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Education Sciences
Special Issues
Emotions, Emotion Mindsets, and Emotional Intelligence
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Emotions, Emotion Mindsets, and Emotional Intelligence

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (15 February 2025) | Viewed by 6951

Special Issue Editors

Dr. Jessica Hoffmann

E-Mail Website
Guest Editor
Yale Center for Emotional Intelligence, Yale Child Study Center, Yale University, New Haven, CT 06511, USA
Interests: emotional intelligence; social emotional learning; emotion regulation; education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Marc Brackett

E-Mail Website
Guest Editor
Yale Center for Emotional Intelligence, Yale Child Study Center, Yale University, New Haven, CT 06511, USA
Interests: emotional intelligence; social emotional learning; emotion regulation; education

Special Issue Information

Dear Colleagues,

We are pleased to invite you to submit an abstract to contribute to our Special Issue of Education Sciences, titled Emotions, Emotion Mindsets, and Emotional Intelligence. Research tells us that emotions matter for attention, memory, learning, decision-making relationships, and well-being in school and in everyday life. Yet, many continue to hold beliefs that emotions should be “regulated away” and assume that the skills of emotional intelligence (recognizing emotions, understanding emotions and regulating emotions) are fixed and cannot be taught and learned. This Special Issue seeks to advance scientific research on the beneficial role of emotions and emotional intelligence in our lives, with specific attention to students, educators and educational leaders. Original research and reviews are welcome.

Topics may include (but are not limited to):

  • Measurement of attitudes and mindsets about emotions and emotional intelligence;
  • Interventions aimed at shifting mindsets and skills around emotions and emotional intelligence;
  • The development of attitudes toward emotions and emotional intelligence in children;
  • The role of emotionally intelligent adults in the lives of children/students.

We invite you to submit an abstract (300 words) by 1 March 2024. Full manuscripts will be by invitation only, with final submissions due by 1 October 2024.

……

Dr. Jessica Hoffmann
Prof. Dr. Marc Brackett
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • emotions
  • emotional intelligence
  • emotion regulation
  • attitudes toward emotions
  • emotion development

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

13 pages, 424 KiB  
Article
Teaching with Ears Wide Open: The Value of Empathic Listening
by Leire Martín de Hijas-Larrea, Irati Ortiz de Anda-Martín and Ariane Díaz-Iso
Educ. Sci. 2025, 15(3), 356; https://doi.org/10.3390/educsci15030356 - 13 Mar 2025
Cited by 1 | Viewed by 583
Abstract
There are several moments in the school context when students share their experiences and concerns with teachers. Empathy is essential to provide quality listening in order to understand and give students a voice. Consequently, teachers’ perceptions of how they listen to their students [...] Read more.
There are several moments in the school context when students share their experiences and concerns with teachers. Empathy is essential to provide quality listening in order to understand and give students a voice. Consequently, teachers’ perceptions of how they listen to their students and the benefits of empathetic listening in the classroom are studied. The analysis involves 38 responses from primary school teachers, responding to six questions based on a review of the concept of empathic listening in primary education. Data analysis was carried out using Iramuteq software. The findings indicate that teachers engage in empathic listening with students, recognizing their role in the process, identifying the characteristics and phases of such listening, highlighting the most recurrent topics, and mentioning the moments and places where it occurs and the benefits it brings. Empathetic listening is fundamental to establishing a quality teacher–student relationship. It fosters a safe environment in which students feel free to be and express themselves, helping them to manage different day-to-day situations. Full article
(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)
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22 pages, 1252 KiB  
Article
Investigating the Relationship Between Boredom and Creativity: The Role of Academic Challenge
by Maike Krannich, Basak Calik, Thomas Goetz, Anna-Lena Ullrich and Anastasiya Lipnevich
Educ. Sci. 2025, 15(3), 330; https://doi.org/10.3390/educsci15030330 - 7 Mar 2025
Viewed by 1284
Abstract
This study examined the boredom–creativity link by including students’ levels of over- and underchallenge. Based on the Meaning and Attentional Components model and the Cognitive Load Theory, we proposed the negative effects of students’ boredom combined with being overchallenged on creativity, whereas boredom [...] Read more.
This study examined the boredom–creativity link by including students’ levels of over- and underchallenge. Based on the Meaning and Attentional Components model and the Cognitive Load Theory, we proposed the negative effects of students’ boredom combined with being overchallenged on creativity, whereas boredom combined with being underchallenged might enhance creativity. We examined this hypothesis in mathematics classes in a sample of N = 119 German high school students (Mage = 13.86, grade 8). A random slope approach to interaction modeling was used to investigate the effects of boredom and overchallenge and of boredom and underchallenge. The results revealed significant interaction effects in the postulated directions and no conditional effects neither of boredom nor of over- or underchallenge on the first creativity task. Hence, higher levels of boredom combined with higher underchallenge were related to increased mathematical creativity, whereas higher boredom combined with higher overchallenge reduced creativity on the first task but not on tasks two and three. The study provides insights into how cognition and emotion interact regarding learning and creative behavior and offers practical implications for understanding how students experience boredom, particularly in relation to being either over- or underchallenged. This understanding can clarify the attentional and motivational consequences of this prevalent emotion, especially in mathematics. Full article
(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)
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26 pages, 4109 KiB  
Article
Emotional Intelligence Profiles and Cyber-Victimization in Secondary School Students: A Multilevel Analysis
by Francisco Villegas-Lirola
Educ. Sci. 2024, 14(9), 971; https://doi.org/10.3390/educsci14090971 - 3 Sep 2024
Viewed by 1508
Abstract
The research examined how different profiles of emotional intelligence (attention, clarity, and emotional regulation) act as protective or risk factors against cyber-victimization, taking into account individual and behavioral variables such as gender, sexual orientation, self-esteem, social anxiety, Internet risk, and parental control among [...] Read more.
The research examined how different profiles of emotional intelligence (attention, clarity, and emotional regulation) act as protective or risk factors against cyber-victimization, taking into account individual and behavioral variables such as gender, sexual orientation, self-esteem, social anxiety, Internet risk, and parental control among high school students (11–18 years). A simulated sample was used, which was derived from an experimental sample of 1908 subjects (50.7% girls). Statistical equivalence was ensured between the two samples, and a multilevel analysis was conducted using the emotional intelligence profiles as the grouping variable. The results showed that the variability in emotional intelligence profiles predicted 96.7% of the variability of cyber-victimization. Factors that increase this likelihood include excessive interpersonal attention and low emotional regulation, higher social anxiety, offline victimization, older age, high parental supervision, and low self-esteem. In addition, being male and heterosexual is associated with a lower risk of cyber-victimization than being female and non-heterosexual. In general, it is suggested that protective measures against cyber-victimization should warn about the risk of Internet use, avoid paternalistic behavior by adults, and reduce rumination or excessive attention to the opinions of others. Full article
(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)
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13 pages, 277 KiB  
Article
Examining the Relationship between Emotional Intelligence, Achievement Motivation, and Self-Efficacy among Pre-Service Teachers in Türkiye
by Umran Atik, Mehmet Akif Karaman and Halil Ibrahim Sari
Educ. Sci. 2024, 14(5), 526; https://doi.org/10.3390/educsci14050526 - 13 May 2024
Cited by 1 | Viewed by 1987
Abstract
The main goal of this study was to examine the extent to which the demographic characteristics of pre-service teachers (gender, family management style, family educational status, size of the family) predict their emotional intelligence (EI) scores through achievement motivation (AMO) and Self-Efficacy (SE) [...] Read more.
The main goal of this study was to examine the extent to which the demographic characteristics of pre-service teachers (gender, family management style, family educational status, size of the family) predict their emotional intelligence (EI) scores through achievement motivation (AMO) and Self-Efficacy (SE) scores. The study consisted of 326 pre-service teachers (270 females, 56 males) studying in various departments at faculties of education across three universities located in the Eastern and Southeastern Anatolia regions of Turkiye. The findings indicate that the demographic variables (gender, family management style, family size, family educational status) do not significantly explain the EI levels of pre-service teachers. A moderately positive relationship was found between AMO and EI, but it was observed that AMO is not a significant predictor of EI. A high positive relationship was detected between SE and EI; it was observed that SE explained 63% of the variance in EI. We found that there was no significant difference between the AMO, SE, and EI scores of pre-service teachers studying at different grade/class levels. As we continue to investigate these topics, it becomes evident that teacher education may continue promoting not only cognitive development but also emotional and social development. Full article
(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)
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