Does Emotional Self-efficacy Predict Teachers' Self-efficacy and Empathy?

Research has shown that teachers` self-efficacy and empathy are two of the most important variables consistently related to outcomes of positive teaching and student learning. Emotional self-efficacy refers to peoples' judgment regarding their own capacity to process emotional information accurately and effectively. It is considered a powerful variable affecting the emotional state of individuals and their performance. The main objective of the present study was to examine to what extent emotional self-efficacy predicts teachers` self-efficacy and empathy in teachers. Findings indicated that emotional self-efficacy predicts both empathy and teachers` self-efficacy. These results contribute to the growing body of literature maintaining that in order to practice and succeed in the complex and demanding school milieu, teachers must develop not only their teaching skills, but the emotional capacity required to enhance their resilience, their survival and their ability to innovate

Art Therapy for Children in Short-Term Hospitalization

Pediatric hospitalization is known to be associated with adverse developmental and psychosocial outcomes for young patients. Art therapy is a direct means of addressing the emotional world of the hospitalized child. However, the hospital setting sometimes requires adaptations of this practice to a short-term mode. To explore the characteristics of the adjusted short-term art therapy mode, 10 experienced art therapists who work with hospitalized children were interviewed. Results highlighted the unique aspects of working with children who enter short-term hospitalization, addressing the unknown but most likely brief duration of art therapy and the issues involved, such as the need to use problem-focused strategies, the diffused therapeutic space, interaction with a multidisciplinary staff, and parent’s presence during the therapy session. Integrating the principles of art therapy with the principles of short-term therapy, this paper explores a model for carrying out short-term art therapy with children undergoing short hospitalization

General and Life-Domain Procrastination in Highly Educated Adults in Israel

Procrastination is usually perceived as a general behavioral tendency, and was studied mostly in college students in academic settings. Recently there is a growing body of literature to support the study of procrastination in older adults and in different life-domains. Based on these advances in the literature, the present study examined procrastination in 430 highly educated adults in Israel. Findings showed that respondents reported significantly higher procrastination in maintaining health behaviors and spending leisure time rather in other life-domains. Forty percent of participants reported high procrastination in health behaviors, while only 9.5% reported this level of procrastination in parenting and 1% in the general tendency to procrastinate. Further findings suggested that 25% of respondents reported high procrastination in four or more life-domains, and 40%—in one to three life-domains. The general tendency to procrastinate was moderately associated with procrastination in finance, education, and career life-domains and weekly with other life-domains. Fourteen percent of participants reported that procrastination influenced their life the most in health behaviors, 12% in career and education and 11% in romance and family life. These initial findings contribute to the overall perspective of life-domain specificity of procrastination in adults, and emphasize the importance to further study and develop a life-span perspective

Active and passive procrastination in terms of temperament and character

Background While passive procrastination is usually associated with distress and dysfunction active procrastination may be an effective coping style. To test this possibility, we examined passive and active procrastination in terms of temperament, character, and emotional intelligence (EI), as well as by a short-term longitudinal study. Methods Adult community volunteers (N = 126) self-reported twice in an online short-term longitudinal study. At baseline on active and passive procrastination, as well as on the temperament and character inventory of personality (TCI-140) and EI. At first testing, they were asked to freely describe three personal goals and to make action plans to achieve each within the next two weeks. Two weeks later they reported on progress on their personal goals (PPG). Results PPG correlated positively with active procrastination and negatively with passive procrastination. Dividing the participants into median splits on active and passive procrastination resulted in four groups: Active, Passive, Active-Passive, and Non-Procrastinators. Analysis of variance showed that active procrastinators had an advantage in temperament and character traits as well as EI. Active procrastinators were also higher than the other groups on personality profiles i.e. combinations of traits; dependable temperament and well-developed character. Conclusions Active procrastination can be an adaptive and productive coping style. It is associated with dependable temperament, well-developed character, and high emotional intelligence and predicts meeting personal goals

Eastern Mediterranean Mobility in the Bronze and Early Iron Ages: Inferences from Ancient DNA of Pigs and Cattle

The Late Bronze of the Eastern Mediterranean (1550-1150 BCE) was a period of strong commercial relations and great prosperity, which ended in collapse and migration of groups to the Levant. Here we aim at studying the translocation of cattle and pigs during this period. We sequenced the first ancient mitochondrial and Y chromosome DNA of cattle from Greece and Israel and compared the results with morphometric analysis of the metacarpal in cattle. We also increased previous ancient pig DNA datasets from Israel and extracted the first mitochondrial DNA for samples from Greece. We found that pigs underwent a complex translocation history, with links between Anatolia with southeastern Europe in the Bronze Age, and movement from southeastern Europe to the Levant in the Iron I (ca. 1150-950 BCE). Our genetic data did not indicate movement of cattle between the Aegean region and the southern Levant. We detected the earliest evidence for crossbreeding between taurine and zebu cattle in the Iron IIA (ca. 900 BCE). In light of archaeological and historical evidence on Egyptian imperial domination in the region in the Late Bronze Age, we suggest that Egypt attempted to expand dry farming in the region in a period of severe droughts

Social-emotional competencies among teachers: An examination of interrelationships

Abstract: Teachers' social-emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers' socialemotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers' self-efficacy belief mediates the relationship between the other two variables. We found a strong positive association between the three social-emotional competencies, and direct and indirect (via teachers' self-efficacy) effects of emotional self-efficacy on empathy. These results suggest that teachers' belief in the ability to regulate their emotions contributes to teachers' empathy in both ways

Social–emotional competencies among teachers: An examination of interrelationships

Teachers’ social–emotional competence is crucial for promoting a positive learning environment to the students. However, the research on teachers’ social–emotional abilities is very limited. This study examined the relationship between emotional abilities and self-efficacies and empathy among teachers, hypothesizing that teachers’ self-efficacy belief mediates the relationship between the other two variables. We found a strong positive association between the three social–emotional competencies, and direct and indirect (via teachers’ self-efficacy) effects of emotional self-efficacy on empathy. These results suggest that teachers’ belief in the ability to regulate their emotions contributes to teachers’ empathy in both ways

Exploring the Unique Professional Identity of Hospital Teachers

Teachers’ professional identity is a key factor in their motivation, effectiveness, and job satisfaction. The present study examined hospital teachers perceived professional identity based on their work experience in a unique educational environment. Thirty-seven hospital teachers reflected on their professional identity and other personal and professional aspects of their work experience in semi-structured interviews. Hospital teachers reported a multilayer professional identity and described their work environment and teaching as complex, different from teaching in the regular school, and satisfying. Scientifically clarifying their unique professional identity is important for the development of this unique profession and for enhancing their professional confidence and well-being

Reconstructing Ancient Israel: Integrating Macro- and Micro-archaeology

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