School climate and indicators of stress, anxiety, and depression in teachers of private technical high school

Filippsen, Osvaldo André; Marin, Ângela Helena

doi:10.5935/1980-6906/psicologia.v22n3p247-262

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Even the academic sphere was first familiar with the term mathophobia [55,56] which Lazarus defined as an uncomfortable feeling that comes when faced with math problems. Compassionate math is not something that comes to mind because too many math students are busy feeling sorry for themselves when they have difficulty studying math that can be solved by memorized procedures or algorithms [57,58]. Compassionate math is the realization that in learning mathematics there are not only intellectual barriers, but also emotional DOI 10.18502/kss.v9i13.15925 ICMScE ones.…”

Section: Resultsmentioning

confidence: 99%

Bringing Compassion to Mathematics Learning in Elementary School

Rohman,

Budimansyah

et al. 2024

KSS

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Poor instructional design is alleged to be the cause of the low ability and poor mathematical attitude of students. The preparation of learning design focuses too much on academic intellectual barriers and tends to override psychological-emotional barriers. Without overcoming cognitive and emotional barriers at the same time, a student will not achieve optimal results in learning mathematics. This study aims to analyze the needs of learning mathematics in elementary schools and especially analyze the existence of social emotional barriers in learning mathematics. The results of the learning needs analysis are used as the basis for developing a more comprehensive mathematics learning design. This study uses a qualitative - descriptive method. The study was conducted in 10 elementary schools in East Java involving 30 students and 10 mathematics teachers. The results showed that students who had difficulty in learning mathematics were not always due to the student’s academic capacity, but were also influenced by their ability to focus, struggle, and their involvement in learning. The teachers so far only focus on overcoming academic obstacles and tend to override social emotional barriers in learning mathematics. The purpose of learning mathematics will be achieved when the teacher succeeds in overcoming both intellectual and emotional problems. The implications of the research findings show the urgency to include the value of compassion in mathematics learning, especially at the elementary school. Compassionate mathematics is an idea to collaborate on social emotional learning, joyful learning and realistic education in learning mathematics. Keywords: compassion, elementary school, mathematics learning

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Section: Resultsmentioning

confidence: 99%

Bringing Compassion to Mathematics Learning in Elementary School

Rohman,

Budimansyah

et al. 2024

KSS

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Estrés académico y desempeño de estudiantes de bachillerato durante la pandemia del COVID-19

Núñez

2023

Rev. Acad. Cunz.

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PROBLEMA: la pandemia mundial del COVID-19 ha influido directamente sobre la práctica académica de los estudiantes de Bachillerato General Unificado, y es importante conocer los factores asociados a su desempeño. OBJETIVO: establecer el impacto que los estresores académicos han tenido sobre el desempeño de estudiantes en la ciudad de Guayaquil-Ecuador, durante la pandemia del COVID-19. MÉTODO: se siguió una investigación cuantitativa no experimental con un diseño transversal. La muestra estuvo compuesta por 600 estudiantes activos en el sistema educativo público y privado, cursantes del primer, segundo y tercer año de Bachillerato. RESULTADOS: la pandemia del COVID-19 ha ocasionado que el estudiantado participante esté frecuentemente con estrés. Los estresores académicos, tales como: las deficiencias metodológicas del profesorado que imparte las clases, la sobrecarga en el cumplimiento de las actividades, la existencia de un clima social negativo durante las clases virtuales, la dificultad existente para que haya una participación real del estudiantado en los procesos educativos, la naturaleza y propósito de las asignaturas que están cursando, la manera como se percibe el rendimiento escolar, las evaluaciones académicas que son impuestas y por último las intervenciones durante las clases virtuales, son efectivamente factores incidentes sobre los altos niveles de estrés en los participantes. CONCLUSIÓN: los estudiantes participantes se encuentran afectados por el estrés académico que generó la pandemia del COVID-19 y esto ha tenido importantes repercusiones escolares.

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School climate and indicators of stress, anxiety, and depression in teachers of private technical high school

Cited by 2 publications

References 7 publications

Bringing Compassion to Mathematics Learning in Elementary School

Bringing Compassion to Mathematics Learning in Elementary School

Estrés académico y desempeño de estudiantes de bachillerato durante la pandemia del COVID-19

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