Abstract
This chapter gives an overview of the critical relationship between students’ emotion and school education. Studies show that our emotional system is a complex, widely distributed and defines our basic personality early in life. The unique blending of biology and psychology of emotion promises to suggest powerful educational application. Schools pose a challenging place for students. In addition to the rigors of academic studies, students are also faced with a variety of emotional issues. These issues may range from their social-emotional development, relationships with teachers, peers, parents, and other members of the society, personality and attitude development, and thought patterns. Many students have experienced that the current education system and its curriculum do not fully support their social-emotional development. Oftentimes students are suffered and diagnosed with serious emotional problems. These issues undoubtedly influence the students’ academic performance, behavior, and emotion well-being. Empathetic, supportive attachments and relationships in school are essential to optimize brain development, cognitive functioning and social-emotional development. Given this assumption, children need a combination of intellectual skills, motivational qualities, and socio-emotional skills to succeed in life. The influence of dyadic child–teacher interaction offers a fair opportunity for children’s emotional development.
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Notes
- 1.
The ICD-10 characterizes conduct disorder as “a repetitive and persistent pattern of dissocial, aggressive, or defiant conduct,” explaining that such behavior is “more severe than ordinary childish or adolescent rebelliousness” (World Health Organization, 1992, p. 209). Classified in a DSM-5 chapter with disruptive and impulsive disorders, conduct disorder manifests in behavioral symptoms, such as aggressive or deceitful acts, that “violate the rights of others or that violate major societal norms” (p. 461).
- 2.
According to ICD-10, the hyperkinetic disorder is evident by “a combination of overactive, poorly modulated behavior with marked intention and lack of persistent task involvement; and pervasiveness over situations and persistence over time of these behavioral characteristics” (p. 206). The ICD-10 stressed that “[hyperkinetic] disorders always arise early in development (usually in the 5 years of life)” (p. 206).
- 3.
Emotional disorders describe feelings of distress, including anxiety and depression. The ICD-10 describes emotional disorders diagnosed during childhood as “exaggerations of normal developmental trends rather than phenomena that are qualitatively abnormal in themselves” (World Health Organization, 1992).
- 4.
John Mayer and Peter Salovey are the ones who introduced emotional intelligence in 1990. Daniel Goleman published a book in 1995 that popularized emotional intelligence.
- 5.
Cooperative learning is an educational approach that aims to organize classroom activities into academic and social learning experiences.
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Pramanik, A., Dhir, S. (2020). Student’s Emotion: The Power of EmotionEducation in School. In: Mohanty, S.N. (eds) Emotion and Information Processing. Springer, Cham. https://doi.org/10.1007/978-3-030-48849-9_9
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