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Interventions to Foster Mental Health and Human Well-Being through Emotional Intelligence in Educational Settings

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Health, Well-Being and Sustainability".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 6642

Special Issue Editor

Special Issue Information

Dear Colleagues,

In the words of the World Health Organization, citizens with severe mental health conditions on average die as much as two decades earlier than other people. Moreover, it is stated that suicide is the fourth leading cause of death among 15-29-years-olds. Mental health has been included among the 17 Sustainable Development Goals proposed by the United Nations. Subsequently, fostering mental health has become a major challenge for all of those professionals getting involved in educational settings.

In this way, emotional intelligence (EI) has been proposed as a demanding strategy to assist patients in the prevention of mental health conditions. Today, the development of EI has become one of the most important challenges in human education, mainly when thinking about how to build a healthy humanity in the future and how to foster the next generation of citizens to have a new mindset.

This Special Issue calls for researchers to work together to summarize proposals aimed to facilitate professionals in educational settings to foster EI and well-being. However, it is crucial to highlight that this special collection does not aim to substitute the reception of actual medical advice and therapy, but wants to collect strategies to help teachers, from early childhood to adolescence, or even university teachers, to improve their own and their students´ intra- and inter-personal competences.

I look forward to receiving your contributions in order to deal with the matter together.

Prof. Dr. Markel Rico-González
Guest Editor

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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • mental health
  • emotion
  • psychology
  • education
  • children
  • teachers
  • healthcare
  • intra-personal competence
  • inter-personal competence
  • personal growth
  • purpose in life
  • life satisfaction
  • quality of life
  • happiness
  • well-being
  • stress
  • anxiety
  • depression
  • self-esteem
  • self-worth
  • resilience
  • hedonic
  • eudaimonic
  • self-acceptance
  • positive emotions
  • autonomy
  • motivation
  • self-determination theory
  • bullying
  • burnout
  • teacher in training

Published Papers (3 papers)

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Review

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15 pages, 1440 KiB  
Review
Post-Traumatic Stress in Children and Adolescents during the COVID-19 Pandemic: A Meta-Analysis and Intervention Approaches to Ensure Mental Health and Well-Being
by Naiara Ozamiz-Etxebarria, Idoia Legorburu Fernandez, Nahia Idoiaga-Mondragon, Beatriz Olaya, Jeffrey H. D. Cornelius-White and Javier Santabárbara
Sustainability 2023, 15(6), 5272; https://doi.org/10.3390/su15065272 - 16 Mar 2023
Cited by 2 | Viewed by 2170
Abstract
Background: Since the World Health Organization (WHO) declared the COVID-19 pandemic in March 2020, many measures have been taken to prevent the spread of the virus. Consequently, many minors have been confined to their homes and have had to subsequently adapt to countless [...] Read more.
Background: Since the World Health Organization (WHO) declared the COVID-19 pandemic in March 2020, many measures have been taken to prevent the spread of the virus. Consequently, many minors have been confined to their homes and have had to subsequently adapt to countless protocol changes. These factors appear to have contributed to post-traumatic stress disorder (PTSD) in many children. Materials and Methods: The authors searched Medline through PubMed and other databases for studies published from 1 December 2019 to 31 December 2021 on the prevalence of PTSD in schoolchildren. The authors used a random-effects model to calculate the pooled prevalence of PTSD. Results: A total of six studies were included in this review. Our results show a pooled prevalence of PTSD of 14% in children and adolescents. Subgroup analyses identify a significantly higher prevalence of PTSD for studies conducted in China and a higher prevalence in boys. The prevalence of PTSD appeared independent of child age or the methodological rigor of the study. Conclusions: Our results suggest that a large number of children may be suffering from PTSD (post-traumatic stress disorder). Public health measures are thus needed to improve children’s mental health during and after the pandemic, so that the suffering is mitigated to prevent long-lasting effects. Full article
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20 pages, 709 KiB  
Systematic Review
Business Simulation Games for the Development of Intrinsic Motivation-Boosting Sustainability: Systematic Review
by Alexander Vélez, Rebeca Kerstin Alonso and Markel Rico-González
Sustainability 2023, 15(21), 15483; https://doi.org/10.3390/su152115483 - 31 Oct 2023
Cited by 1 | Viewed by 1284
Abstract
Background: The 4th Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. In particular, simulation games and motivation are relevant elements since they can play a significant [...] Read more.
Background: The 4th Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. In particular, simulation games and motivation are relevant elements since they can play a significant role in quality education. As a result, during the last few years, research into potential interventions as well as business simulation games (BSGs) for the development of intrinsic motivation (IM) in higher education have skyrocketed. However, no reviews of the interventions and outcomes in this topic have been released. Therefore, the goals of this research were (1) to analyze the relationship between the use of BSGs and the IM of students in higher education, and (2) to identify the aspects that can be promoted by the BSGs to develop IM. Methods: In accordance with PRISMA recommendations, a systematic review was carried out of PubMed, Web of Science, Scopus, and ProQuest. Results: From the 329 investigations that were initially selected, 12 studies underwent a complete assessment, in which all interventions and results were gathered and assessed. Conclusions: There was unanimity on the importance of using BSG to foster IM in higher education. Full article
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14 pages, 443 KiB  
Systematic Review
Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal
by Rebeca Kerstin Alonso, Alexander Vélez and María Carmen Martínez-Monteagudo
Sustainability 2023, 15(13), 9862; https://doi.org/10.3390/su15139862 - 21 Jun 2023
Cited by 2 | Viewed by 1860
Abstract
Background: The development of quality education, as stated by the United Nations in the 4th Sustainable Development Goal of the 2030 Agenda, is a very relevant aspect to work on, and specifically, motivation can play an important role. Consequently, the development of intrinsic [...] Read more.
Background: The development of quality education, as stated by the United Nations in the 4th Sustainable Development Goal of the 2030 Agenda, is a very relevant aspect to work on, and specifically, motivation can play an important role. Consequently, the development of intrinsic motivation (IM) in university education and searches for possible interventions have increased exponentially in the last decade. However, no reviews have been published analyzing the interventions and the results obtained. Therefore, the purpose of this review was to systematically analyze the development of IM in online education through the different intervention programs carried out in university teaching. Methods: A systematic review of PubMed, Web of Sciences and Scopus was performed according to PRISMA guidelines. Results: Of the 255 studies initially identified, 17 were thoroughly reviewed, and all interventions and outcomes were extracted and analyzed. Most of the interventions achieved better outcomes after implementation. Five types of possible courses of action to promote IM have been identified. Conclusions: It is worth highlighting the unanimity found regarding the importance of proposing specific approaches based on the development of IM in university online teaching since it promotes satisfaction regarding studying and greater involvement of students. Full article
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