ЕФЕКТОТ НА УЧЕЊЕТО НА ДАЛЕЧИНА ВРЗ ЕМОЦИОНАЛНАТА И СОЦИЈАЛНАТА БЛАГОСОСТОЈБА НА СТУДЕНТИТЕ ВО ПАНДЕМИСКИ КОНТЕКСТ
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Објавено:
Dec 25, 2022
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https://doi.org/10.37834/JCP2252093sp
Клучни зборови:
емоционална и социјална благосостојба, емоционална интелигенција, учење на далечина, емоции
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Апстракт
Преминот кон учење на далечина претставува трансформација во областа на образованието и се карактеризира со примена на технологија и нови начини на учење и остварување соработка. И покрај големиот број меѓународни научни конференции и панел-дискусии посветени на подобрување на квалитетот на онлајн-образованието, студентите ретко се консултираат за мислење како тие лично се справуваат со новитетите, односно дали се соочуваат со емоционални и социјални последици како резултат на учењето на далечина. Ова создава потреба да се испита како учењето на далечина влијае врз емоционалната и врз социјалната благосостојба на студентите. Емоционалната благосостојба се дефинира како рамнотежа меѓу доживеаните (позитивни или негативни) и осознаените чувства (среќа и задоволство), при што емоционалната благосостојба е тесно поврзана со психичката благосостојба (личен развој, владеење со околината, автономија) и социјалната благосостојба (социјална интеграција и придонес) (Keyes 2007). Целта на овој труд е да се истражи дали учењето на далечина влијае врз емоционалната и врз социјалната благосостојба на студентите. Спроведено е истражување меѓу 60 студенти на студиите по преведување и толкување во Република Северна Македонија, при што резултатите покажуваат дека учењето на далечина има голем ефект врз студентите од емоционален и од социјален аспект. Во таа насока може да се применат низа активности од областа на емоционалната интелигенција, со цел подобрување на конкретните слабости од академски, но и од личен аспект, како самосвесноста, управувањето со сопствените емоции, мотивацијата и емпатијата. Се работи за генерички компетенции, кои имаат огромна важност за време на изолацијата при учењето на далечина, како и, воопшто, за идната професија преведувач и толкувач.
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Како да цитирате
Саздовска-Пигуловска, Милена. 2022. “ЕФЕКТОТ НА УЧЕЊЕТО НА ДАЛЕЧИНА ВРЗ ЕМОЦИОНАЛНАТА И СОЦИЈАЛНАТА БЛАГОСОСТОЈБА НА СТУДЕНТИТЕ ВО ПАНДЕМИСКИ КОНТЕКСТ”. Journal of Contemporary Philology 5 (2), 93–104. https://doi.org/10.37834/JCP2252093sp.
Рубрика
Selected Articles
Copyright © 2014 Blaže Koneski Faculty of Philology, Skopje
Journal of Contemporary Philology (JCP)
Современа филологија
Референци
Aristovnik, A., Kerzič, D., Ravšelj, D., Tomaževic, N. and Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.
Baltà-Salvador, R., Olmedo-Torre, N., Peňa, M. and Renta-Davids. (2021). A. Academic and emotional effects of online learning during the Covid-10 pandemic of engineering students. Education and Information Technologies, 26, 7407-7434.
Bliss, S. E. (2006). The affect of emotional intelligence on a modern organizational leader’s ability to make effective decisions. Unpublished Master’s Thesis (Online). Available from http://eqi.org/mgtpaper.htm.
Brett, C. E., Mathieson, M. L., Rowley, A. M. (2020). Determinants of wellbeing in university students: the role of residential status, stress, loneliness, resilience and sense of coherence. Current Psychology (2022), https://doi.org/10.1007/s12144-022-03125-8.
Butnaru, G. I., Haller, A., Dragolea, L., Anichiti, A., Tacu Hârșan, D. (2021). Students’ wellbeing during transition from onsite to online education: Are there risks arising from social isolation? Int J Environ Res Public Health, 18(18), 9665.
Cheng, T. J., Jin, J. and Cheng, J. (2001). Demystifying subjective well-being of academically at-risk students: case study of a Chinese high school. Inequity and inclusion in schools. Soc. Incl. 9, 36–46, doi: 10.17645/si.v9i4.4572
Clabaugh, A., Duque, J. F., Fields, L. J. (2021). Academic stress and emotional well-being in United States college students following onset of the COVID-19 pandemic. Front Psychol, 2021 (12), 628787.
Davis, T. (2019). What is Well-Being? Definition, Types, and Well-Being Skills. Psychology Today [Online], 2 January. Available from: https://www.psychologytoday.com/intl/blog/click-here-happiness/201901/what-is-well-being-definition-types-and-well-being-skills [Accessed: 30 June, 2022].
D’Errico, F., Paciello, M., Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of E-Learning and Knowledge Society, 12(4), 9-23.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C S. Dweck (Eds.). Handbook of Competence and Motivation, 105-121. Guilford Publications.
Ekman, P., Friesen, W., Ellsworth, P. (1972). Emotion in the Human Face: Guidelines for Research and an Integration of Findings. Oxford: Pergamon.
Fredrickson, B., Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172-5.
García, J. (2012). The emotional intelligence, its importance in the learning process. Rev. Educ. 2012 (36), 97–109.
Goleman D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Gräbel B. F. (2017). The Relationship between Wellbeing and Academic Achievement: A Systematic Review. New York, NY: BMS.
Hubscher-Davidson, S., Devaux, J. (2021). Teaching translation and interpreting in virtual environments. Journal of Specialised Translation, (36), 184-192
Izard, C. E. (1977). Human Emotions. New York: Plenum
Kerzič, D., Kalariparampil, J. A., Alvarado, R. P. B., da Silva Bezerra, D., Cheraghi, M., Dobrowolska, P., Fagbamigbe, A. F., Faris, M. E., Franca, T., Gonzales-Fernandez, B., Gonzales-Robledo, L., Inasius, F., Kar, S. K., Lazanyl, K., Lazar, F., Machin-Mastromatteo, J., Maroco, J., […], Aristovnik, A. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries, Journal PLoS ONE, 16(10), 1-23.
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222.
Keyes, C. L. M. (2003). Complete mental health: An agenda for the 21th century. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 293–312). Washington, DC: American Psychological Association.
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62: 95–108.
Lischer, S., Safi, N., Dickson, C. (2021). Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry. Prospects (Paris), 2021, 1-11.
Madigan, D. J. and Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(4), 387-405.
Matos, М., McEwan, К., Kanovský, М., Halamová, Ј., Steindl, S. R., Ferreira, N., Linharelhos, M., Rijo, D., Asano, K., Vilas, S. P., Márquez, M. G., Gregório, S., Brito-Pons, G. [...], Gilbert, P. (2021). The role of social connection on the experience of COVID-19 related post-traumatic growth and stress. PLoS ONE, 16(12).
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., Perrye, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Pentaraki, A., Burkholder, G. (2017). Emerging evidence regarding the roles of emotional, behavioural, and cognitive aspects of student engagement in the online classroom. European Journal of Open, Distance and E-Learning, 20(1), 1-21.
Popescu, E. F., Tatucu, M., Dobromirescu, V. (2021). Students’ well-being in online education in Covid-19 context. International Journal of Education and Research, 9(2), ISSN: 2411-5681
Rippé, C.; Weisfeld-Spolter, S.; Yurova, Y.; Kemp, A. (2021). Pandemic pedagogy for the new normal: Fostering perceived control during COVID-19. ZDB-ID, 43(2), 260-276.
Ryff, C. D. and Singer, B. (2006). Best news yet on the six-factor model of wellbeing. Soc. Sci. Res. 35, 1103–1119. doi: 10.1016/j.ssresearch.2006.01.002.
Sazdovska-Pigulovska, M. (2021). Integrating experiential learning in the virtual translation classroom. The Roles and Identities of Interpreters and Translators in an Ever-Changing World: Proceedings of the International Conference, (Hankuk University of Foreign Studies), 43-53. South Korea, Seoul
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Zapata-Ospina, J.P, Patiño-Lugo, D.F., Vélez, C.M., Campos-Ortiz, S., Madrid-Martínez, P., Pemberthy-Quintero, S., Pérez-Gutiérrez AM, Ramírez-Pérez, P.A., Vélez-Marín, V.M. (2021). Mental health interventions for college and university students during the COVID-19 pandemic: a critical synthesis of the literature. Rev Colomb Psiquiatr, 50(3), 199-213.
Baltà-Salvador, R., Olmedo-Torre, N., Peňa, M. and Renta-Davids. (2021). A. Academic and emotional effects of online learning during the Covid-10 pandemic of engineering students. Education and Information Technologies, 26, 7407-7434.
Bliss, S. E. (2006). The affect of emotional intelligence on a modern organizational leader’s ability to make effective decisions. Unpublished Master’s Thesis (Online). Available from http://eqi.org/mgtpaper.htm.
Brett, C. E., Mathieson, M. L., Rowley, A. M. (2020). Determinants of wellbeing in university students: the role of residential status, stress, loneliness, resilience and sense of coherence. Current Psychology (2022), https://doi.org/10.1007/s12144-022-03125-8.
Butnaru, G. I., Haller, A., Dragolea, L., Anichiti, A., Tacu Hârșan, D. (2021). Students’ wellbeing during transition from onsite to online education: Are there risks arising from social isolation? Int J Environ Res Public Health, 18(18), 9665.
Cheng, T. J., Jin, J. and Cheng, J. (2001). Demystifying subjective well-being of academically at-risk students: case study of a Chinese high school. Inequity and inclusion in schools. Soc. Incl. 9, 36–46, doi: 10.17645/si.v9i4.4572
Clabaugh, A., Duque, J. F., Fields, L. J. (2021). Academic stress and emotional well-being in United States college students following onset of the COVID-19 pandemic. Front Psychol, 2021 (12), 628787.
Davis, T. (2019). What is Well-Being? Definition, Types, and Well-Being Skills. Psychology Today [Online], 2 January. Available from: https://www.psychologytoday.com/intl/blog/click-here-happiness/201901/what-is-well-being-definition-types-and-well-being-skills [Accessed: 30 June, 2022].
D’Errico, F., Paciello, M., Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of E-Learning and Knowledge Society, 12(4), 9-23.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C S. Dweck (Eds.). Handbook of Competence and Motivation, 105-121. Guilford Publications.
Ekman, P., Friesen, W., Ellsworth, P. (1972). Emotion in the Human Face: Guidelines for Research and an Integration of Findings. Oxford: Pergamon.
Fredrickson, B., Joiner, T. (2002). Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13(2), 172-5.
García, J. (2012). The emotional intelligence, its importance in the learning process. Rev. Educ. 2012 (36), 97–109.
Goleman D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Gräbel B. F. (2017). The Relationship between Wellbeing and Academic Achievement: A Systematic Review. New York, NY: BMS.
Hubscher-Davidson, S., Devaux, J. (2021). Teaching translation and interpreting in virtual environments. Journal of Specialised Translation, (36), 184-192
Izard, C. E. (1977). Human Emotions. New York: Plenum
Kerzič, D., Kalariparampil, J. A., Alvarado, R. P. B., da Silva Bezerra, D., Cheraghi, M., Dobrowolska, P., Fagbamigbe, A. F., Faris, M. E., Franca, T., Gonzales-Fernandez, B., Gonzales-Robledo, L., Inasius, F., Kar, S. K., Lazanyl, K., Lazar, F., Machin-Mastromatteo, J., Maroco, J., […], Aristovnik, A. (2021). Academic student satisfaction and perceived performance in the e-learning environment during the COVID-19 pandemic: Evidence across ten countries, Journal PLoS ONE, 16(10), 1-23.
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222.
Keyes, C. L. M. (2003). Complete mental health: An agenda for the 21th century. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 293–312). Washington, DC: American Psychological Association.
Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62: 95–108.
Lischer, S., Safi, N., Dickson, C. (2021). Remote learning and students’ mental health during the Covid-19 pandemic: A mixed-method enquiry. Prospects (Paris), 2021, 1-11.
Madigan, D. J. and Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(4), 387-405.
Matos, М., McEwan, К., Kanovský, М., Halamová, Ј., Steindl, S. R., Ferreira, N., Linharelhos, M., Rijo, D., Asano, K., Vilas, S. P., Márquez, M. G., Gregório, S., Brito-Pons, G. [...], Gilbert, P. (2021). The role of social connection on the experience of COVID-19 related post-traumatic growth and stress. PLoS ONE, 16(12).
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., Perrye, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Pentaraki, A., Burkholder, G. (2017). Emerging evidence regarding the roles of emotional, behavioural, and cognitive aspects of student engagement in the online classroom. European Journal of Open, Distance and E-Learning, 20(1), 1-21.
Popescu, E. F., Tatucu, M., Dobromirescu, V. (2021). Students’ well-being in online education in Covid-19 context. International Journal of Education and Research, 9(2), ISSN: 2411-5681
Rippé, C.; Weisfeld-Spolter, S.; Yurova, Y.; Kemp, A. (2021). Pandemic pedagogy for the new normal: Fostering perceived control during COVID-19. ZDB-ID, 43(2), 260-276.
Ryff, C. D. and Singer, B. (2006). Best news yet on the six-factor model of wellbeing. Soc. Sci. Res. 35, 1103–1119. doi: 10.1016/j.ssresearch.2006.01.002.
Sazdovska-Pigulovska, M. (2021). Integrating experiential learning in the virtual translation classroom. The Roles and Identities of Interpreters and Translators in an Ever-Changing World: Proceedings of the International Conference, (Hankuk University of Foreign Studies), 43-53. South Korea, Seoul
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Zapata-Ospina, J.P, Patiño-Lugo, D.F., Vélez, C.M., Campos-Ortiz, S., Madrid-Martínez, P., Pemberthy-Quintero, S., Pérez-Gutiérrez AM, Ramírez-Pérez, P.A., Vélez-Marín, V.M. (2021). Mental health interventions for college and university students during the COVID-19 pandemic: a critical synthesis of the literature. Rev Colomb Psiquiatr, 50(3), 199-213.