Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross
Keyword(s):  
Identity Formation ◽  
Psychosocial Development ◽  
Emotional Development ◽  
Well Being ◽  
Social And Emotional Development ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

Psychological well-being in mid to late life: The role of generativity development and parent–child relationships across the lifespan

2006 ◽  
Vol 30 (5) ◽  
pp. 410-421 ◽  
Author(s):  
Jeong Shin An ◽  
Teresa M. Cooney
Keyword(s):  
Psychosocial Development ◽  
Structural Model ◽  
Late Life ◽  
Well Being ◽  
Direct Effects ◽  
Data Set ◽  
Psychological Well Being ◽  
Parental Experiences ◽  
The Impact

This study examined the association between generativity and psychological well-being for a subsample of 1882 mid- to late-life parents using the MIDUS data set. Guided by Erikson's theory of psychosocial development, we tested a structural model of psychological well-being that also included direct and indirect effects (via generativity) of remembered pre-adult relationships with parents and current parental experiences with offspring on well-being. Respondents who recalled positive, trusting relationships with parents in childhood reported more positive parental experiences with their adult offspring and better psychological well-being. Current parental experiences had both indirect and direct effects on well-being too, but generativity had the strongest direct effects. Thus, it appears that the achievement of generativity plays a substantial role in well-being in mid- and late life. Findings also reveal that the impact of generativity on well-being is stronger for females than males. Implications for intervention with older adults, such as promoting volunteer work, are discussed.

Effect of Teaching with Flipped Class-room Model: A Meta Analysis

2021 ◽  
pp. 96-112
Keyword(s):  
Emotional Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Material Selection ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Developed Countries ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Development Of Students

The flipped classroom model has been used by a number of the teachersfor active learning and better understanding of the students. In this approach, the students learnthe video-based subject content prior to in-class session and participate in collaborative learning activities during the class.The class time is utilized for activities, games and discussion. This model is increasingly used for teaching and learning purpose in developed countries where technology is highly integrated in education. This article is meta-analysis of already conducted experimental studies to highlights the academic, social and emotional development of students during experiments. The reviewedarticles were searched on 4data bases and 12journal articles, based on experimentation.These articles contained a variety of the subjects taught to students from primary level to Higher education. The results suggested that students in flipped classroom were more active, engaged, motivated, and interactive and academically they were better performer.It is concluded that flipped classroom model increases academic achievement and improve social and emotional development of students. However there are some limitations of the flipped classroom model as students are not aware of self-learning/autonomous learning. Teachers need training for material selection, development, and presentation in videos. The review of qualitative researches would explore more benefits of flipped class rooms on learning, behavior, attitude and personality of the students.

Attachment and psychological well-being among adolescents with and without disabilities in Kenya: The mediating role of identity formation

2013 ◽  
Vol 36 (5) ◽  
pp. 849-857 ◽  
Author(s):  
Amina Abubakar ◽  
Itziar Alonso-Arbiol ◽  
Fons J.R. Van de Vijver ◽  
Margret Murugami ◽  
Lubna Mazrui ◽  
...  
Keyword(s):  
Identity Formation ◽  
Well Being ◽  
Psychological Well Being ◽  
Mediating Role

Affective and physiological synchrony in friendships during late adolescence

2020 ◽  
Vol 37 (4) ◽  
pp. 1296-1316 ◽  
Author(s):  
Emily C. Cook
Keyword(s):  
Emotional Development ◽  
Late Adolescence ◽  
Developmental Period ◽  
Late Adolescents ◽  
Social And Emotional Development ◽  
Salivary Alpha Amylase ◽  
Social And Emotional ◽  
Physiological Synchrony ◽  
Cortisol Responses

Dyadic synchrony within friendships examines the reciprocal exchange that may unfold between friends, such that the individuals within the dyad may share their emotions in response to or in anticipation of another’s emotions. Researchers have not examined synchrony in response to a stressor in late adolescents’ friendship dyads. This is surprising given the important role of friends in shaping social and emotional development. The current study examined affective and physiological synchrony within 50 college students who were in the developmental period of late adolescence (70% female, M age = 18.85, SD = 0.80) and observed friendship characteristics (friendship quality and negative escalation) that might strengthen synchrony associations. Results suggested that friends shared negative and positive affect, cortisol, and salivary alpha amylase (sAA) responses across a laboratory paradigm designed to induce interpersonal stress. Characteristics associated with lower quality friendships were found to strengthen synchrony associations for sAA and cortisol responses. These findings extend previous research on the ways in which friends may be similar to one another and suggest potential interventions to strengthen social and emotional development.

scholarly journals Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

2019 ◽  
Vol 44 (03) ◽  
pp. 126-135
Author(s):  
Jennifer Cartmel ◽  
Hyacinth Udah ◽  
Olivia San Gil ◽  
Amanda Prause
Keyword(s):  
Mixed Method ◽  
Emotional Development ◽  
Self Regulation ◽  
Well Being ◽  
Sense Of Agency ◽  
Social And Emotional Development ◽  
Mixed Method Approach ◽  
Social And Emotional ◽  
Method Approach

AbstractIn this article, an evaluation of the Journey to the Island of Calm programme in three sites in Queensland is presented. The evaluation examines the change in children’s sense of agency and capacity to manage their social and emotional well-being. Using a mixed method approach, the findings confirm that the Journey to the Island of Calm programme has accrued positive gains for children in their self-regulation and self-understanding. The findings are useful in developing intervention and learning programmes for children between 9 and 12 years of age in order to promote their sense of agency, capacity for self-regulation and self-independence, and contribute to children’s social and emotional development and skills from very early on in life.

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