Psychological Therapy in Education Contexts: Focusing on Teachers’ and Students’ Mental Health based on Cognitive, Emotional, Social, and Behavioral Factors

Submission Deadline: 25 January 2024 (closed) View: 194

Guest Editors

Yongliang Wang
Associate Professor in Applied Linguistics, School of Foreign Languages and Cultures, Nanjing Normal University, China
Email: Godfreyeducation@163.com
ORCID ID: https://orcid.org/0000-0002-4672-8481

Ali Derakhshan
Associate Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
Email: a.derakhshan@gu.ac.ir and aderakhshanh@gmail.com
 ORCID ID: https://orcid.org/0000-0002-6639-9339

Yongxiang Wang
Professor in Applied Linguistics, School of Foreign Languages and Cultures, Nanjing Normal University, China
Email: nshdyxwang@163.com
ORCID ID: https://orcid.org/0000-0002-0853-2939

José Luis Ortega-Martín
Associate Professor of Applied Linguistics, Profesor Titular de Universidad, Departamento de Didáctica de la Lengua y la Literatura, Universidad de Granada
Email: ortegam@ugr.es
ORCID ID: https://orcid.org/0000-0003-4875-0188

---

Summary

Due to its emotional and intellectual essence, education is a highly demanding, challenging, and stressful mechanism. That is, teachers and learners in any educational system typically experience a wide variety of challenges and adversities. Because of this, they are prone to various unpleasant emotions, including anxiety, apprehension, stress, and boredom, which may result in cognitive, emotional, and behavioral disengagement. This negative mental state may make it difficult for teachers and learners to thrive and function effectively in education settings. Accordingly, factors helping teachers and learners to tolerate educational challenges, manage unpleasant emotions, and engage in instructional-learning contexts need to be identified.

With the advent of psychological therapy, which mainly focuses on individuals’ mental health, factors enabling teachers and students to persevere through challenges and participate in classroom contexts have been widely explored. Yet, factors enabling teachers and learners to engage in courses have remained elusive. Accordingly, the current special issue seeks to bring together original research and review articles investigating personal, emotional, social, and contextual factors that help teachers and learners engage in classrooms despite the potential challenges and adversities.

Potential topics include but are not limited to the following:

• Impact of personal, emotional, social, and contextual factors on teachers’ well-being

• Influences of personal, emotional, and contextual factors on language learners’ mental health and engagement

• Effects of personal, emotional, and contextual factors on teachers’ resilience

• Impact of personal, emotional, and contextual factors on learners’ resilience and well-being

• Influences of emotion regulation strategies on teachers’ engagement and disengagement

• Implications of personal, emotional, and contextual factors for teachers’ organizational commitment

• Effects of students’ personal and emotional traits on their academic commitment

• Influences of emotional and psychological factors on learners’ sense of belonging

• Impact of self and collective efficacy beliefs on teachers’ emotional and behavioral engagement

• Role of subjective and psychological well-being in teachers’ cognitive engagement    

---

Keywords

Psychological therapy; Positive psychology, Mental health; Cognitive engagement; Behavioral engagement; Emotional engagement; Boredom; Enjoyment; Flow; Anxiety; Mindfulness; Immunity; Organizational commitment; Resilience; Subjective well-being; Psychological well-being; Collective efficacy; Self-efficacy; Optimism, Psychological Capital, Burnout; Teacher support; Motivation; Rapport; Grit; Immediacy

---

Published Papers

---

Show export options

Select all

Export citation of selected articles as: Plain Text BibTeX BibTeX (without abstracts) Endnote Endnote (without abstracts) RIS

• Open Access

  ARTICLE

  The Relationship between Father-Love Absence and Loneliness: Based on the Perspective of the Social Functionalist Theory and the Social Needs Theory

  Yaping Zhou, He Zhong, Xiaojun Li, Yanhui Xiang

  International Journal of Mental Health Promotion, Vol.26, No.2, pp. 139-148, 2024, DOI:10.32604/ijmhp.2023.046598
  （This article belongs to the Special Issue: Psychological Therapy in Education Contexts: Focusing on Teachers’ and Students’ Mental Health based on Cognitive, Emotional, Social, and Behavioral Factors)
  Abstract Fathers play an important role in adolescents’ development, which is significant for their development and influences their mental health, including feeling of loneliness. However, the effects and mechanisms of father-love absence on individual loneliness are not clear. Based on the social functionalist theory and the social needs theory, this study examines the influence of individual father-love absence on loneliness and its underlying mechanisms. A questionnaire survey was administered to 319 junior high school students and 1,476 high school students. The results showed that adolescents with father-love absence had higher levels of loneliness, and that father-love More >

  View

  1237

  Download

  590

• Open Access

  ARTICLE

  Towards Lessening Learners’ Aversive Emotions and Promoting Their Mental Health: Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

  Chili Li, Xinxin Zhao, Ziwen Pan, Ting Yi, Long Qian

  International Journal of Mental Health Promotion, Vol.26, No.2, pp. 161-175, 2024, DOI:10.32604/ijmhp.2023.029896
  （This article belongs to the Special Issue: Psychological Therapy in Education Contexts: Focusing on Teachers’ and Students’ Mental Health based on Cognitive, Emotional, Social, and Behavioral Factors)
  Abstract While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language (L2) education, scanty research focuses on demotivation in L2 speaking learning. Particularly, little research explores the measures to quantify L2 speaking demotivation. The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale (ESDS). To this end, an independent sample of 207 Chinese tertiary learners of English as a Foreign Language (EFL) participated in the development phase, and another group of 188 Chinese EFL learners was recruited for the validation of the… More >

  View

  2556

  Download

  1071

• Open Access

  ARTICLE

  Relationship between Interaction Anxiousness, Academic Resilience, Cultural Intelligence and Ego-Identity among Chinese Vocational Pathway University Students: A Conditional Process Analysis Model

  Wenxin Chen, Jie Wu, Long Li, Shiyong Wu

  International Journal of Mental Health Promotion, Vol.25, No.8, pp. 949-959, 2023, DOI:10.32604/ijmhp.2023.030072
  （This article belongs to the Special Issue: Psychological Therapy in Education Contexts: Focusing on Teachers’ and Students’ Mental Health based on Cognitive, Emotional, Social, and Behavioral Factors)
  Abstract Background: University students’ ego-identity, an essential component of their psychological development and mental health, has widely attracted the attention of policymakers, schools, and parents. Method: A total of 298 Chinese vocational pathway undergraduates were recruited, and a conditional process analysis model was adopted to explore the interaction mechanism of ego-identity. Results: The results suggest that the ego-identity of Chinese vocational pathway undergraduates is significantly affected by interaction anxiousness, academic resilience, and cultural intelligence. (1) Interaction anxiousness significantly and positively predicts ego-identity. (2) Academic resilience positively and partially mediates the effect of interaction anxiousness on ego-identity. (3) Cultural intelligence… More >

  View

  1224

  Download

  578

• Open Access

  REVIEW

  Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health

  Ali Derakhshan, Yongliang Wang, Yongxiang Wang, José Luis Ortega-Martín

  International Journal of Mental Health Promotion, Vol.25, No.7, pp. 823-832, 2023, DOI:10.32604/ijmhp.2023.029877
  （This article belongs to the Special Issue: Psychological Therapy in Education Contexts: Focusing on Teachers’ and Students’ Mental Health based on Cognitive, Emotional, Social, and Behavioral Factors)
  Abstract The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process. Simply said, emotional factors play a key role in improving the quality of language teaching and learning. Furthermore, these emotional factors also promote the well-being of language teachers and learners and place them in a suitable mental condition. In view of the favorable impact of emotional factors on the mental health of language teachers and learners, many educational scholars around the world have studied these factors, their background, and their pedagogical consequences. Nonetheless,… More >

  View

  3182

  Download

  924

  Like

  3