Special Issue "Emotions and Education: Analysis of the Benefits and Risks of Human Development"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (1 October 2020).

Special Issue Editors

Dr. José Jesús Gázquez Linares
E-Mail Website
Guest Editor
1. Department of Psychology, Universidad de Almería, Calle Universidad de Almería, 04120 Almería, Spain
2. Universidad Autónoma de Chile, Av. Pedro de Valdivia 425, Providencia, Región Metropolitana, Chile
Interests: psychology of sustainability; engagement work; occupational health; psychosocial; organizational environments; personality; aggressive behavior; emotional intelligence; emotional intelligence; burnout; public health
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Special Issue Information

Dear Colleagues,

Because of the acceleration of social, cultural and historical change, the presence of emotions throughout human development is a question of unavoidable interest. Thus, from an integrative perspective, human development and emotional development are closely connected. Evolutionary Psychology defines human development as evolution toward overall personal growth. Its analysis from an educational and social perspective considers the individual the main axis of attention, who must be offered opportunities for balanced integral development, which emphasizes the importance of education in the development of the human being. The consensus of a multitude of lines of research shows that study of the inner human being is necessary, leading to observation and evaluation of people’s behavior throughout their life cycle, not only, in the light of an intelligence quotient, but also, a balanced emotional quotient. With the emergence of Emotional Intelligence, the study of human development is approached from a dynamic perspective of the person as an evolutionary and interactive being, for which the development of adequate emotional bonds becomes necessary. This enables phenomena of change to be analyzed, asking ourselves what factors influence emotional experience, or on the contrary, how or how intensely emotions influence other factors present during development. And if this is the case, how can it be measured? Or intervened in? Starting out from these and other general questions, we propose a complete analysis of the place held by the emotion-education binomial in human development. We say “binomial”, because from an integrative perspective, one cannot be undertaken without the other. Emotions have much to say about baseline learning (referring to the more than sufficiently demonstrated emotion-cognition relationship) and also social development (facilitating or hindering interpersonal relations) as well as professional (related to the strong impact of such current concepts as burnout or engagement). Meanwhile, in this area of study of the emotions, education adopts a multifaceted role, serving as the context of development, as a variable to be evaluated, or as a tool enabling us to work on improving the emotional experience.

The objective of this Special Issue goes through different points of obligatory reflection, always from a scientific point of view with an empirical and tested basis, among which are: identify the variables related to emotional experience from a two-way orientation, analyze the relationships between them as well as the role of each (cause-effect, mediation, moderation, etc.), develop or adapt evaluation instruments adequate for specific populations or development contexts, transfer the results of empirical research to application contexts through design of intervention programs. In brief, any study where the starting point is analysis of emotions with education in a dynamic position open to change, and human development as the framework for action, in its widest sense, would be appropriate.

Dr. María del Carmen Pérez-Fuentes
Prof. Dr. María Del Mar Molero Jurado
Prof. Dr. José Jesús Gázquez Linares
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 papers will be 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 1400 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
  • education
  • emotional intelligence
  • human development

Published Papers (2 papers)

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Research

Article
The Role of Emotions, Moral Disengagement and Gender in Supporting Victims of Bullying
Educ. Sci. 2020, 10(12), 365; https://doi.org/10.3390/educsci10120365 - 03 Dec 2020
Cited by 1 | Viewed by 761
Abstract
Previous research shows that classmates supporting victims’ defence is fundamental to combat bullying. To find a suitable response for the bullying problem, we must bear in mind how all the victim’s classmates respond and what variables can determine their helping behaviour. Moral disengagement [...] Read more.
Previous research shows that classmates supporting victims’ defence is fundamental to combat bullying. To find a suitable response for the bullying problem, we must bear in mind how all the victim’s classmates respond and what variables can determine their helping behaviour. Moral disengagement has been demonstrated to be a factor that explains behaviour when faced with bullying. Emotions have also been shown to be relevant for bullying behaviour. This research aimed to gain knowledge of how adolescents behave when faced with bullying and to analyse how their behaviour relates to moral disengagement and both positive and negative emotions, specifically supportive behaviour for victims. In the present study 1029 students participated, all of whom came from Secondary Education, Training Cycles and Higher Secondary Education Stages in Spain. The regression analysis confirmed that being male increased the likelihood of performing active and passive behaviours. Conversely, being female involved displaying more proactive behaviours. Feeling positive/pleasant emotions about bullying increased active behaviour. Feeling negative/unpleasant emotions about bullying increased behaviour in the proactive behavior group. Adolescents should be aware that stopping bullying is their personal responsibility, which depends on their behaviour with the victim. Interventions must aim to reduce moral disengagement and positive emotions about bullying by increasing negative emotions about such behaviour. Full article
Article
Relationship between Personality and Academic Motivation in Education Degrees Students
Educ. Sci. 2020, 10(11), 327; https://doi.org/10.3390/educsci10110327 - 11 Nov 2020
Cited by 2 | Viewed by 1205
Abstract
The present study aims to understand the relationship between the big five factors of personality and academic motivation. In addition, the following variables are taken into consideration; sex, age and type of educational studies. A quantitative methodology is used, in base to a [...] Read more.
The present study aims to understand the relationship between the big five factors of personality and academic motivation. In addition, the following variables are taken into consideration; sex, age and type of educational studies. A quantitative methodology is used, in base to a not experimental, correlational study. The sample is composed of 514 students of the Faculty of Education of Leon’s University, between the three education degrees. To gather the information, participants were asked to complete the Learning and Motivation Strategies Questionnaire (CEAM) and the Personality Questionnaire Five Factor Inventory (NEO-FFI). The results show the significant relationship between personality facets and motivation variables. It should be noted that female results were higher in the values of intrinsic motivation, motivation towards teamwork, neuroticism, and kindness, and the male results were higher in self-efficacy. Additionally, it was observed that intrinsic motivation decreases progressively from the first to the fourth year of the degree, the need for recognition decreases in the two last study years, and the openness to experiences is higher in the last year of the degree. Finally, Social Education students are those that show a higher intrinsic motivation, self-efficacy, total motivation, openness to experiences, and neuroticism, while Primary Education students’ results were higher in the need for recognition. Full article
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