The objective of this research is to verify to what extent the students who participate in the program significantly improve their emotional and social competence and teacher's perception of the development of these competences. A pretest-posttest quasi-experimental method was used with a non-equivalent control group with the non-parametric Wilcoxon and Mann Whitney test to see if there were statistically significant differences between the different groups. A total of 204 students and 31 teachers from various educational centers participated in the study. The EMOTI Annual Emotional Intelligence Program was applied to the experimental group. The results showed that the children who participated in the study are less aggressive and have greater social and communicative competence, which has a very positive impact on their emotional and social development. Teachers consider coexistence problems as important as those having to do with academic performance.
The use of generative artificial intelligence (GenAI) in education is rapidly expanding and attracting growing research interest. This study aims to identify current trends and the overall structure of the field by analyzing Web of Science (WoS) publications using VOSviewer. A total of 1,184 English-language articles published between 2023 and 2025 were examined. The analysis revealed leading authors, journals, institutions, and countries contributing to the field, as well as the most cited studies and frequently used keywords. Findings indicate that research output peaked in 2025, with “artificial intelligence” being the most common keyword. China ranks first in publication output, followed by the United States. The study provides insights into key research trends, collaboration opportunities, and future directions. Overall, GenAI in education is still an emerging field with significant potential for development.
This paper reviews recent research in Educational Psychology related to twenty-first century development in the European Union (EU). Over the last two decades, researchers have promoted interdisciplinary and collaborative approaches across areas such as literacy, reading and writing, cognitive disabilities, creativity, motivation, social and individual differences, and academic achievement. The study focuses on the EU due to the limited research examining its specific contribution to Educational Psychology. It addresses key questions regarding the contribution of the EU and its member states, the main topics covered in Web of Science publications, the evolution of research trends, the leading European journals in the field, and the impact of the post-Brexit context. Through bibliometric analysis, the study highlights the EU’s significant contribution to the scientific community and recent advances in Educational Psychology research.
This study aimed to reveal the relationship between teachers’ perceptions of school administrators’ affiliative humor use and teachers’ mental well-being by focusing on the mediating role of perceived organizational support (POS). A cross-sectional survey was conducted with 542 teachers working in public primary schools located in Antalya, Turkey, using three measures: affiliative humor, perceived organizational support, and mental well-being. Mediation testing was performed using structural equation modeling and bootstrapping procedures. The findings of the study revealed that teachers’ perceptions of school administrators’ affiliative humor use were positively related to teachers’ mental well-being and POS. Furthermore, teachers’ POS was found to be positively related to their mental well-being. The results further suggested that POS was associated with the relationship between teachers’ perceptions of administrators’ affiliative humor and teachers’ mental well-being, indicating a partial mediating role within the examined model. Consequently, our results emphasize that when teachers perceive higher levels of affiliative humor by their school administrators, they tend to report higher levels of perceived organizational support (POS), and this perception is associated with higher levels of teachers’ mental well-being.
This study examined how disciplinary background and assignment type were associated with intrinsic motivation, discussion-post behaviors, self-regulated learning (SRL), and learning outcomes in higher education. A total of 171 university students from computer science and humanities and social sciences completed either implementation or written assignments. Learning processes were recorded using nStudy, and questionnaires on motivation, discussion-post behaviors, and critical thinking were administered; course grades were collected. Results showed significant differences by disciplinary background and assignment type in motivation, selected discussion-post behaviors, and critical thinking, whereas fewer differences were found in trace-based SRL behaviors. No significant interaction effects were found. Regression analyses further showed that discussion-post behaviors were more consistent predictors of critical thinking and course grade than intrinsic motivation or SRL behaviors. These findings highlight the importance of considering disciplinary background and assignment type when interpreting students’ learning processes and outcomes.
