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    Wyświetlanie 1-12 z 12
    Tytuł:
    DANCE AS AN IMPORTANT ELEMENT OF PHYSICAL ACTIVITIES AND ITS EFFECT ON HUMAN EMOTIONS
    Autorzy:
    Nevolná, Tatiana
    Král, Lubomír
    Powiązania:
    https://bibliotekanauki.pl/articles/566584.pdf
    Data publikacji:
    2015
    Wydawca:
    Akademia Pomorska w Słupsku
    Tematy:
    dance
    movement
    negative emotions
    positive emotions
    students
    Opis:
    Background: The paper focuses on the problem of the effect of dance as a part of movement activities on human emotions and their experiencing in students. The movement activity has a positive impact not only on physical health of a human being, but also on his mental health. Movement not only serves to increase physical fitness in healthy subjects, physical activities suitably chosen can be applied in an effective way in with weakened organ systems. The movement is nowadays considered a suitable tool to eliminate excessive stress. Research results: The study summarises our research results of positive effect of dance on experiencing emotions of students that were verified and supported by medical practice that claims positive effect of movement on mental health of an individual. Our research results indicate that respondents from dance group experienced more positive emotions than the respondents from movement group. A statistically significant difference was found at the level of significance (p = 0.0425) in the respondents from dance group (Me = 16). Their frequency of experiencing positive emotions is statistically higher than in the respondents from movement group (Me = 13).
    Źródło:
    Ars inter Culturas; 2015, 4; 231-240
    2083-1226
    Pojawia się w:
    Ars inter Culturas
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Love and enjoyment in context: Four case studies of adolescent EFL learners
    Autorzy:
    Pavelescu, Liana Maria
    Petrić, Bojana
    Powiązania:
    https://bibliotekanauki.pl/articles/780977.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    adolescent learners
    EFL
    enjoyment
    love
    positive emotions
    Opis:
    This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 73-101
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Narratives about Contentment in Two Generations of Digital Natives
    Narracje na temat zadowolenia dwóch pokoleń digital natives
    Autorzy:
    Kosacka, Kalina
    Powiązania:
    https://bibliotekanauki.pl/articles/34111948.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    contentment
    emotion concepts
    digital natives
    positive emotions
    zadowolenie
    pojęcia emocjonalne
    pozytywne emocje
    Opis:
    Celem artykułu jest porównanie narracji na temat zadowolenia u osób z różnych pokoleń, ze szczególnym uwzględnieniem dwóch pokoleń digital natives, tj. digital natives 1.0 oraz digital natives 2.0. Pokoleniem digital natives określa się osoby urodzone i wychowane w erze cyfrowej, dla których nowoczesne technologie są nieodłącznym elementem życia. Odmienne warunki, w jakich dorastali przedstawiciele różnych pokoleń, warunkują odmienność ich funkcjonowania (w tym emocjonalnego) oraz różnice w zakresie treści i struktury konstruowanych przez nich reprezentacji emocji. Przeanalizowano wypowiedzi na temat zadowolenia 148 osób z różnych pokoleń. Na podstawie jakościowej i ilościowej analizy opisano specyfię treści narracji o zadowoleniu dwóch pokoleń digital natives. Wykazano, że narracje o zadowoleniu wśród digital natives zawierają liczne informacje na temat przedmiotów oraz małą liczbę odniesień do rodziny. Narracje o zadowoleniu przedstawicieli digital natives 1.0 są ubogie w informacje na temat zwierząt. Reprezentacja zadowolenia u osób z pokolenia digital natives 2.0 jest natomiast bogata w informacje dotyczące symptomów i synonimów oraz wartości materialnych i niematerialnych.
    The purpose of the article is to compare the narratives about contentment (zadowolenie) in individuals from two different generations of digital natives, i.e. digital natives 1.0 and digital natives 2.0. The term “digital native” refers to an individual born and raised in the digital age, with modern technologies constituting an integral part of life. Different environments, in which people of various generations grew up, determine differences, for instance, in their emotional functioning, and in the contents and structure of emotion representations developed by them. The study took into account narratives related to contentment, produced by 148 individuals representing various generations. The specificity of the representation of contentment, identified in the two generations of digital natives, was described based on the qualitative and quantitative analyses. It was shown that the narratives about contentment allows identify in digital natives a lot of information on objects, and few references to family. The narrations about contentment observed in the participants from Generation digital natives 1.0 contains little information on animals. On the other hand, representation of contentment in individuals from Generation digital natives 2.0 contains a lot of information on symptoms and synonyms, tangible values and intangible values.
    Źródło:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2020, 33, 3; 49-66
    0867-2040
    Pojawia się w:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS
    Autorzy:
    Mierzwa, Ewelina
    Powiązania:
    https://bibliotekanauki.pl/articles/628065.pdf
    Data publikacji:
    2018
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    foreign language enjoyment
    learning enjoyment
    SLA
    gender differences
    positive emotions
    secondary school students
    Opis:
    In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.
    Źródło:
    Journal of Education Culture and Society; 2018, 9, 2; 117-135
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Positive reappraisal of stressful situations by children of younger school age
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/951800.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    stress
    negative emotions
    positive emotions
    benefits of stressful situations
    positive reappraisal of difficult situations
    coping with stress
    children of younger school age
    Opis:
    Stress as an individual phenomenon is a specific kind of emotional experience usually associated with negativeemotions and analysed in their context. However, under certain circumstances stress may also trigger positive emotions; analysing a stressful situation and reflecting upon it may lead one to perceive benefits of stressful experience and undertake positive reappraisal of encountered difficulties. The author’s own empirical research reveals that a considerable percentage of children finishing their early-stage school education believe that it is possible to find something advantageous, good and positive in stressful situations full of negative emotions. Examples of such positive aspects of stress given by those children indicate that for some of them the developmental process that involves coping with difficult situations has already started. The children begin to act independently (analyse the difficult situation, talk about it, ask questions, check the effectiveness of strategies) in order to overcome difficulties and find their meaning in human existence.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2018, 13, 1; 63-70
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory
    Autorzy:
    Oxford, Rebecca L.
    Powiązania:
    https://bibliotekanauki.pl/articles/780870.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    well-being theory
    positive psychology
    language learning experiences
    positive and negative emotions
    learner histories
    Opis:
    This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 593-615
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The works of children’s writers as a means of pedagogical and therapeutic influence in modern educational realities
    Autorzy:
    Leshchenko, Mariya
    Tymchuk, Larysa
    Ruban, Larysa
    Powiązania:
    https://bibliotekanauki.pl/articles/38576876.pdf
    Data publikacji:
    2023
    Wydawca:
    Związek Nauczycielstwa Polskiego
    Tematy:
    modern childhood
    threatening circumstances
    children’s literature
    educational and therapeutic programs
    artistic and fantastic safe environment
    positive emotions and feelings
    projecting a happy worldview
    Opis:
    Aim: To analyze the possibilities of using the works of children’s writers as a means of pedagogical and therapeutic influence in modern educational practices. Methods: To achieve the goal, mainly theoretical research methods were used: study, analysis and generalization of special psychological and pedagogical literature in order to identify the state of the researched problem; content analysis of the work of children’s writers to reveal their pedagogical and therapeutic potential; method of transforming literary and fairy-tale content to solve problematic situations in educational practices, generalization of research results. Results: The article analyzes the educational and therapeutic potential of the works of children’s writers based on the analysis of philosophical, psychological, and pedagogical literature. The use of children’s literature as a means of pedagogical therapy consists in an associative combination of thoughts, feelings, emotions that project the events invented by the authors into the sphere of spiritual and moral, intellectual and sensual, and social experience of an individual. Approaches to the selection and use of literary and fairy-tale content for solving problem situations in educational practices have been studied. The experience of using the creative heritage of Ukrainian children’s writer Oksana Ivanenko to resolve conflict situations in a society that threatens a happy childhood is presented. The use of improvisational dramatization of real situations embodied in the plot canvas of artistic works has been considered. The basis of the preparation of teachers for the creation of effective educational and therapeutic programs should be the principles of artistic and fantastic reflection of reality, which contributes to rethinking life experience, teaches to project one’s thoughts and feelings in a positive life-affirming direction. Conclusions: The basis of any effective educational and therapeutic program should be the principles of artistic and fantastic reflection of reality. The use of children’s literature for educational and therapeutic purposes stimulates the creativity of future teachers and students, contributes to rethinking life experience, teaches to project one’s thoughts and feelings in a positive life-affirming direction.
    Źródło:
    Przegląd Historyczno-Oświatowy; 2023, LXVI, 3-4; 108-118
    0033-2178
    Pojawia się w:
    Przegląd Historyczno-Oświatowy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Distinctive features and types of interrelation between the indices of emotional and volitional personality sphere
    Autorzy:
    Kyrylenko, Taisa
    Shamlyan, Karina
    Powiązania:
    https://bibliotekanauki.pl/articles/628046.pdf
    Data publikacji:
    2014
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    emotional and volitional sphere, emotional experience, emotions positive and negative, volitional organization of personality
    Opis:
    This article deals with the role of emotions in the will activity of the personality. The analysis of the empirical study results shows that appraisal of the role of emotional experience depends on the level of will development of the individuals under study. A methodical technique has been applied, by which the indices of the emotional and volitional sphere are considered throughout different life periods of the individuals under study. Types of interrelation between the indices of will and emotions are highlighted which illustrate certain variants of the influence of emotional experience on the formation of the will structure of the personality.
    Źródło:
    Journal of Education Culture and Society; 2014, 5, 2; 102-111
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PATTERN PRACTICE REVISITED: FROM SYNTAX TO SENSE AND POSITIVE EMOTIONS
    Autorzy:
    Scheffler, Paweł
    Butzkamm, Wolfgang
    Powiązania:
    https://bibliotekanauki.pl/articles/442954.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    gramatyczne dryle tłumaczeniowe
    język ojczysty w nauce języka angielskiego
    pozytywne emocje
    pattern practice
    bilingual drills
    native language in learning English as a foreign language
    positive emotions
    Opis:
    For many second and foreign language learners, the goal of language instruction is fluent oral performance. Such performance can be achieved if the mechanisms underlying L2 performance have been automatized. It is generally recognized that promoting automaticity in the classroom requires massive repetition and consistent practice, which, however, need to correspond to conditions of use in order for transfer into real speech to take place. It is also often acknowledged that meeting these requirements in classroom instruction is very difficult as traditional repetitive practice activities often take time away from communicative language use and fail to induce positive emotions in learners. In this article, we take a fresh look at the theory behind, and the implementation of, pattern practice. We begin by arguing that it is construction grammar that provides a theoretical foundation for pattern practice. We also demonstrate that monolingual drills in the audiolingual method marginalized meaning and were often mechanical. We then present bilingual drills as an alternative exercise type which facilitates pattern recognition, oral repetition and focus on meaning. We show that referring to the native language makes it possible to localize and individualize the examples used and to induce positive emotions in the process. Finally, we discuss communicative drills and use transcripts of classroom interaction to demonstrate that repetitive practice, communication and positive emotions can all be combined.
    Źródło:
    Neofilolog; 2019, 52/1; 89-101
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Potential of Emotional Intelligence in Personality Space
    Autorzy:
    Kaliská, Lada
    Kaliský, Ján
    Powiązania:
    https://bibliotekanauki.pl/articles/2004836.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    trait emotional intelligence construct
    Trait Emotional Intelligence Questionnaire (TEIQue-SF)
    Big Five factors
    positive and negative emotions
    regression analysis
    Opis:
    The study is based on the research analyses of K.V. Petrides’ (2011) trait emotional intelligence construct verified by his Trait Emotional Intelligence Questionnaire-TEIQue. Verification of the EI trait construct by stepwise regression analysis confirmed that it is determined only to a certain extent by the Big Five personality factors theory (14%) (by the TIPI questionnaire, Gosling, 2003) and by perception and experiencing of positive (15%) and negative (13%) mental states (by the SEHW questionnaire, Džuka & Dalbert, 2002). Thus, the emotional intelligence trait as a consistent construct partially captures individual variability of emotional aspects otherwise scattered across personality theories.
    Źródło:
    The New Educational Review; 2016, 46; 260-271
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotions that facilitate language learning: The positive-broadening power of the imagination
    Autorzy:
    MacIntyre, Peter
    Gregersen, Tammy
    Powiązania:
    https://bibliotekanauki.pl/articles/780701.pdf
    Data publikacji:
    2012-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    imagination
    motivation
    self
    emotions
    positive-broadening
    Opis:
    The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positivebroadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 2; 193-213
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Affectivity and Self-Forgiveness. The Role of Control of Negative Emotions: Short Report
    Autorzy:
    Mróz, Justyna
    Kaleta, Kinga
    Powiązania:
    https://bibliotekanauki.pl/articles/31340963.pdf
    Data publikacji:
    2022
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    positive affect
    negative affect
    self-forgiveness
    control of emotions
    anger control
    Opis:
    Self-forgiveness is a process in which emotions, thoughts, and behaviours towards oneself are changed from negative to neutral or positive. In this study, we examined affectivity and emotional control (of anger, depression, anxiety) as emotional factors promoting or discouraging self-forgiveness. We examined self-forgiveness among Polish adults (N = 380, Mage = 36.26). Respondents completed the Polish version of the Positive Affect Negative Affect Scale, the Courtauld Emotional Control Scale (CECS), and the self-forgiveness subscale of Touissant’s Forgiveness Scale. In our cross-sectional study, we tested the moderating role of emotional control in the relationship between affectivity and self-forgiveness. Our results showed that positive affect was positively correlated with self-forgiveness, whereas negative affect was inversely correlated with self-forgiveness. Additionally, emotional control (anger, depression) was negatively correlated with self-forgiveness. Finally, total control of emotions and control of anger were found to be buffers between negative affect and self-forgiveness, the effect of negative affect on self-forgiveness being weaker among individuals who were more anger-controlling. The obtained results are a prelude to further research into the relationship between affectivity and self-forgiveness.
    Źródło:
    Roczniki Psychologiczne; 2022, 25, 3; 239-249
    1507-7888
    Pojawia się w:
    Roczniki Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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