Authors Title Year

Publication
Authors' last names Title of the article
date

GUERRERO,SIERRA,
AVELAR,
Inteligencia emocional y
BUSTOS, 2011
GUZMÁN, rendimiento académico en adolescentes
GARCÍA

Inteligencia emocional, bienestar personal y

Oroujlou, N. Vahed, M. 2012
rendimiento académico en preadolescentes

Xhaferi, B. Xhaferi, G. 2020

Foregin language education during Covid-19

ŞENDOĞAN, K. Pandemic: An evaluation from the perspectives 2020
of preparatory class students.
 Online Foreign Language Learning in Higher
Maican, M. Cocoradă, E. Education and Its 2021
Correlates during the COVID-19 Pandemic

Impact of Virtual Teaching on ESL Learners'

Khuram,S. Hussain, J.Sadaf, N.Sarwat, S. Attitudes under
2020
Ghani,U.Saleem, R. Covid-19 Circumstances at Post Graduate
Level in Pakistan

Online Teaching during Covid-19: How to

Fuentes, S. Silva, A. 2020
Maintain Students Motivated in an EFL Class

Child Abuse and its Relation to Quality of Life of

Chahine Eman F. 2014
Male and Female Children
 Resilience following Child Maltreatment: A
Afifi. Tracie o., MacMillian Harriet L. 2011
Review of Protective Factors

Emotional intelligence and cognitive skills

Nyarko Felix, & et al. protecting mental health from stress and 2020
violence among Ghanaian youth

Inteligencia emocional en las víctimas de acoso

Garaigordobil, Maite; Oñederra, José A. 2010
escolar y en los agresores
 Percepción de violencia desde escolares de
Barreto-Zorza y., & et al. dos instituciones educativas de la localidad de 2018
Kennedy, Bogotá

Virtual classes in university entrance: the

Almirón, A. Bifano, F; Cabaña,L. González, K emergency in the 2020
construction of meaning

A comparative study on the motivation and

Genc, G.Kulusakli, E. Aydin, S. attitude of language learners of onlune distance 2016
and traditional in-classroom education

Motivating English Language

Rivera, A. Use by using the Benefits of 2018
Technology

Emotions as Learning Enhancers of Foreign

Language Learning Motivation Las emociones
Peña Aguilar A. and Méndez López M 2012
como potenciadoras de la motivación en el
aprendizaje de una lengua extranjera.

Activities to motivate students' learning at the

Kazarián Y. and Prida Reinaldo M. 2014
English language classes
 Factors that influence Ecuadorian university
Ortega, P. Hidalgo, C.Tamayo, M. Auccahuallpa,R students’ motivation towards English learning: 2019
An exploratory research study.

Cavadía C. - Payares F. - Herrera k. - Jaramillo J. - Virtual learning environments as pedagogical medation

strategies 2019
Meza L.

The learning impact of a virtual learning

Barker, J. Gossman, P. 2013
environment: students’ views
 Appropriating Virtual Learning
Derbovena, J. Geerts, D. De Grooff, D. 2017
Environments: A Study of Teacher Tactics

Motivational strategies in foreign language learning:

Hidalgo, C. Villacis,W. 2020
Students’ vs. teachers’ perspectives

Reducing conflicts in school environments using

Weber, C. Vereenooghe L. 2020
restorative practices: A systematic review
 Effects of the Learning Together intervention on
bullying and aggression in English secondary
Bonell, C. et al. 2018
schools (INCLUSIVE): a cluster randomised
controlled trial

Bullying and Victimisation

Morrison B. in Schools: A Restorative 2002
Justice Approach
 The role of family and school-level factors in bullying
Bevilacqua L. et al. 2017
and cyberbullying: a cross-sectional study

Does bullying cause emotional problems? A

Bond Lyndal 2001
prospective study of young teenagers

School, Neighborhood, and Family Factors Are

Bowes L.& et. Al. Associated With Children's Bullying Involvement: A 2009
Nationally Representative Longitudinal Study
 Prevalence of bullying and victimization among
children in early elementary school: Do family and
Jansen Pauline W., & et al. 2012
school neighbourhood socioeconomic status
matter?

Cyberbullying: its nature and impact in secondary

Smith Peter K., & et. al. 2008
school pupils
 Challenges and opportunities of online
Cruz-Barrionuevo. B education in the context of 2020
COVID-19 pandemic
 Publication information
Include the DOI or URL where the
Journal where published, volume, issue article can be accessed. In the
number, pages, (If other type of
document, check APA guidelines for info been downloaded separately and
needed - location, etc.)
Wang, W. Zhan, J.(2020).The
Relationship between English
Language Learner
Characteristics and Online Self-
regulation: A
Structural Equation Modeling
Approach.
Oroujlou, N. Vahed, M..
(2011).Motivation, attitude, and
language learning
Xhaferi, B.Xhaferi,G.(2020).Online
learning benefits and challenges
during the Covid 19 - Pandemic -
Sttudents' perspective from SEEU
ŞENDOĞAN, K.(2020). Foregin
language education during Covid-19
Pandemic: An evaluation from the https://dergipark.org.tr/en/download/article-file/1265808
perspectives of preparatory class
students.
Access / Location Purpose of the Study/Objective of the Study
case of books or files that have
What is the stated purpose?
no URL is available, include a
hyperlink if possble to the file.
this study aimed to determine the
https://www.cucs.udg.mx/revistas/edu_desarrollo/anteriores/20/020_Buenrostro.pdf
relationship between emotional intelligence
and academic performance in teenagers
The aim of this study is to analyse the
relationship between
emotional intelligence and well-being, and
https://www.redalyc.org/pdf/805/80525022008.pdf
how they might
influence academic achievement in
preadolescents.
This paper presents and analyzes the data
on the benefits and challenges of online
N/A
teaching at South East European University
(SEEU) during COVID 19 pandemic.
The purpose of this study is, therefore, to
investigate English preparatory program
students’ perceptions about English courses
in a distance language education program
during the COVID-19 pandemic and the use
of online tools and materials and their
perceptions of distance learning due to
COVID-19

Maican, M. Cocoradă, E.
(2021).Online Foreign Language
Learning in Higher Education and Its
Correlates during the COVID-19
Pandemic
Khuram,S. Hussain, J.Sadaf,
N.Sarwat, S. Ghani,U.Saleem, R.
(2020).Impact of Virtual Teaching on
https://files.eric.ed.gov/fulltext/EJ1266603.pdf
ESL Learners' Attitudes under
Covid-19 Circumstances at Post
Graduate Level in Pakistan
Fuentes, S. Silva, A..(2020). Online
Teaching during Covid-19: How to
Maintain Students Motivated in an
EFL Class
Chahine Eman F.(2014). Child Abuse
and its Relation to Quality of Life of Male https://www.sciencedirect.com/science/article/pii/S1877042814064805
and Female Children
The general objective of this research is to
analyse students’ behaviours, emotions and
perceptions regarding to online learning and
N/A
their antecedents during the
entirely online FL (foreing language) classes
in the current pandemic.
This study is conducted to know the impact
of VT (virtual teaching) on ESL students'
behavior.
This study aims to know the e-learning
modality that stimulates students' learning
process and the correlation between
N/A
learners' motivation and the challenges and
opportunities in an online EFL class (during
the COVID-19 pandemic)
The purpose of this study is to examine the
link between child abuse and child's quality
of life. It also seeks to identify the differences
between male and female children regarding
that link.

Afifi. Tracie o., MacMillian Harriet L.
(2011). Resilience following Child
Maltreatment: A Review of Protective
https://journals.sagepub.com/doi/abs/10.1177/070674371105600505
Factors
Child maltreatment is linked with numerous
adverse outcomes that can continue
throughout the lifespan. However, variability
of impairment has been noted following child
maltreatment, making it seem that some
people are more resilient. Our review
includes a brief discussion of how resilience
is measured in child maltreatment research;
a summary of the evidence for protective
factors associated with resilience based on
those studies of highest quality; a discussion
of how knowledge of protective factors can
be applied to promote resilience among
people exposed to child maltreatment; and
finally, directions for future research.

Accordingly, the present study examined

Nyarko Felix, & et al.(2020). Emotional
intelligence and cognitive skills
protecting mental health from stress and
https://www.sciencedirect.com/science/article/pii/S2405844020307234
violence among Ghanaian youth
first, the main effects of adolescents' EI and
CS on their mental health, indicated by
depressive symptoms and psychological
distress, and second high levels of EI and
CS as possible protectors between stress,
violence and mental health problems. The
protective research hypotheses are that
exposure to stressful life-events and violent
experiences is not associated with mental
health problems, indicated by depressive
symptoms and psychological distress if,
adolescents show a high level of EI and CS.

El estudio tuvo como principal objetivo

analizar las relaciones existentes entre ser
Garaigordobil, Maite; Oñederra, José
víctima de acoso escolar y ser agresor con
A. (2010). Inteligencia emocional en
parámetros asociados a la inteligencia
https://www.redalyc.org/pdf/1293/129315468008.pdf
las víctimas de acoso escolar y en
emocional (emotividad, eficacia,
los agresores
pensamiento supersticioso, rigidez,
pensamiento esotérico, ilusión).
 Barreto-Zorza y., & et al. (2018).
Percepción de violencia desde
escolares de dos instituciones
educativas de la localidad de Kennedy,
Bogotá
Almirón, A. Bifano, F; Cabaña,L.
González, K. (2020).Virtual classes
in university entrance: the
emergency in the
construction of meaning
Genc, G.Kulusakli, E. Aydin, S.
(2016).A comparative study on the
motivation and attitude of language https://dergipark.org.tr/tr/download/article-file/229996
learners of onlune distance and
traditional in-classroom education
Rivera, A. (2018). Motivating English
Language
https://files.eric.ed.gov/fulltext/EJ1184917.pdf
Use by using the Benefits of
Technology1.
Peña, A.(2012).Emotions as
Learning Enhancers of Foreign
Language Learning Motivation Las
emociones como potenciadoras de
la motivación en el aprendizaje de
una lengua extranjera. Taken from
Redalyc.org
Kasarián, Y. Prida, M. (2014).
Activities to motivate students'
learning at the English language
classes. Retrieved from Redalyc.org
Describir la percepción de violencia desde
escolares de dos instituciones educativas de
https://www.scielosp.org/article/rsap/2018.v20n4/438-444/es/
la localidad de Kennedy, Bogotá.
The purpose of the ongoing research is to
know which were the subjects that could
N/A make an offer of classes through virtual
classrooms at the National Arturo Jauretche
University (UNAJ).
This study aims to determine and compare
the motivation and attitudes of language
learners of online
distance and traditional in-classroom
education. The study takes place in Turkey
the purpose of this study is to promote a
virtual learning environment to boost English
as a foreign language in a University in
Tunja. (using technology to motivate the use
of English)
The objectives of this investigation are
concerned with the exploration of the
constructs emotions and effectiveness and
N/A how is their role reflected in the process of
second language learning -  To understand
emotions as a way of low performance and
unmotivation
to identify the kind of teaching tasks the
students of the first year
https://www.medigraphic.com/pdfs/revhabciemed/hcm-2014/hcm144m.pdf
prefer at the English language classes to
motivate their learning of English (in the field
of Medicine)
Ortega, P. Hidalgo, C.Tamayo, M.
Auccahuallpa,R,(2019),Factors that
influence Ecuadorian university
https://dominiodelasciencias.com/ojs/index.php/es/article/view/1122/pdf
students’ motivation towards English
learning: An exploratory research
study. Retrieved from Dialnet
Cavadía, C. Payares, F. Herrera,k.
Jaramillo, J. Meza, L. (2019) Virtual
learning environments as pedagogical
medation strategies. Retrieved from
Dialnet
Barker, J., Gossman, P. (2013) ‘The
learning impact of a virtual learning
environment:
students’ views
To explore the factors that directly or
indirectly influence the motivation of
undergraduate learners on the language
learning process
The objective of this research is to carry out an analysis of
literature existing in the virtual learning environment (VLE).
N/A furthermore, it's aimed to anaylise the VLE as an estrategy
for pedagogical intervention in educative institutions.
The purpose of this study is to report the impact
of using the college’s VLE (Moodle) on learning.
There were three research questions that aimed
N/A to know about: positive impact of VLE on
students' learning, if the VLE develops
independent learning, and if the use of VLE
increases students' motivation
 This study has as purpose to approach teachers’
Derbovena, J. Geerts, D. De Grooff, D.
design of VLE learning activities as end user
(2017). Appropriating Virtual Learning
https://www.sciencedirect.com/science/article/pii/S1045926X16300209
development. This by discussing a case study in
Environments: A Study of Teacher
the KU Leuven Association in Belgium where is
Tactics. Retrieved from: ScienceDirect
used the VLE Toledo.

Hidalgo, C. Villacis,W. (2020).

the present research seeks to analyze the
Motivational strategies in foreign
https://www.revistaespacios.com/a20v41n04/a20v41n04p20.pdf
impact of the use of motivational strategies in the
language learning: Students’ vs.
EFL teaching-learning process
teachers’ perspectives.

Restorative practices (RP) aim to repair the harm

caused by conflicts and could thus offer an
Weber, C. Vereenooghe L.(2020) alternative to ‘traditional’ retributive interventions.
Reducing conflicts in school In recent years, RP have been increasingly used
https://www.sciencedirect.com/science/article/pii/S2666374020300091#bib0039
environments using restorative with the aim of reducing conflicts in school
practices: A systematic review settings. This systematic review examines the
effectiveness of RP in school environments in
reducing conflicts. 
 Bullying, aggression, and violence among
Bonell, C. et al.(2018) Effects of the children and young people are some of the most
Learning Together intervention on consequential public mental health problems. We
bullying and aggression in English tested the Learning Together intervention, which
https://www.sciencedirect.com/science/article/pii/S0140673618317823
secondary schools (INCLUSIVE): a involved students in efforts to modify their school
cluster randomised controlled trial environment using restorative practice and by
developing social and emotional skills.

In Australia, research has identified school

bullying as a risk factor associated with antisocial
and criminal behaviour (National Crime
Prevention 1999). Early intervention has been
Morrison B. (2002). Bullying and advocated as the most appropriate way to break
Victimisation this cycle (Tremblay & Craig 1995). Schools may
https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.560.3846&rep=rep1&ty
in Schools: A Restorative be the most appropriate institutions to focus on
Justice Approach reducing antisocial and criminal behaviour
patterns in children, while promoting health,
resilience and social responsibility. Schools bring
together many people who influence and support
children,
 Bullying and cyberbullying are common
phenomena in schools. These negative
behaviours can have a significant impact on the
Bevilacqua L. et al. (2017). The role of health and particularly mental health of those
family and school-level factors in involved in such behaviours, both as victims and
https://link.springer.com/article/10.1186/s12887-017-0907-8
bullying and cyberbullying: a cross- as bullies. This UK study aims to investigate
sectional study student-level and school-level characteristics of
those who become involved in bullying and
cyberbullying behaviours as victims or
perpetrators.

Bond Lyndal (2001). Does bullying To establish the relation between recurrent peer
cause emotional problems? A victimisation and onset of self reported symptoms
https://www.bmj.com/content/323/7311/480.short
prospective study of young teenagers of anxiety or depression in the early teen years.

Bowes L.& et. Al. (2009) . School, To test whether school, neighborhood, and family
Neighborhood, and Family Factors Are factors are independently associated with
Associated With Children's Bullying https://www.sciencedirect.com/science/article/abs/pii/S089085670960071X
children's involvement in bullying, over and
Involvement: A Nationally above their own behaviors that may increase
Representative Longitudinal Study their risk for becoming involved in bullying.
 ullying and victimization are widespread
phenomena in childhood and can have a serious
impact on well-being. Children from families with
a low socioeconomic background have an
increased risk of this behaviour, but it is unknown
Jansen Pauline W., & et al. (2012).
whether socioeconomic status (SES) of school
Prevalence of bullying and victimization
neighbourhoods is also related to bullying
among children in early elementary
behaviour. Furthermore, as previous bullying
https://bmcpublichealth.biomedcentral.com/articles/10.1186/1471-2458-12-494
school: Do family and school
research mainly focused on older children and
neighbourhood socioeconomic status
adolescents, it remains unclear to what extent
matter?
bullying and victimization affects the lives of
younger children. The aim of this study is to
examine the prevalence and socioeconomic
disparities in bullying behaviour among young
elementary school children.

Cyberbullying describes bullying using mobile

Smith Peter K., & et. al.(2008).
phones and the internet. Most previous studies
Cyberbullying: its nature and impact in https://acamh.onlinelibrary.wiley.com/doi/full/10.1111/j.1469-7610.2007.01846.x
have focused on the prevalence of text message
secondary school pupils
and email bullying.
 Cruz-Barrionuevo. B.
(2020).Challenges and The purpose of this study is to reflect on
challenges and opportunities that the
opportunities of online education in
the context of pandemic caused in many aspects of
educational practices.
COVID-19 pandemic.
 Context / Participants
Who were the participants? What type of setting?
Participants in this research were teenagers
who were studying their first grade of
secondary school, 439 students, 282 women
and 157 men, between 11 and 12 years old
166 students of the second cycle of primary
school, between 9 and 12 years of age.
To carry out the study there were 65 students of
English and German Departments of the
Faculty of Languages Cultures and
Communication. The participants belong to
different ethnic groups, Albanian, Macedonian,
Turkish and Roma. Another important fact is
that the students were attending the 2nd and
3rd year of their BA studies.
The study was administered to 50 English
preparatory program students at a foundation
university in Turkey. The participants have 26
hours of English classes per week. They
received 20 weeks of face-face classes but
because of the pandemic They received 12
weeks of distance learning.
Data collection technique / intervention
What technique was used to obtain data? What
intervention (if any) was carried out?
To collect data the researchers used the EQ-i
YV, the TMMS 24 and
the average of their grades which were qualified
in High Academic Performance, Medium
Academic Performance
and Low Academic Performance to make this
test possible
The Trait Meta-Mood
Scale (TMMS-24) (Salovey et al. 1995) was
used to evaluate
emotional intelligence, in the same way the
Escala Eudemon
and a General Item of Happiness (Fierro, 2006)
were used
to evaluate well-being
To collect data the reseacher used a
questionnaire that contained 15 questions. It was
composed by the researchers based on the
literature review. Also, researchers used
interviews and student reflection papers written
during the online courses.
To collect data the researchers used a Likert-
type questionnaire. Also they used structured
interviews
This study was conducted in a Romanian
university. 207 self-selected
participants, female and male students, from
To collect data the researchers did it in a period
different study programs and with different
when teaching activities were entirely performed
achievement levels in FL (for the quantitative
online. Researchers used online questionnaires
study). 39 students have been selected using
to collect data.
the socio-demographic criteria gender, study
programs and FL achievement levels (for the
qualitative study)
This study was conducted in District Rahimyar
Khan of Province Punjab. The population A questionnaire was developed based on 30
comes from Two major Universities Khawaja items. It was constructed on five Likert-scale.
Freed University of Engineering and The questionnaire was sent through WhatsApp
Technology and Islamiyah Universit. The study given that the pandemic didn't allow the face to
was conducted in the English department of face communication
(KFUEIT) to 100 students

To collect the data, a twelve-item google form

twenty-two English teachers working at
questionnaire was sent to the participants via
language Institutes in Santander, Colombia
email. It consisted of both closed and open-
were informed about the purpose of the study
ended questions directed to three main
beforehand; then, they answered questions
categories: E-learning modalities, Advantages
based on their own experience while teaching
and disadvantages of e-learning, and Teachers'
in virtual contexts during the 2020 pandemic
role in the students' online learning process.

The sample consisted of 30 school student

children (17 male and 13 female), they were
students of fifth and sixth grade of primary
school, their age ranged between 10 – 13
years, with mean=11.166 year and std.
deviation= 0.791. Sampling depended on
reports of school counselors that chosen
children might be victims of abuse imposed by
their parents.
A descriptive relational design was implemented
in this study. To collect data, a sample of 30
children (17 male and 13 female) completed the
Child Abuse Scale (CAS), and the Children's
Quality of Life Questionnaire (CQOLQ).
 The databases MEDLINE and PsycINFO were
searched for relevant citations up to July 2010 to
identify key studies and evidence syntheses

The 10 item Adolescent Exposure to Violence

he participants were 415 Ghanaian boys
scale (Singer et al., 1995) was applied to assess
(28.9%) and girls (71.1%) 14–17years of age
violent experiences. It includes experiences of
(M = , 16.51 SD = 0.76). Two state-run senior
threats, knife attacks, and shootings. Participants
high schools were chosen to the study located
reported whether they had had these
in Ashanti Akim central district of Ghana
experiences during the last three months (1 =
because of accessibility, time, resources and
yes; 0 = no). A sum variable was formed, with a
contain rich information such as ethnic
higher number indicating a high level of violent
diversity. 
experiences.

Para medir las variables se utilizaron 3

La muestra está constituida por 248 alumnos instrumentos de evaluación: el Inventario de
de 12 a 16 años, 144 varones (58.1%) y 104 Pensamiento Constructivo, la Lista de Chequeo
mujeres (41.9%). mi vida en la escuela y el Cuestionario de
Conductas Antisociales-Delictivas.
 Los participantes de estos grupos focales
fueron elegidos de manera aleatoria, 5
estudiantes por cada curso para un total de 15
Estudio cualitativo, tipo Investigación Acción
grupos focales y 75 alumnos seleccionados
Participación (IAP).
previo consentimiento informado de los padres
y asentimiento de los estudiantes. Se tuvieron
en cuenta los aspectos éticos.

The participants of this research are teachers

To gather data the researchers used a virtual
working at UNAJ but especifically teachers of
questionnaire that participants could answer
the subjects that make up the initial cycle of
anonymously
UNAJ.

Data for the study was collected during the

Two questionnaires (one
2014-2015 academic year. 450
to evaluate motivation level and one to evaluate
students from nine different discplines (science
attitudes of the participants related to
arts, law, among others) were taken as
English as a foreign language) and a
population 195 (43.3%) studied English as a
background information form investigating
foreign language through traditional in
individual
classroom education. And 255 of them (56.7%)
information of the participants were used to
studied English through online distance
collect data from the students of nine faculties
education in the same university by the same
at the University
instructors.

The participants in this project are 16 tenth

To collect the data The researchers used a field
students from the Law Faculty at a private
diary, students’ documents, an
University in Tunja. The students had English
online forum, and a survey.
classes twice a week.

data was gathered through the use of three

 A sample of 24 students coursing the second
instruments: Personal narratives, emotional
year of the English language teaching program.
reactions journal, and semi structured interviews
The study is carried out in a Mexican university.

For the project the researchers took a The authors used both quantitative and
population of 106 students from 264 in the qualitative techniques by the use of statistics and
universe by a random sampling of the ELAM participants' opinions in order to collect data. The
(Escuela latinoamerica de medicina) university authors applied a cuestionnaire to the first year
ELAM students.
 A survey, consisting of 18 close-ended items and
422 university students from different majors
one open-ended question.This instrument was
decided to volunteer to take part in the study. In
designed by the authors of the study.
three public Ecuatorian universities

The documental revision of literature was the

As context it was taken into account the different literatures
technique used to gather data. The information was
existing in the field of VLE for educative institutions and which
impacts it has on them. gotten from articles, scientific data bases, online
academic websites

The technique used to gather data was the e-survey.

248 second year The researchers decided to use Survey monkey and
students at an English Sixth Form College (SFC). excel to gather and analyse data. Also researcher did
a piloting before applying the real survey.
 As this is a case study that aims to know how
The setting of this research is placed at the KU
teachers deal with Toledo VLE in their organizations
Leuven Association in Belgium. It's in here where
and disciplines. The information was collected
the researchers discuss a case study of teachers’
through two different analytic phases: One concerned
appropriations of the VLE. In the study researchers
in analyzing the design strategies embedded in the
worked with: "The Toledo field study consisted of a
application. The second analysed the everyday
qualitative study with 24 teachers from different
interactions and appropriations, this through
faculties"
ethnographic method.

The population for this study were calculated from

To collect the data the researchers used a survey as
the total number of A2 level teachers and learners.
a research technique and a questionnaire as
at the Languages Center Universidad Técnica de
instrument. There were two questionnaires one for
Ambato. (317 students and 30 foreign languages
teachers and other for students.
teacher)

The review eligibility criteria were as follows: studies

had to measure the outcome of RP in school
settings, N = 2771 middle school students The objective of this review was to examine potential
(EG: n = 977; CG: n = 1794) evidence for the effectiveness of RP in reducing
n = 13 schools conflicts in school environments. In conducting and
Age: 11–12 years reporting this systematic review we adhere to the
Sex: EG/CG: 48%/ 50% female PRISMA guidelines 
Grade: 6–7
Country: USA
 We did a cluster-randomised controlled trial, along
with process evaluation (an assessment of Questionnaires were double-entered by trained
implementation, context, reach, and acceptability) personnel. Questionnaires with additional text,
and an economic assessment, in 40 secondary regardless of content, were scanned and password-
schools in southeast England between 2014 and protected scans were sent to the study team to
2017, with schools as the unit of allocation.29 We assess serious adverse events and abuse requiring
included all students in the school at the end of year safeguarding interventions. Password-protected
7 (age 11–12 years) at baseline, with follow-up at 24 electronic data were securely transferred to the
months and 36 months (end of year 10; age 14–15 London School of Hygiene and Tropical Medicine and
years). There were no ineligibility criteria for stored on secure servers.
students.

Quantitative data were collected using the Life at

School Survey, which was administered at the
beginning and the end of the school year (pre- and
postintervention). Further quantitative measures were
taken at the end of each session through
questionnaires completed by students and facilitators.
Qualitative data were also collected through post-
All Year 5 students in an ACT government primary program responses from the students, teacher,
school (aged 10–11 years; n=30) participated in the principal and facilitators. Two particular measures
program. Two different sessions were held so each within the survey are noteworthy here: • students’
group was a manageable size (n=15). These feelings of safety within the school community; and •
sessions ran in two different terms. students’ use of adaptive and maladaptive shame
management strategies. Students’ feelings of safety
within the school were measured on a four-point
scale and increased significantly over the course of
the year (from 2.9 to 3.8). This is an encouraging shift
but, with only pre- and post-measures, it is hard to
know what accounts for the change. The shame
management data offer clearer insights.
 In multilevel models, at the school level, school type
and school quality measures were associated with
We used data from 6667 Year 7 students from the
bullying risk: students in voluntary-aided schools
baseline survey of a cluster randomized trial in 40
were less likely to report bullying victimization (0.6
English schools to investigate the associations
(0.4, 0.9) p = 0.008), and those in community (3.9
between individual-level and school-level variables
(1.5, 10.5) p = 0.007) and foundation (4.0 (1.6,
with bullying victimization, cyberbullying
9.9) p = 0.003) schools were more likely to report
perpetration, and cyberbullying victimization. We ran
being perpetrators of cyberbullying than students in
multilevel models to examine associations of
mainstream academies. A school quality rating of
bullying outcomes with individual-level variables and
“Good” was associated with greater reported bullying
school-level variables.
victimization (1.3 (1.02, 1.5) p = 0.03) compared to
ratings of “Outstanding.”

Self reported symptoms of anxiety or depression

were assessed by using the computerised version of
2680 students surveyed twice in year 8 (aged 13 the revised clinical interview schedule. Incident cases
years) and once in year 9. were students scoring ≥12 in year 9 but not
previously. Prior victimisation was defined as having
been bullied at either or both survey times in year 8.

We examined bullying in the Environmental Risk (E-
Risk) Longitudinal Twin Study, a nationally
representative 1994–1995 birth cohort of 2,232
children. We used mother and teacher reports to
identify children who experienced bullying between
the ages of 5 and 7 years either as victims, bullies,
or bully-victims.
We collected information about school characteristics
from the Department for Children, Schools and
Families. We collected reports from mothers about
children's neighborhood and home environments and
reports from mothers and teachers about children's
internalizing and externalizing problems when they
were 5 years old.
 The study was part of a population-based survey in
the Netherlands. Teacher reports of bullying
were available for 6379 children aged 5–6 years.
behaviour and indicators of SES of families and
schools

to assess the generalisability of findings from the first

Two surveys with pupils aged 11–16 years: (1) 92 study, and investigate relationships of cyberbullying
pupils from 14 schools, supplemented by focus to general internet use. Both studies differentiated
groups; (2) 533 pupils from 5 schools cyberbullying inside and outside of school, and 7
media of cyberbullying.
 Findings

Very brief summary of main findings. This needs to be paraphrased in the My Comments How does this study
student's own words. connect to my own study?

The results indicated significant differences between

levels of academic performance in variable EQ-i: YV: interpersonal,
stress management, adaptability and overall
intelligence and variables TMMS-24: perception and regulation, where
students with high academic performance scored high in emotional
intelligence

The main findings in the study are: As (Naiman et al., 1978) in a classic
study of successful language learning says, the students with hogher
motivation and atitude are the ones that have a positive task orientation,
ego involvement, need for achievement, high aspirations, goal
orientation. - Educators must look for techniques that allow the student to
be within task. - The individual has to take into consideration the context
of students and the syllabus in order to see external factors that enhance
or retain motivation.

The research main findings are: Among the different results from the
questionnaire the idea of too much assigments or homeworks in virtual
classes is more evident than in presencial classes. - The evaluation is
objective and motivates students to keep on the process of learning. -
The need of real interaction is highlighted from the participants as an
enhancer of language learning acquisition.- Students consider that
Google Meet and Google Classroom are good tools for learning (given
that are the main used for having classes). -

The main findings of the research are the following: - 38% of the
interviewed in the research thought the English course offered via
distance education was good or excellent. - The interviewed also
considered that feedback from activities or task was good during virtual
sessions. - As challenges found by students appear the schedules, class
time, the connectivity issues, a huge amount of assigments.
 The main findings of the research are concerned with the following: -
Based on the data analysis the majority of the students enjoyed virtual
Teaching. - Students also considered that they are compelled to learn in
virtual mode. - Students interviewed consider that face to face teaching is
better than encouraging Virtual Teaching. - Students interviewed consider
that Virtual Teaching is helpful only in particular circumstances. - Based
The
on main finding
students' researchers
responses they gathered were the
do not consider following:
that Mostequal
all possess of the
teachers
cognitiveanswered that they teach
ability to understand whatvirtual lessons
was taught mostlyVT.-
through in synchronous
Most of the
modalityare
students instead
agreed of that
usingvirtual
asynchronously.given
Teaching maintains thatstudents'
there is retention,
space for it
interaction, guidance,
means that andstudents
feedback. In terns
doesn't skipofclasses-
English class, in the
synchronous classes there is space also for practicing the four skills and
reinforcing the oral one even more. Regarding to challenges of virtual
classes teachers argued that the accomplishment of objectives were one
of the hardest points to approach. Feeling of isolation because of the lack
of face to face interaction was also a demotivating factor for students in
teachers' view. It was mentioned at some point the use of ARCS model
that is an instructional design that helps students to be motivated in
virtual contexts and consists of ten steps (this as a teachers' advantage
when teaching classes). Finally about teaching strategies many of the
interviewed claimed the use of TPR, communicative approach, Flipped
classroom, Adaptive learning, instructional design, online games, and
interactive worksheets which shows the advantages of ICT.
As for gender difference, results indicated that there is a significant
negative correlation between child abuse and
quality of life of male children, while no correlation has been found
between child abuse and quality of life of
female children
 Although comparability across studies is limited, family-level factors of
stable family environment and supportive relationships appear to be
consistently linked with resilience across studies. There was also
evidence for some individual-level factors, such as personality traits,
although proxies of intellect were not as strongly related to resilience
following child maltreatment.

Los resultados obtenidos confirmaron que: 1) los adolescentes que

habían sufrido muchas conductas de intimidación o bullying, tuvieron
bajo nivel de inteligencia emocional, baja emotividad, baja autoestima,
baja tolerancia a la frustración, baja eficacia, y poca actividad; y 2) Los
adolescentes que tenían un nivel alto de conductas antisociales-
delictivas mostraban bajo nivel de inteligencia emocional, de eficacia, de
actividad, de responsabilidad, y de tolerancia. La discusión gira en torno
a la importancia de implementar programas para fomentar la inteligencia
emocional con la finalidad de prevenir el acoso escolar.
 Se evidenció en la población escolar de la localidad de Kennedy que la
violencia es una problemática de salud pública ya establecida en los
hogares y en el ámbito escolar; el origen de esta violencia se da en los
hogares de los niños, por tanto, es importante construir y generar
propuestas de intervención a partir de las soluciones planteadas por los
mismos niños a nivel estructural y familiar.

The main findings in this article are concerned with the impact that virtual
environments has on teachers' perspectives and statements. Many of the
interviewed argued that teaching through virtuality is a challenge that
either teachers and students might face. Given that some have or not
experience with technology. Another finding considered is the advantage
that can be taken from now on is the use of technologies for integrating
them into the system of teaching/learning process.
The main findings in this research were the following: (57,6%) had
positive attitudes towards learning English from distance in the (education
group). (61.5%) of students had positive
attitudes towards learning Englishin the traditional in-class education (the
traditional group). Both groups have moderately low level of motivational
intensity and moderate level of desire to learn English. There were
similarities similarities in terms of attitude-motivation scores of male and
female students. However, males showed higher scores in their attitude
The findings from the research
and loweraredivided
scores into two categories:
Collaborative work to instill
in their overall motivation score than women. motivation: Differentseem to be a
Age doesn't
groups started
factorcollaborating among and
that affects attitude themmotivation
in order toinshare tools that can
learning.
boost learning. Coolaborative learning then is enhanced. - With teacher
and group support learning is more effective. - The use of technology to
enhance language learning: Learning through the use of virtuality
provides a space in which learning is negotiated as the author says
(flexible) - Vitrual tools provides new academic experiences that can work
Thewithauthor could classify
the different emotions theofresults into four
learners.- sections. Within
Communicative each of
activities the
that
sections
can portraytheexperiences
research shows what are
for students some evidences
increase motivationofand student’s
interest
experiences
rates (reasonandwhyhow can be linked
it's important with thetoinfluence
for teacher select theofaccurarte
affective role in
tools).
The use of ICT is useful atlanguage learning.
the different levels so students can try it and
Sections:
adapt to virtual methodologies.
Positive effects of positive emotions
Negative effects of positive emotion
Negative effects of negative emotions
Positive effects of negative emotions
- The discussion that the author leaves to the reader shows the need of
studying more how affective perspectives contribute within the language
learning process in students. This can be connected in how context of
learning enhances or retains motivation, given that this one is based and
- a total of 87.8 % of ELAMas
developed students considered
interactions occurthat within
english awas either very important or
classroom
important. - A major amount of students consider the book used in class as not
interesting (42.9%), boring (13.3%). Whereas others considered it as interesting (34.7%)
and very interesting (9.2%). Conlusións from the author:
- Recognition of learning english by medicine students as something crucial.
- There is a need for designing ludic activities and games to tackle the language.
 The general results gotten from the research are the following:
- 81 of the surveyed students try to use English outside the classroom (songs,
conversations, watching movies).
- 303 of all the surveyed students want to be able to use English as a way of
communication in the future.
- 218 of all the surveyed students considered the role of the teacher to feel motivation to
learn.
- 198 of all the surveyed students considered the methods and teachers as innovative
and interesting.
- Most of the undergraduate students surveyed feel motivated to learn English because
they want to have better job opportunities,

The main findings were classified within three categories. ICT

(Information and communication technologies): The use of ICT in
classrooms provides different posibilities for teachers to apply tools
corcerning their class objectives. ICT also provides the opoortunity of
making students more autonomous in their learning process. ICT
provides an opportunity for teachers develop colabolartive strategies for
students to learn and exchange views. VLE: The idividual can develop
competence skills that are useful for him apply in many fields of daily life.
The use of a virtual learning environment frames strategies to learn
cooperatively as well as individual. VLE in the pedagogical mediation:
Increases responsability on students academic performance given that he
is the one in charge of aiming for objectives and goals. VLE increases the
compromise and motivation for students. ICT has an impact not only in
what students must learn but in the process of how they do it. Finally
another advantages of using VLE are the flexible meetings or schedules
that students might have for taking a subject and the different sources
that can find.

The use of VLE promotes independent learning. The use of VLE

encourages students' motivation and colaborative learning. Regarding to
the research questions the researchers found the following: The use of
Moddle has a positive impact on students learning given that increases
their autonomy, independent learning, and increases motivation in
learning and teaching. An interesting view is that the use of Moodle
doesn't promote collaborate learning based on students interviews but
the researchers argue that it might be because of the purpose that
teachers give to that. Furthermore the researchers encourage the idea
that VLE works based on the student responsabilty which must be tackled
by knowing pedagogical issues
Teachers can customize, integrate and appropiate tools acording to their
needs. For appropiate the VLE teachers and students must negotiate in
order to approach better scores. Teacher can use the tools they find or
are provided and adapt them in a way that become more useful and
meaningful for the classes.

The findings gathered from this research are the following: - Half of the
students interviewed consider that their teacher use acceptable
motivational strategies. - 61.51% of students think that their academic
failure is a result of lack of motivation. This can be because of other
priorities, obligations or absences. - More than a half of interviewed
students consider that they learn a new language because of graduation
protocols instead of learning for pleasure. Regarding to the teachers the
main findings involve: Teachers consider that students' main cause of
failure is the absence of motivation, followed by class absences and
students' personal priorities. - Also around 90% of teachers consider that
students learn a new language because of graduation protocols and not
because of will of learn it.

Bullying victimisation:
- No between-group differences for either physical bullying (OR = 1.18),
emotional bullying (OR = 1.06), or cyberbullying (OR = 0.89)
- Students’ self-reported experience with RP was associated with reduced
physical (OR = 0.74, p < .05) and cyberbullying (OR = 0.69, p < .05), but
not emotional bullying (OR = 0.82, ns)
 The responses received suggested the benefits of the program. In
particular these data indicate that the program was able to create a shift
in the way students interact with one another in terms of the core
components of respect, consideration and participation. Further, students’
reported shame management strategies became less maladaptive. While
tentative, the results of this initial pilot program are encouraging. The
adaptability of this program needs to be stressed. The principles upon
which the Responsible Citizenship Program is based are more important
than the program per se. It can be customised to meet the needs and
resources of different schools
 Bullying victimization and cyberbullying prevalence vary across school
type and school quality, supporting the hypothesis that
organisational/management factors within the school may have an impact
on students’ behaviour. These findings will inform future longitudinal
research investigating which school factors and processes promote or
prevent bullying and cyberbullying behaviours.

Prevalence of victimisation at the second survey point in year 8 was 51%

(95% confidence interval 49% to 54%), and prevalence of self reported
symptoms of anxiety or depression was 18% (16% to 20%). The
incidence of self reported symptoms of anxiety or depression in year 9
(7%) was significantly associated with victimisation reported either once
(odds ratio 1.94, 1.1 to 3.3) or twice (2.30, 1.2 to 4.3) in year 8. After
adjustment for availability of social relations and for sociodemographic
factors, recurrent victimisation remained predictive of self reported
symptoms of anxiety or depression for girls (2.60, 1.2 to 5.5) but not for
boys (1.36, 0.6 to 3.0). Newly reported victimisation in year 9 was not
significantly associated with prior self report of symptoms of anxiety or
depression (1.48, 0.4 to 6.0).

Multinomial logistic regressions showed that over and above other

socioenvironmental factors and children's behavior problems, school size
was associated with an increased risk for being a victim of bullying,
problems with neighbors was associated with an increased risk for being
a bully-victim, and family factors (e.g., child maltreatment, domestic
violence) were associated with all groups of children involved in bullying.
One-third of the children were involved in bullying, most of them as bullies
(17%) or bully-victims (13%), and less as pure victims (4%). All indicators
of low family SES and poor school neighbourhood SES were associated
with an increased risk of being a bully or bully-victim. Parental
educational level was the only indicator of SES related with victimization.
The influence of school neighbourhood SES on bullying attenuated to
statistical non-significance once adjusted for family SES.

Both studies found cyberbullying less frequent than traditional bullying,

but appreciable, and reported more outside of school than inside. Phone
call and text message bullying were most prevalent, with instant
messaging bullying in the second study; their impact was perceived as
comparable to traditional bullying. Mobile phone/video clip bullying, while
rarer, was perceived to have more negative impact. Age and gender
differences varied between the two studies. Study 1 found that most
cyberbullying was done by one or a few students, usually from the same
year group. It often just lasted about a week, but sometimes much longer.
The second study found that being a cybervictim, but not a cyberbully,
correlated with internet use; many cybervictims were traditional ‘bully‐
victims’. Pupils recommended blocking/avoiding messages, and telling
someone, as the best coping strategies; but many cybervictims had told
nobody about it.
Quotes/ideas I found interesting
that could help support my
arguments
 Authors Title Year Publication information Access / Location

Include the DOI or URL

where the article can be
Journal where published, volume, accessed. In the case of
issue number, pages, (If other books or files that have
Authors' last Publication
Title of the article type of document, check APA been downloaded
names date
guidelines for info needed - separately and no URL is
location, etc.) available, include a
hyperlink if possble to the
file.

file:///C:/Users/vivia/Do
wnloads/Dialnet-
InteligenciaEmocional
Inteligencia emocional 2015
y conflicto escolar en YConflictoEscolarEnEs
estudiantes de tudiante-
Educación Básica 5527394%20(2).pdf
Primaria. Una
Anderson experiencia desde el
Rodríguez contexto de aula* Katharsis: Revista de Ciencias Sociales, ISSN-e 2500-5731, ISSN 0124-7816, N

INTELIGENCIA 2015
EMOCIONAL (INTER E
MÓNICA INTRAPERSONAL) Y
CAROLINA CLIMA ESCOLAR EN
MARÍN NIÑOS/AS DE BÁSICA
QUESADA PRIMARIA https://repository.unad.edu.co/bitstrea

Repercusiones
Emocionales de la
NIEVES Violencia Escolar:
GUTIÉRREZ Influencia en la
ÁNGEL Inteligencia Emocion https://pdfs.semanticscholar.org/23fb/6
 2020 ESPAÑA

Laura Mollá
López*1, Ana
Soto-
Rubio2&Gabriel Bullying e Inteligencia
Martínez Rico1 Emocional en niños http://c.ns.uflo.edu.ar/index.php/CdVU

2018 ESPAÑA
Carolina
Hamodi
Galán AND Modelos de
prevención del
Leire bullying: ¿qué se
Jiménez puede hacer en
Roble educación infantil? http://www.scielo.org.mx/scielo.php?s

ESTIMULACIÓN DE LA
INTELIGENCIA
EMOCIONAL COMO 2014
PREVENCIÓN DEL
FENÓMENO“BULLYING
” EN ALUMNOS
VÍCTIMAS http://www.infad.eu/RevistaINFAD/OJS/
 Inteligencia emocional
como estrategia de
afrontamiento frente el 2014 https://dialnet.unirioja.es/servlet/articulo?c
Bullyin

Montolla
Otàlvaro, J. ENTORNOS (27), 57- 65

Gratitude and
Emotional
Intelligence as
Protective Factors 2020
against Cyber-
Aggression: Analysis
of a Mediation Model https://www.ncbi.nlm.nih.gov/pmc/artic

Factores que causan

el desarrollo del 2016 https://repository.unad.edu.co/bitstream/h
bullying en los niños,
niñas y adolescentes
en el ámbito escolar
de la Institución
Educativa Sugamuxi
del municipio de
Alba Luz SogamosoBoyacá-
Torres Guarín Colombia.
 Challenges and Cruz-Barrionuevo. B.
opportunities of online (2020).Challenges and
Cruz-Barrionuevo. B education in the 2020 opportunities of online
context of education in the context of
COVID-19 pandemic COVID-19 pandemic.
 Purpose of the Study/Objective of the
Study
What is the stated purpose?
“Influence of emotional intelligence
in the learning evaluation of
communicative competences, in
elementary basic education
Establecer cuáles son las
características de la Inteligencia
Emocional (Inter e Intrapersonal) y su
incidencia en los procesos de
adaptación socio-escolar de los niños
y niñas de básica primaria en una
institución educativa oficial de la
ciudad de Pereira.
Data collection technique /
Context / Participants
intervention
What technique was used to
Who were the participants? What
obtain data? What intervention (if
type of setting?
any) was carried out?
children in the School La
Ronda de los Niños, in Tunja, non experimental, descriptive
Boyacá”. methodology;
Estudiantes de la Sección
Básica Primaria de la Encuesta, cuestionaarios ,
Institución Educativa Jorge escala de inteligencia
Eliécer Gaitán, estudiantes en emocional
edades de 6 a 12 años de
edad, estudiantes de grado
primero a quinto de básica
primaria;
 Diseño transversal :el
TMMS-24,basada en
Trait Meta-Mood
Scale(TMMS) del grupo
Analize the levels of emotional de investigación de
intelligence and bullying and observe Salovey y Mayer
the relationship betwwen both (1995). El TMMS-24 de
contructs Fernández-Berrocal,
Extremera y Ramos
25 menores de 9 y (2004) Para la
medición del
11 años de edad, con ciberacoso se
Este artículo presenta un
análisis de proyectos de
una media de 9,3 utilizaron dos
prevención de bullying años cuestionarios
exitosos en diferentes partes
del mundo. Los resultados
muestran que son
prácticamente inexistentes los
que comienzan con la
prevención en la etapa
infantil. Posteriormente se
analizaron variables que
podrían influir para prevenir el
fenómeno en la etapa
temprana y se presenta una
propuesta educativa.
 ,

The purpose of this study is to reflect

on challenges and opportunities that
the pandemic caused in many aspects
of educational practices.
 Findings

Very brief summary of main findings. This needs to be paraphrased in My Comments How does this study connect to
the student's own words. my own study?

The obtained results were grouped into the following variables:

concentration capacity, classmate’s interrelation, family
environment, aggressive behavior, study ability and teacher’s
role. Among the main conclusions it was able to demonstrate
that emotional has a strong influence not only on the learning
dynamics into the Spanish language area, but the way how
students solve their conflicts. ( IE = COMPETENCIAS CIUDADANAS )

Los puntajes obtenidos en la Escala de Inteligencia Emocional

nos muestran que es baja la Autoconciencia, el Autocontrol, el
Aprovechamiento Emocional, la Empatía y la Habilidad Social. Se
resalta que las variables Autoconciencia y Autocontrol ningún
niño/a obtiene puntuación en nivel alto. Los bajos resultados en
Autocontrol indican que es necesario fortalecer la Inteligencia
Emocional de los niños/as, ya que Goleman (2012) afirma que
están íntimamente relacionadas. La Autoconciencia es el primer
componente de la Inteligencia Emocional según Goleman
(2013); por lo tanto si puntúa bajo indica IE baja también.
it seems to exist a significant,
positive and moderated relation
betwwen the attention to the
emotions and bullying in its different
manifestations
Quotes/ideas I found interesting
that could help support my
arguments