scholarly journals Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities

2021 ◽  
Vol 13 (12) ◽  
pp. 6946
Author(s):  
Mercedes Cuevas López ◽  
Inmaculada Ávalos Ruiz ◽  
Emilio Jesús Lizarte Simón
Keyword(s):  
Online Learning ◽  
University Students ◽  
Emotional Regulation ◽  
Adaptive Strategies ◽  
The Other ◽  
Housing Conditions ◽  
Gran Canaria ◽  
Self Blame ◽  
Cognitive Regulation ◽  
Spanish Universities

Studies focusing on strategies for the cognitive regulation of emotions are gaining importance due to the development and perpetuation of psychopathologies. The obligatory home confinement imposed in response to the COVID-19 pandemic has led to new virtual learning methodologies. Objective: Our objective aimed to analyze and compare the cognitive emotional regulation of students from universities on the Spanish mainland with that of students attending the Universidad de Las Palmas de Gran Canaria. Methods: An online Emotional Regulation Questionnaire was applied, together with a survey covering the students’ beliefs about the pandemic, including information about their housing conditions and beliefs about online learning. The study included a sample of 1030 university students. Results: On the mainland and at Las Palmas de Gran Canaria, the students most frequently used adaptive strategies. Three of the strategies were used in both groups but to different extents (Acceptance, Positive reappraisal, Putting into perspective), while the other strategies were used in both groups to the same extent (Refocusing on planning, Positive refocusing, Rumination, Blaming others, Catastrophizing, Self-blame). Meanwhile, the results were quite similar regarding the students’ housing conditions and beliefs about the pandemic and online learning.

scholarly journals Self-compassion and sleep quality: Examining the mediating role of taking a proactive health focus and cognitive emotional regulation strategies

2021 ◽  
pp. 135910532110471
Author(s):  
Brittany N Semenchuk ◽  
Samantha Onchulenko ◽  
Shaelyn M Strachan
Keyword(s):  
University Students ◽  
Sleep Quality ◽  
Emotional Regulation ◽  
Poor Sleep ◽  
Negatively Associated ◽  
Self Blame ◽  
Mediating Role ◽  
Self Compassion ◽  
Regulation Strategies

Sleep quality (SQ) impacts health yet many university students get poor sleep. Self-compassion (SC)—care for oneself during challenging times—is associated with SQ yet how SC has these effects is unclear. This study cross-sectionally examined whether SC is negatively related to poor SQ and whether proactive health focus and cognitive emotional regulation strategies (CERS) mediate this relationship. University students ( N = 193) self-reported SC, proactive health focus, CERS, and SQ. SC negatively associated with poor SQ ( r = −0.34) and self-blame mediated this ( b = 0.08, 95% CI [0.01, 0.16]). SC may improve SQ through reducing self-blame.

scholarly journals Collocational Knowledge Uptake by University Students under Online Learning

2021 ◽  
Vol 7 (1) ◽  
pp. 97-117
Author(s):  
Svetlana Danilina
Keyword(s):  
Online Learning ◽  
University Students ◽  
Retention Rate ◽  
The Other ◽  
Intentional Learning ◽  
Learning Group ◽  
Input Text ◽  
Learning Conditions ◽  
Productive Output

The article discusses an experiment that looked into the acquisition of collocational knowledge in three university groups studying online, each subjected to different learning conditions: incidental acquisition, intentional acquisition, and intentional acquisition with an extra productive output (essay), the latter having been assessed for the amount and accuracy of target lexis usage in their texts. The aim of the study was to see how well upper-intermediate university students could identify collocations in an input text, and how the text-based output affected the collocational uptake outcomes. The study showed that the productive output group outperformed the other intentional learning group, while incidental acquisition group failed to complete a productive knowledge posttest. Although the study revealed only slightly higher gains in the output group, their results appeared more consistent than those demonstrated by the other intentional uptake group, whose retention rate decreased by the time of delayed posttest.

scholarly journals Inteligencia emocional y esquemas tempranos desadaptativosen futuros educadores: ampliando fronteras

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Gregorio Pérez Bonet ◽  
Luis Ángel Velado-Guillén ◽  
Begoña García-Domingo ◽  
María Luisa Sánchez-Fernández
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Emotional Regulation ◽  
The Other ◽  
Social Education ◽  
Other Hand ◽  
Emotional Clarity ◽  
Perceived Emotional Intelligence ◽  
Different Levels ◽  
Estudiantes Universitarios

El objetivo principal del presente trabajo es llevar a cabo la identificación de los Esquemas Desadaptativos Tempranos en educadores en formación y a sus puntuaciones en Inteligencia Emocional Percibida para, a continuación, explorar posibles relaciones entre ellos y establecer diferencias en virtud del género y de la titulación cursada. La muestra es de estudiantes universitarios madrileños de los Grados de Maestro en Educación Infantil, Primaria y Educación Social (N=713), con una media de edad de 18,8 años. Tras la aplicación de la adaptación española del SQ-SF (Cid, Tejero y Torrubia, 1997) y del TMMS-24 (Fernández Berrocal, Extremera y Ramos, 2004), encontramos que los esquemas que alcanzaron mayor puntuación fueron Autosacrificio (18,28), Metas Inalcanzables (16,45) y Abandono (14,13), obteniéndose diferencias significativas en algunos de los esquemas entre las diferentes variables consideradas. Por su parte, los resultados encontrados en Inteligencia Emocional Percibida mostraron puntuaciones medias de 27,22 en Atención a los Sentimientos, de 25,57 en Claridad Emocional y de 26,57 para la Regulación Emocional, también con algunas diferencias significativas entre géneros y titulación. Finalmente se encontraron correlaciones negativas estadísticamente significativas entre la puntuación total de esquemas y las dimensiones de Claridad Emocional y Regulación emocional y positiva con Atención a los sentimientos. The main objective of the present work is the identification of the Early Maladaptive Schemes in educators in training and their scores in Perceived Emotional Intelligence (TMMS-24) to then explore possible relationships between them and establish differences by gender and degree taken. The sample is from Madrid university students of the Degrees in Infant, Primary and Social Education (N = 713), with an average age of 18.8 years. After the application of the Spanish adaptation of the SQ-SF (Cid, Tejero y Torrubia, 1997) and the TMMS-24 (Fernández Berrocal, Extremera and Ramos, 2004), we found that the schemes that reached highest scores were Self-sacrifice (18,28), Unreachable Goals (16,45) and Abandonment (14,13), obtaining significant differences in some of the schemes between the different levels of the factors considered. On the other hand, the results found in Perceived Emotional Intelligence showed average scores of 27.22 in Attention to Feelings, 25.57 in Emotional Clarity and 26.57 for Emotional Regulation, also with some significant differences between diferent variables. Finally, statistically significant negative correlations were found between the total scheme score and the dimensions of Emotional Clarity and Emotional Regulation, and positive with Attention to Feelings.

Assessing Personality With Multi-Descriptor Items

2019 ◽  
Vol 35 (1) ◽  
pp. 117-125
Author(s):  
Johannes Schult ◽  
Rebecca Schneider ◽  
Jörn R. Sparfeldt
Keyword(s):  
University Students ◽  
Construct Validity ◽  
Big Five ◽  
Reliability And Validity ◽  
Personality Inventory ◽  
The Other ◽  
Short Version ◽  
Big Five Inventory ◽  
Personality Inventories

Abstract. The need for efficient personality inventories has led to the wide use of short instruments. The corresponding items often contain multiple, potentially conflicting descriptors within one item. In Study 1 ( N = 198 university students), the reliability and validity of the TIPI (Ten-Item Personality Inventory) was compared with the reliability and validity of a modified TIPI based on items that rephrased each two-descriptor item into two single-descriptor items. In Study 2 ( N = 268 university students), we administered the BFI-10 (Big Five Inventory short version) and a similarly modified version of the BFI-10 without two-descriptor items. In both studies, reliability and construct validity values occasionally improved for separated multi-descriptor items. The inventories with multi-descriptor items showed shortcomings in some factors of the TIPI and the BFI-10. However, the other scales worked comparably well in the original and modified inventories. The limitations of short personality inventories with multi-descriptor items are discussed.

Quality of life, physical activity and burnout syndrome during online learning period in Brazilian university students during the COVID-19 pandemic: a cluster analysis

2021 ◽  
pp. 1-15
Author(s):  
Diana Vilela Azzi ◽  
Júlia Melo ◽  
Armindo de Arruda Campos Neto ◽  
Paula Midori Castelo ◽  
Eric Francelino Andrade ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Cluster Analysis ◽  
Online Learning ◽  
University Students ◽  
Burnout Syndrome

Perception of factuality in selected online news media

2020 ◽  
Vol 8 (1) ◽  
pp. 134-148
Author(s):  
Eva Eddy
Keyword(s):  
University Students ◽  
News Media ◽  
Media Use ◽  
Online News ◽  
The Other ◽  
News Report ◽  
Specific Event ◽  
The Way

Abstract The paper focuses on one’s perception of factuality in selected online news media. A group of university students of English were approached and presented with ten statements about Sweden and asked to evaluate their truthfulness. Half of the group (informed respondents) were then advised on the ways media use to infer a narrative onto the reader, potentially influencing the way they view events, while the other half (uninformed respondents) were not made aware of this fact. The respondents were then presented with a news report describing a specific event that took place in Sweden; however, half of each group were asked to read its tabloid description while the other halves were shown the event as reported by a broadsheet (both online). They were then asked to reevaluate the statements they were presented with before and decide whether their opinions changed based on the article they had just read. The results suggest that one is inclined to believe what they read, regardless whether the source seems reliable and whether they are aware of the fact media might manipulate their audiences.

Venezuelan Youth and the Routinization of Conflict

2021 ◽  
Author(s):  
Inés Rojas Avendaño
Keyword(s):  
University Students ◽  
Identity Formation ◽  
Empirical Analysis ◽  
Latin American ◽  
Psychological Impact ◽  
The Other ◽  
Ontological Security ◽  
Critical Situations

This essay examines young Venezuelans’ experiences of daily insecurities and critical situations and their responses using the framework of ontological security. The study uses the concept of ‘multiple youths,’ proposed by Latin American scholars, to link the ideas of security and identity, to explore the different intersubjective understandings of these notions in the lives of university students, and to explain their choice of conflict as part of the ordinary. Empirical analysis shows how routinization of conflict has a strong psychological impact on Venezuelan youth’s intersubjective identity formation and interpretation of events as ordinary or threatening. The routinization of conflict is a response to maintaining ontological security, providing a sense of constancy and continuity since it has become part of the routines of university students in Venezuela. In addition, conflict helps eliminate and/or delegitimize the ‘other,’ hence hindering dialogue and a negotiated solution to the current political impasse.

scholarly journals EFL Student Difficulties of Online Learning During Coronavirus Pandemic at IAIN Langsa

At-Tafkir ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 150-167
Author(s):  
Muslem Muslem
Keyword(s):  
Online Learning ◽  
English Education ◽  
Psychological Impact ◽  
Qualitative Approach ◽  
The Other ◽  
Education Department ◽  
Student Difficulties ◽  
Internet Connection ◽  
Efl Students ◽  
The Subject

This research was aimed to find out the EFL students’ difficulties and psychological impact of online learning during coronavirus (COVID-19 ) at IAIN Langsa. This research used a qualitative approach. Documentation and interview were used to collect the data in this research. The subject of this research was EFL students of the English education department at the sixth-semester students of IAIN Langsa. The result of this research showed that the students encountered several difficulties in learning online consisting of; Internet data, internet connection, difficulties in doing assignments, intrusion, lack of experience in using technology, comprehending the lesson of EFL and interaction between students and lecturer. On the other hand, the psychological impact of online learning encountered by the students such as; frustration and feeling sadness

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