Caldwellmcculloch1311

The role of positive emotions in language education has been exponentially approved in the literature. One such emotion which has been mostly neglected in EFL/ESL contexts due to irrational ethical and professional sensitivities is the concept of love. Although love in education highlights a caring environment and relationship which is oriented toward students' feelings and needs, little (if any) research has been done on a loving pedagogy in the context of EFL/ESL. SGI-1776 molecular weight Trying to shed some light on this novel construct, this review article presents the theoretical underpinnings of love, its definitions, dimensions, and positive outcomes in language learning. Moreover, two trends of positive psychology and affective pedagogy are described. Finally, the study presents the possible implications of this line of research for different stakeholders in EFL/ESL domains along with a number of research gaps and future directions for avid scholars in this area.Given the fact that students' absence and disengagement are among the major challenges that teachers experience in educational contexts, investigating factors contributing to students' academic engagement and willingness to attend classes is of high importance. These challenges are more common in English as a medium of instruction (EMI) classes wherein students are usually not skilled enough to participate in academic tasks and activities. Accordingly, the present study probed into the role of Chinese EMI teachers' clarity and credibility in fostering students' academic engagement and willingness to attend classes. In doing so, the E-version of Teacher Clarity Short Inventory, Source Credibility Scale, Utrecht Work Engagement Scale for Students, and Willingness to Attend Classes Questionnaire was virtually distributed among 832 Chinese college students. Performing correlational analyses, strong associations were found between teachers' clarity and credibility and students' academic engagement and willingness to attend classes. To assess the power of Chinese EMI teachers' clarity and credibility in predicting students' academic engagement and willingness to attend classes, structural equation modeling (SEM) was employed. The results of SEM analysis illuminated that both teacher clarity and credibility are strong predictors of students' academic engagement and willingness to attend classes. The implications of the findings are also discussed.The psychological factors of English as a foreign language (EFL) and English as a second language (ESL) teachers have significant roles in any language learning context. Previous studies in the related literature have shown that L2 learners' learning, psychological factors, and emotional factors are closely related to teachers' psychological factors. Mindfulness as one of the psychological attributes of L2 teachers and as a complex and multi-faceted construct influences l2 teachers' professional development. Hence, this study aims to review the notion of mindfulness and its role in L2 teaching as a profession and pave a way for further research, highlighting its indispensable role in teacher-student relationships. To achieve this goal, this study has reviewed the theoretical perspectives of mindfulness, the construct of mindful L2 teaching education, and mindfulness as a closely related concept to teacher wellbeing. Based on the findings, some pedagogical implications for the policymakers, teacher trainers, materials developers, L2 teachers, and learners are provided. Finally, directions for future research are suggested to the interested L2 researchers.Amyotrophic lateral sclerosis (ALS) is a devastating neurodegenerative disease for which there is currently no cure. This study aimed to explore the situations with which nurses struggled, their implemented practical measures, and the challenges they experienced when caring for patients with ALS comorbid with cognitive impairment (hereinafter, targeted patients). In this qualitative study, we conducted a survey with nurses (n = 121) experienced in caring for ALS patients; the survey contained a free-writing section in which participants described their struggles regarding care delivery for these patients. To collect data on practical measures that nurses had already implemented or wanted to propose regarding care delivery for the targeted patients, we conducted four focus group interviews (n = 22). We used a qualitative inductive approach to extract the categories. Fifty-eight nurses (49.6%) completed the free-writing survey section. The situations in which nurses struggled in care for the targeted patients woved care delivery and to the unification of care deliveries to respond to patients' strong persistency.Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = -3.334, p = 0.001 less then 0.01, d = -0.410) and the three sub-constructs of SROL (preparatory t = -0.702, p = 0.008 less then 0.01, d = 0.018; performance t = -3.801, p = 0.000 less then 0.01, d = 0.456; appraisal t = -3.120, p = 0.002 less then 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners' online self-regulated learning.Both teacher individual self-efficacy (TSE) and collective efficacy (TCE) are indispensable since they impact the amount to which teachers are engaged in their work. Although several studies have been carried out considering the referred points, it seems to be a must to conduct such studies among Chinese teachers to measure the link between these three variables. In this study, the author has made endeavors to scrutinize the interplay among TSE, TCE, and work engagement (WE), and also the significant role of self-efficacy and collective efficacy in WE. Participants were 346 university professors and middle school teachers, from 25 provinces of China. Results substantiate that TSE and TCE predict teachers' WE. In other words, the more efficacious a teacher is, the more he is engaged in his work. In the discussion part, the consistency between the current study and some other studies with the same topic is unpacked. Then, some limitations are discussed and further implications are suggested.Technological advances have had many advantages like an E-WOM (Electronic Word of Mouth) that has become a very important and powerful tool for users who wish to share their knowledge, experiences and emotions about a product or service. But the use of virtual platforms may affect the privacy of users data. This present study has a twofold objective first check if the privacy of users when using TripAdvisor, the world's largest travel platform, has an impact on their satisfaction and trust on the platform. Secondly, the relationship between E-WOM and the variables users trust and satisfaction when using TripAdvisor is examined. In order to achieve the objectives set out, the sample of 390 persons was analyzed. The PLS-SEM method has been used to process the data and test the hypotheses. The results of the analysis have shown that there is a positive and direct relationship between TripAdvisor users' privacy and satisfaction. The direct and positive relationship between users' E-WOM and their degree of satisfaction and trust toward the platform has also been confirmed. This study makes a significant contribution to the academic literature on the variables studied, as previous studies presented different results.The study examined the relationships among emotional and meta-emotional intelligence, well-being, and sociometric status in 105 pre-adolescents. Emotional and meta-emotional intelligence were measured using the Intelligenza Emotiva Abilità, Credenze e Concetto di Sé Meta-Emotivo (IE-ACCME) test (D'Amico, 2013), allowing to measure ability emotional intelligence (EI), emotional self-concept, meta-emotional knowledge, meta-emotional ability in self-evaluation, and meta-emotional beliefs. Meta-emotional dimensions refer to the awareness of individuals about their emotional abilities and to their beliefs about the functioning of emotions in everyday life. Eudemonic well-being and sociometric status were, respectively, measured using the well-known Psychological Well-Being (PWB) scale by Ryff's (1989) and registering the levels of acceptance/rejection from peers (Moreno, 1960). Results demonstrated that pre-adolescents' meta-emotional beliefs are positively associated to eudemonic well-being pre-adolescents with higher levels of ability EI, meta-emotional knowledge and meta-emotional self-evaluation are more accepted by others while those that overestimate their emotional abilities are more refused by peers. These results evidence that meta-emotional variables may play a crucial role in well-being and sociometric status, encouraging future studies on this issue.This study aims to delve into the role of teachers' self-disclosure on developing students' willingness to communicate (WTC) and students' engagement. First of all, a definition of willingness to communicate is proposed, then the concept of teachers' disclosure is explained. Moreover, the definition of engagement and its facilitators are mentioned. The interpersonal relationship between students and teachers with regard to some examples is discussed then. Finally, the significant effect of what has been disclosed by the teachers in both students' willingness to communicate and engagement is discussed. Some limitations in this line of study and pedagogical implications are proposed for avid researchers.The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.We propose and test a new model for predicting multiple quantitative measures of well-being globally at the country level based on the United Nations Human Development Index (HDI), income inequality (Net Gini), and National Happiness Index (NHI; U.N. Sustainable Development Solutions Network world survey of life satisfaction). HDI consists of per-capita Gross National Income (economic well-being), average life expectancy (proxy for health well-being), and educational attainment (capabilities well-being). Using data on 105 countries representing 95% of the world's population, a history of grassroots activism (Global Non-violent Action Database), civil liberties and political rights (Freedom Score), political and fiscal decentralization, and voter participation (Institute for Democracy and Electoral Assistance) correlate with HDI and NHI. Citizen volunteering (Gallup Civic Engagement Index) predicts only NHI. In multivariate analyses, Freedom Score is the most robust predictor of all well-being measures, including income equality.