A poor ability to inhibit prepotent responses seems to be one of the individual factors related to cigarette smoking dependence.

Study 1 evaluated the psychometric properties of the English version of the Thought Control Ability Questionnaire (TCAQ; Luciano, Algarabel, Tomás, & Martínez, 2005), an index of perceived control over intrusive cognitions. Confirmatory factor analysis in a sample of 720 University students revealed a clear uni-dimensional structure (after removal of items 5, 7, 8, 14, and 25) with high internal consistency (α = .87, 95% CI = [.86, .88]) and test-retest reliability after a six month interval (r = .68). Correlational analyses supported an inverse relationship with measures of depression, anxiety, maladaptive cognitive control strategies, and obsessive-compulsive symptomatology. Study 2 tested the ability of the TCAQ to predict successful cognitive control during an experimental suppression protocol. Results demonstrated that weak thought control ability was predictive of the frequency and associated levels of distress of a target thought while under instruction to suppress. Additionally, weak perceived thought control ability was predictive of increased efforts to suppress the target material. Collectively, results suggest that thought control ability is a measurable individual difference variable and that the TCAQ is a reliable index of perceived cognitive control.

According to cognitive models of insomnia, excessive mental activity at bedtime may be viewed as an important impediment to the process of falling asleep. A further assumption of these models is that 'cognitive arousal' may be perpetuated and exacerbated by counterproductive strategies of thought management. As yet, little is known about factors that may predispose people to rely on these strategies when confronted with thoughts that keep them awake at night. This study examined the relations between impulsivity, use of different thought-control strategies and insomnia severity. A sample of 391 university students completed the UPPS Impulsive Behavior Scale, the Thought Control Questionnaire Insomnia-Revised and the Insomnia Severity Index. Correlation analyses revealed that two facets of impulsivity (urgency and lack of perseverance), two strategies of thought control (aggressive suppression and worry) and insomnia severity were positively associated. Follow-up structural equation modeling analyses showed that the two mentioned thought-control strategies mediated the effects of the two facets of impulsivity on sleep problems. These findings extend existing cognitive accounts of insomnia by suggesting how predisposing and perpetuating factors may be related: specific personality traits may incline individuals to respond with dysfunctional thought-control strategies to unwanted mental activity at night

Moi j'enseigne, mais eux apprennent-ils ? Par ces mots en titre de son ouvrage, Michel Saint-Onge (2014) lève le voile sur un élément crucial du métier. S'il est bien aisé de concevoir que chaque professionnel souhaite être utile à ses élèves, force est de constater que la variété des paramètres en jeu dans une situation d'enseignement/apprentissage rend tant ardue que nécessaire toute analyse visant à améliorer l'impact de l'enseignement sur l'apprentissage. À cet effet, les professionnels, selon leur spécialisation, s'intéressent aux aspects liés à la dynamique de groupe, aux variables didactiques, aux facteurs cognitifs liés à l'acte d'apprendre ou bien encore aux aspects attentionnels permettant à l'enfant d'acquérir un savoir. En dépit de cette variété d'approches, tous partagent ce souci de comprendre comment favoriser l'apprentissage de l'élève dans la classe. 2 La bienveillance : une compétence socio-émotionnelle de l'enseignant au ser...

Apprendre avec le coeur : les émotions dans la formation enseignante Faut-il former les enseignants afin qu'ils cherchent à diminuer les émotions négatives de leurs élèves ou qu'ils leur apprennent à renforcer leurs émotions positives ? Should teachers be trained to reduce students' negative emotions or to teach them how to strengthen their positive emotions?

Apprendre avec le coeur : les émotions dans la formation enseignante Quelles compétences émotionnelles protègent des différentes dimensions du burnout chez les enseignants du primaire ? Which emotional competences of teachers protect from the different dimensions of burnout?

Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a four-dimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other’s emotions predicted proactive involvement of the pupil’s parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers’ sustainability in the profession.

Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons.