Applying a Social Emotional Model in Human-Agent Societies

2015 ◽  
pp. 377-388 ◽  
Author(s):  
J. A. Rincon ◽  
V. Julian ◽  
C. Carrascosa
Keyword(s):  
Social Emotional ◽  
Agent Societies ◽  
Human Agent ◽  
Emotional Model

scholarly journals Using emotions for the development of human-agent societies

2016 ◽  
Vol 17 (4) ◽  
pp. 325-337 ◽  
Author(s):  
J. A. Rincon ◽  
J. Bajo ◽  
A. Fernandez ◽  
V. Julian ◽  
C. Carrascosa
Keyword(s):  
Agent Societies ◽  
Human Agent

Social emotional optimisation algorithm with emotional model

2012 ◽  
Vol 7 (2) ◽  
pp. 125 ◽  
Author(s):  
Zhanhong Wei ◽  
Zhihua Cui ◽  
Jianchao Zeng
Keyword(s):  
Social Emotional ◽  
Optimisation Algorithm ◽  
Emotional Model

scholarly journals Developing an emotional-based application for human-agent societies

2016 ◽  
Vol 20 (11) ◽  
pp. 4217-4228
Author(s):  
J. A. Rincon ◽  
V. Julian ◽  
C. Carrascosa
Keyword(s):  
Agent Societies ◽  
Human Agent

scholarly journals Influencing over people with a social emotional model

2017 ◽  
Vol 231 ◽  
pp. 47-54 ◽  
Author(s):  
J.A. Rincon ◽  
F. de la Prieta ◽  
D. Zanardini ◽  
V. Julian ◽  
C. Carrascosa
Keyword(s):  
Social Emotional ◽  
Emotional Model

scholarly journals Social emotional model for coping with learning among adolescent secondary school students

2021 ◽  
Vol 19 (2) ◽  
pp. 179-191
Author(s):  
Mwita Sospeter ◽  
Theresia J Shavega ◽  
Cosmas Mnyanyi
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Research Design ◽  
Secondary School Students ◽  
Group Discussion ◽  
Collaborative Action Research ◽  
Social Emotional ◽  
School Students ◽  
Moderate Sample Size ◽  
Emotional Model

Social emotions are frequently experienced in every individual in the daily life including adolescents’ secondary school students. The mult-social emotional changes such as aggressive and happiness among adolescents influences students coping with learning at school. The purpose of this study was to develop social emotional model for coping with learning among adolescent secondary school students. Specifically the study attempted to answer the extent social emotional model is effective in improving students coping with learning. The study adapted collaborative action research design in which a total of 244 adolescent secondary school students responded to questionnaires and focus group discussion. The effectiveness of the developed social emotional model for student coping with learning was reported by students through the questionnaires. It was found that the aspects incorporated in the model improved practices in learning outcomes to both teachers and students in coping with learning. It was found that, Teachers used guidance and counseling, action oriented activities such as role play, encouraging play and exploration as the strategies to foster active engagement among adolescent secondary school students towards learning adjustment. Furthermore, the study revealed positive significant because the data in the model summary shows that the value of r=.351 indicates that one item for adolescent secondary school students coping with learning increased for about 35.1% with 77.5% standard error of the estimated predictor value. Although this study was conducted in Tanzania employing moderate sample size from which the data was gathered with the help of collaboration action research design. The findings provide guidelines for further replicate research on social emotion behaviours and academic performance in education elsewhere.

scholarly journals Social-emotional model of internet addiction

2017 ◽  
Vol 27 (4) ◽  
pp. 349-358 ◽  
Author(s):  
Mustafa Savci ◽  
Ferda Aysan
Keyword(s):  
Internet Addiction ◽  
Social Emotional ◽  
Emotional Model
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