.com/loi/ccpq20 Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec To cite this article: Ryan M. Niemiec (2019): Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, DOI: 10.1080/09515070.2019.1617674 To link to this article: https://doi.org/10.1080/09515070.2019.1617674 Published online: 20 May 2019. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ccpq20 COUNSELLING PSYCHOLOGY QUARTERLY https://doi.org/10.1080/09515070.2019.1617674 ARTICLE Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec VIA Institute on Character, Cincinnati, OH, USA ABSTRACT ARTICLE HISTORY The science of well-being has catalyzed a tremendous amount of Received 28 February 2019 research with no area more robust in application and impact than Accepted 8 May 2019 the science of character strengths. As the empirical links between KEYWORDS character strengths and positive outcomes rapidly grow, the research Character strengths; around strength imbalances and the use of strengths with problems strengths overuse; strengths and conflicts is nascent. The use of character strengths in understand- underuse; optimal use; ing and handling life suffering as well as emerging from it, is particularly second wave positive aligned within second wave positive psychology. Areas of particular psychology; golden mean promise include strengths overuse and strengths underuse, alongside its companion of strengths optimaluse.Thelatterisviewedasthe golden mean of character strengths which refers to the expression of the right combination of strengths, to the right degree, and in the right situation. -
Identifying Expressions of Emotions and Their Stimuli in Text
Identifying Expressions of Emotions and Their Stimuli in Text by Diman Ghazi Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Ph.D. degree in Computer Science School of Electrical Engineering and Computer Science Faculty of Engineering University of Ottawa c Diman Ghazi, Ottawa, Canada, 2016 Abstract Emotions are among the most pervasive aspects of human experience. They have long been of interest to social and behavioural sciences. Recently, emotions have attracted the attention of researchers in computer science and particularly in computational linguistics. Computational approaches to emotion analysis have also focused on various emotion modalities, but there is less effort in the direction of automatic recognition of the emotion expressed. Although some past work has addressed detecting emotions, detecting why an emotion arises is ignored. In this work, we explore the task of classifying texts automatically by the emotions expressed, as well as detecting the reason why a particular emotion is felt. We believe there is still a large gap between the theoretical research on emotions in psy- chology and emotion studies in computational linguistics. In our research, we try to fill this gap by considering both theoretical and computational aspects of emotions. Starting with a general explanation of emotion and emotion causes from the psychological and cognitive perspective, we clarify the definition that we base our work on. We explain what is feasible in the scope of text and what is practically doable based on the current NLP techniques and tools. This work is organized in two parts: first part on Emotion Expression and the second part on Emotion Stimulus. -
Worry Is Rarely Helpful, and Is Often Counter- Productive
BEHAVIOUR orry has become a ourselves to act responsibly. ‘People think modern-day epidemic, worry is helpful,’ he says. ‘They think “I need infecting our lives with to worry to be protected” – they look at it as a THERE’S NO different strains – from way of avoiding a problem.’ Yet worry is rar- SUCH THING AS A sweating the small stuff ely helpful, and is often counter-productive. BORN WORRIER W(did I lock the car?) to imagining the worst Leahy distinguishes between productive 1 ‘I worry about everything. I always (is this headache a brain tumour?). worry – the concerns that prompt us to act have,’ says Eileen, 42, a healthcare And it’s a habit we are teaching our children: – and unproductive ‘what-if’ worry, when we manager from Nottingham. But research shows that today, levels of anxiety imagine worst-case scenarios. ‘What-if’ wor- is there such a thing as a ‘born in high school students in the US are as high rying often occurs because we overthink worrier’? According to personal as those of psychiatric patients in the 1950s, situations and feel a need to control the uncon- construct psychology, worry is a while the UK’s Mental Health Foundation esti- trollable. The key is to isolate what we can behaviour, not a personality trait. mates that 10 per cent of us are likely to have a control and to rigorously question just how ‘What determines our behaviour disabling anxiety disorder at some point. Mean- plausible are our other concerns. Challenging is not what happens to us but while, research shows that women are more irrational worries in this way exposes just how we interpret it,’ explains likely than men to brood on their worries. -
Acute Stress Disorder
Trauma and Stress-Related Disorders: Developments for ICD-11 Andreas Maercker, MD PhD Professor of Psychopathology, University of Zurich and materials prepared and provided by Geoffrey Reed, PhD, WHO Department of Mental Health and Substance Abuse Connuing Medical Educaon Commercial Disclosure Requirement • I, Andreas Maercker, have the following commercial relaonships to disclose: – Aardorf Private Psychiatric Hospital, Switzerland, advisory board – Springer, book royales Members of the Working Group • Christopher Brewin (UK) Organizational representatives • Richard Bryant (AU) • Mark van Ommeren (WHO) • Marylene Cloitre (US) • Augusto E. Llosa (Médecins Sans Frontières) • Asma Humayun (PA) • Renato Olivero Souza (ICRC) • Lynne Myfanwy Jones (UK/KE) • Inka Weissbecker (Intern. Medical Corps) • Ashraf Kagee (ZA) • Andreas Maercker (chair) (CH) • Cecile Rousseau (CA) WHO scientists and consultant • Dayanandan Somasundaram (LK) • Geoffrey Reed • Yuriko Suzuki (JP) • Mark van Ommeren • Simon Wessely (UK) • Michael B. First WHO Constuencies 1. Member Countries – Required to report health stascs to WHO according to ICD – ICD categories used as basis for eligibility and payment of health care, social, and disability benefits and services 2. Health Workers – Mulple mental health professions – ICD must be useful for front-line providers of care in idenfying and treang mental disorders 3. Service Users – ‘Nothing about us without us!’ – Must provide opportunies for substanve, early, and connuing input ICD Revision Orienting Principles 1. Highest goal is to help WHO member countries reduce disease burden of mental and behavioural disorders: relevance of ICD to public health 2. Focus on clinical utility: facilitate identification and treatment by global front-line health workers 3. Must be undertaken in collaboration with stakeholders: countries, health professionals, service users/consumers and families 4. -
Exploring the Role of Time Alone in Modern Culture
Suggested APA style reference information can be found at http://www.counseling.org/knowledge-center/vistas Article 56 Exploring the Role of Time Alone in Modern Culture Paper based on a program presented at the 2013 American Counseling Association Conference, March 20-24, Cincinnati, OH. William Z. Nance and Melinda Mays Nance, W. Z., Project Assistant at Shawnee State University, is a recent graduate of the Lindsey Wilson College School of Professional Counseling and served as a graduate assistant, developing a research interest in the role solitude plays in the lives of individuals in modern society. Zac has accepted a graduate assistantship from Kent State University to pursue his doctoral studies. Mays, M. G., is an assistant professor at Lindsey Wilson College in the School of Professional Counseling. Abstract This article is a discussion of a qualitative study in which seven undergraduate college students were interviewed regarding their impressions about the role of solitude in their lives and society’s view of the same concept. Those interviewed expressed value in solitude, but also strongly suggested an imbalance of solitude versus socialization has detrimental effects. The role of social media was cited often, even though not a topic of the interview questions. Responses reflected changes in the conceptualization of solitude in current society. These changes have potential to impact the delivery of mental health services. When observing modern culture, particularly in the United States, the trend toward interconnectedness becomes markedly apparent. There are Internet-based social networking sites specifically designed to keep the user connected to family, friends, classmates, and co-workers. -
Awakening to Awe, Intro
1 AWAKENING TO AWE: PERSONAL STORIES OF PROFOUND TRANSFORMATION Kirk J. Schneider, Ph.D. In press, Jason Aronson (an imprint of Rowman Littlefield) Dedication: To William James and Rollo May: Torchbearers for mystery 2 Table of Contents PREFACE ……………………………………………………………………………4 INTRODUCTION: AWE-WAKENING…………………………………………..8 The Nature and Power of Awe………………………………………………………..11 PART I: OUR AWE-DEPLETED AGE…………………………………………..13 Chapter 1: What Keeps Us From Venturing?.........................................................15 Happiness vs. Depth…………………………………………………………………..16 Fiddling While Rome Burns: The “Answer” Driven Life……………………………20 Chapter 2: The Stodgy Road to Awe………………………………………………..22 Objective Uncertainty, Held Fast……………………………………………………...25 Awe as Adventure, Not Merely Bliss………………………………………………….25 Chapter 3: The Awe Survey: Format and Background……………………………26 PART II: AWE-BASED AWAKENING: THE NEW TESTAMENTS TO SPIRIT Chapter 4: Awakening in Education………………………………………………..30 Jim Hernandez: From Gang Leader to Youth Educator………………………………39 Interview with Donna Marshall, Vice-Principle at Jim’s School……………………...63 Julia van der Ryn and a Class in Awe-Inspired Ethics………………………………...68 Chapter 5: Awakening from Childhood Trauma………………………………….79 J. Fraser Pierson and the Awe of Natural Living………………………………………79 Candice Hershman and the Awe of Unknowing……………………………………....104 Chapter 6: Awakening from Drug Addiction…………………………………..…122 3 Michael Cooper and Awe-Based Rehab………………………………………………122 Chapter 7: Awakening through Chronic Illness………………………………….148 -
Supporting Grieving Students | a Handbook for Teachers & Administrators | Vii Viii | Stanfordchildrens.Org Introduction
Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS ii | stanfordchildrens.org Supporting Grieving Students A HANDBOOK FOR TEACHERS AND ADMINISTRatORS Supporting Grieving Students | iii iv | stanfordchildrens.org Created by the Family Guidance and Bereavement Program, Lucile Packard Children’s Hospital Stanford. This content was created by Stanford Children’s Health with information courtesy of the Dougy Center. Special thanks to the LPCH Auxiliaries Program for sponsorship. Supporting Grieving Students | v CONTENts Introduction ix MODULE 1 | Understanding Grieving Children 2 Common Responses of the Grieving Child or Teen 4 How to Tell When Students Need Additional Help 5 MODULE 2 | Developmental Issues of Grieving Students 6 The Grieving Infant and Toddler 8 The Grieving Preschool Child 9 The Grieving Elementary School Student 10 The Grieving Middle School Student 12 The Grieving High School Student 13 MODULE 3 | How Teachers Can Help Grieving Students 14 Your Important Role In Helping Students Cope with a Death 15 Groundwork for Dealing with Grieving Students in Your Class 15 MODULE 4 | Optimal Support for Grieving Students at School 16 Helping All Students Understand Death 17 Ongoing Support for a Grieving Student 17 How Teachers Can Help Grieving Families 21 Words and Actions that Offer Comfort and Invite Communication 23 Words and Actions that Don’t Offer Comfort 24 Common Difficult-to-Manage Behavioral Grief Reactions 25 Key Points to Remember 26 Frequently Asked Questions 28 What Administrators Can Do to Help -
The Relationship Between Time Perception and Awe-Inspiring
The relationship between time perception and awe- inspiring landscapes by day- and night-time ALLYNE E.A. GROEN, S1745670 MARKETING COMMUNICATION AND DESIGN, THOMAS J.L. VAN ROMPAY April 2020 Abstract OBJECTIVE: Various researchers have started to study the effects of the emotion ‘awe’ on people over the last few years. The focus of the current study is on the effects awe-inspiring, natural landscapes on time perception. This research will show what kind of landscape would be most suitable for, for instance, a waiting room. On top of that, time of day is used as a moderating variable to see if this influences time perception as well. The concepts of connectedness, alertness, nervousness and stress are taken into account as extra test variables in this research to see if landscapes can improve an environment through those feelings as well. METHOD: Using VR (Virtual Reality), digital landscapes were created varying in ‘level of awe’ and ‘time of day’. This resulted in a 2 (high-awe versus low-awe) by 2 (daytime versus night-time) between subject design. Participants (n=127) were shown a 45-second-long VR animation of a natural landscape, after which they filled in a questionnaire with validated scales related to all the aforementioned variables. RESULTS: The analysis of the data shows that while night-time, low-awe landscapes made time go by faster, they also made participants feel more alert. Participants influenced by a daytime, high-awe environment, however, were more likely to spend more of their time on helping another person and felt significantly less nervous. -
Social Work Practice with Individuals and Families Who Have Experienced Pregnancy Loss
Smith ScholarWorks Theses, Dissertations, and Projects 2014 Social work practice with individuals and families who have experienced pregnancy loss Sandra J. Stokes Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Stokes, Sandra J., "Social work practice with individuals and families who have experienced pregnancy loss" (2014). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/817 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Sandra Stokes Social Work Practice with Individuals and Families Who Have Experienced Pregnancy Loss ABSTRACT Approximately 10 to 15 percent of known pregnancies worldwide end in miscarriage and an additional one in 160 pregnancies end in stillbirth. Because of a lack of evidence-based research to support interventions in this work, social workers have come to rely on their own practical experience. This study investigated social workers' professional practice experience in order to outline the frequency and impact of pregnancy loss and to assess the formation and maintenance of current practices for effective and efficient treatment. This study utilized in- depth, qualitative interviews to further understand how clinicians in this field define and conceptualize their work. The major findings from this set of data were in the areas of: preparatory experience, fundamental approach to patients, and the ways in which clinicians continue to educate themselves on the topic of pregnancy loss. Two important themes emerged from clinicians’ experiences in perinatal social work; the first was the impact of clinicians' personal experiences with childbirth and child rearing and the second was the ways in which social workers understood their roles within interdisciplinary teams.