PDF

Published

2023-11-22

Issue

Vol. 9 No. 1 (2024)

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Herranz-Hernández, P., Fernández-Hernández, J. L., & Segovia-Torres, L. (2023). Emotional metaphors for an inclusive classroom climate. Environment and Social Psychology, 9(1). https://doi.org/10.54517/esp.v9i1.1945

Emotional metaphors for an inclusive classroom climate

Pablo Herranz-Hernández

Department of Interfaculty, Department of Developmental and Educational Psychology, Autonomous University of Madrid

José Luis Fernández-Hernández

Complutense University of Madrid

Laura Segovia-Torres

University of La Rioja


DOI: https://doi.org/10.54517/esp.v9i1.1945


Keywords: classroom climate, educational inclusion, Emotional Intelligence, metaphor, embodied cognition

Abstract

In this paper, after examining several studies that link emotional competencies with classroom climate, we proceed to review several studies that highlight the role of metaphors in this regard. First, metaphors and their relationship with an inclusive classroom climate that favors emotional well-being are reviewed, followed by embodied metaphors. Finally, the implications of the use of metaphor as an educational tool to promote an inclusive and emotionally positive classroom climate are discussed, both in teacher training and with regard to students.

Author Biography

Pablo Herranz-Hernández, Department of Interfaculty, Department of Developmental and Educational Psychology, Autonomous University of Madrid

 

References

[1]. Ponce Díaz N, Rivero Diegues N. Building inclusion through language: The value of words in educational spaces (Spanish). Revista de Estudios y Experiencias en Educación 2021; 20(43): 345–357. doi: 10.21703/rexe.20212043ponce18

[2]. Salovey P, Mayer JD. Emotional intelligence. Imagination, Cognition and Personality 1990; 9(3): 185–211. doi: 10.2190/dugg-p24e-52wk-6cdg

[3]. Mayer JD, Salovey P. What is emotional intelligence? In: Salovey P and Sluyter DJ (editors). Emotional Development and Emotional Intelligence: Educational Implications, 1st ed. Basic Books; 1997. pp. 3–34.

[4]. Mayer JD, Caruso DR, Salovey P. The ability model of Emotional Intelligence: principles and updates. Emotion Review 2016; 8(4): 290–300. doi: 10.1177/1754073916639667

[5]. OECD. Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills. OECD Publishing; 2021.

[6]. Yunta-Ibarrondo MÁ, Romero-Pérez C. Facilitators and barriers in the implementation of emotional education projects in Andalusia (Spanish). Contextos Educativos. Revista de Educación 2022; (30): 23–40. doi: 10.18172/con.5358

[7]. Iglesias-Díaz P, Romero-Pérez C. Caring and inclusive classrooms and adolescent well-being: A systematic review (Spanish). Educación XX1 2021; 24(2): 305–350. doi: 10.5944/educxx1.28705

[8]. Aldridge JM, McChesney K, Afari E. Relationships between school climate, bullying and delinquent behaviours. Learning Environments Research 2017; 21(2): 153–172. doi: 10.1007/s10984-017-9249-6

[9]. Danby G, Hamilton P. Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being. Pastoral Care in Education 2016; 34(2): 90–103. doi: 10.1080/02643944.2016.1167110

[10]. Kurt LJ. Creating school climates that foster inclusive community attitudes toward gender nonconforming students. Journal of School Counseling 2017; 15(1).

[11]. Lawler MJ, Newland LA, Giger JT, et al. Ecological, relationship-based model of children’s subjective well-being: Perspectives of 10-year-old children in the United States and 10 other countries. Child Indicators Research 2016; 10(1): 1–18. doi: 10.1007/s12187-016-9376-0

[12]. Simmons C, Graham A, Thomas N. Imagining an ideal school for wellbeing: Locating student voice. Journal of Educational Change 2015; 16(2): 129–144. doi: 10.1007/s10833-014-9239-8

[13]. Newland LA, Giger JT, Lawler MJ, et al. Multilevel analysis of child and adolescent subjective well‐being across 14 countries: Child‐and country‐level predictors. Child Development 2018; 90(2): 395–413. doi: 10.1111/cdev.13134

[14]. Araque N. Emotional education in the initial educational process in Ecuador and Spain (Spanish). UTCiencia 2017; 2(3): 150–161.

[15]. Hatzichristou C, Lianos PG. Social and emotional learning in the Greek educational system: An Ithaca journey. The International Journal of Emotional Education 2016; 8(2): 105–127.

[16]. Casas F, Bălţătescu S, Bertran I, et al. School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research 2013; 111(3): 665–681. doi: 10.1007/s11205-012-0025-9

[17]. Reeves J, Le Mare L. Supporting teachers in relational pedagogy and social emotional education: A qualitative exploration. International Journal of Emotional Education 2017; 9(1): 85–98.

[18]. Newland LA, DeCino DA, Mourlam DJ, Strouse GA. School climate, emotions, and relationships: Children’s experiences of well-being in the Midwestern US. International Journal of Emotional Education 2019; 11(1): 67–83.

[19]. Stamenković D, Ichien N, Holyoak KJ. Individual differences in comprehension of contextualized metaphors. Metaphor and Symbol 2020; 35(4): 285–301. doi: 10.1080/10926488.2020.1821203

[20]. Lakoff G, Johnson M. Metaphors We Live By. University of Chicago Press; 1980.

[21]. Banaruee H, Khoshsima H, Zare-Behtash E, Yarahmadzehi N. Reasons behind using metaphor: A cognitive perspective on metaphoric language. NeuroQuantology 2019; 17(3): 108–113. doi: 10.14704/nq.2019.17.03.2001

[22]. Fernández-Abascal EG, Rodríguez BG, Jiménez MP, et al. Psychology of Emotion (Spanish). Editorial Universitaria Ramón Areces; 2010.

[23]. Gibbs RW. Evaluating conceptual metaphor theory. Discourse Processes 2011; 48(8): 529–562. doi: 10.1080/0163853X.2011.606103

[24]. Meier BP, Robinson MD. Why the sunny side is up: Associations between affect and vertical position. Psychological Science 2004; 15(4): 243–247. doi: 10.1111/j.0956-7976.2004.00659.x

[25]. Echeita Sarrionandia G. The process of educational inclusion in Spain: Who loves you well will make you cry (Spanish)! Participación Educativa 2011; (18): 117–128.

[26]. Hoban, G. (2000). Using a reflective framework to study teaching-learning relationships. Reflective practice, 1(2), 165-182. doi:10.1080/713693148

[27]. Valbusa F, Camerella A. Emotional education in primary school: The “journal of emotional life” and the “vegetable garden of emotions”. In: Proceedings of the 9th annual International Conference of Education, Research and Innovation; 14–16 November 2016; Seville, Spain. pp. 4705–4709.

[28]. Gibbs RW. Metaphor interpretation as embodied simulation. Mind & Language 2006; 21(3): 434–458. doi: 10.1111/j.1468-0017.2006.00285.x

[29]. Colston HL, Gibbs RW. Figurative language communicates directly because it precisely demonstrates what we mean. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale 2021; 75(2): 228–233. doi: 10.1037/cep0000254

[30]. de Vega M. Revisiting the corporeality of narrative language (Spanish). Revista Signos 2021; 54(107): 985–1003. doi: 10.4067/s0718-09342021000300985

[31]. García AM, Ibáñez A. When embodiment breaks down: Language deficits as novel avenues into movement disorders. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior 2018; 100: 1–7. doi: 10.1016/j.cortex.2017.12.022

[32]. Horchak OV, Giger JC, Pochwatko G. Simulation of metaphorical actions and discourse comprehension. Metaphor and Symbol 2014; 29(1): 1–22. doi: 10.1080/10926488.2014.859045

[33]. Strick M, van Soolingen J. Against the odds: Human values arising in unfavourable circumstances elicit the feeling of being moved. Cognition and Emotion 2017; 32(6): 1231–1246. doi: 10.1080/02699931.2017.1395729

[34]. Desai RH. Are metaphors embodied? The neural evidence. Psychological Research 2021; 86(8): 2417–2433. doi: 10.1007/s00426-021-01604-4

[35]. Kövecses Z. Metaphor in Culture: Universality and Variation. Cambridge University Press; 2006.

[36]. Zlatev J, Blomberg J, Magnusson U. Metaphors and subjective experience: Motion-emotion metaphors in English, Swedish, Bulgarian and Thai. In: Foolen A, Lüdtke U, Racine T (editors). Moving Ourselves, Moving Others. John Benjamins Publishing Company; 2012. pp. 423–450.

[37]. Khatin-Zadeh O, Hu J, Banaruee H, Marmolejo-Ramos F. How emotions are metaphorically embodied: Measuring hand and head action strengths of typical emotional states. Cognition and Emotion 2023; 37(3): 486–498. doi: 10.1080/02699931.2023.2181314

[38]. Littlemore J, Bolognesi M, Julich-Warpakowski N, et al. Metaphor, Metonymy, The Body and the Environment: an Exploration of the Factors that Shape Emotion-Colour Associations and Their Variation Across Cultures. Cambridge University Press; 2023.

[39]. Jonauskaite D, Abu-Akel A, Dael N, et al. Universal patterns in color-emotion associations are further shaped by linguistic and geographic proximity. Psychological Science 2020; 31(10): 1245–1260. doi: 10.1177/0956797620948810

[40]. Sutton TM, Altarriba J. Color associations to emotion and emotion-laden words: A collection of norms for stimulus construction and selection. Behavior Research Methods 2015; 48(2): 686–728. doi: 10.3758/s13428-015-0598-8

[41]. Vega FC. Language Psychology (Spanish). Editorial Médica Panamericana S.A.; 2015.

[42]. Chapman HA, Kim DA, Susskind JM, Anderson AK. In bad taste: Evidence for the oral origins of moral disgust. Science 2009; 323(5918): 1222–1226. doi: 10.1126/science.1165565

[43]. Zhong CB, Liljenquist K. Washing away your sins: Threatened morality and physical cleansing. Science 2006; 313(5792): 1451–1452. doi: 10.1126/science.1130726

[44]. MacDonald G, Leary MR. Why does social exclusion hurt? The relationship between social and physical pain. Psychological Bulletin 2005; 131(2): 202–223. doi: 10.1037/0033-2909.131.2.202

[45]. Asch SE. Forming impressions of personality. Journal of Abnormal Psychology 1946; 41(3): 258–290. doi: 10.1037/h0055756

[46]. IJzerman H, Semin GR. The thermometer of social relations: Mapping social proximity on temperature. Psychological Science 2009; 20(10): 1214–1220. doi: 10.1111/j.1467-9280.2009.02434.x

[47]. Semin GR, Garrido MV. A systemic approach to impression formation: From verbal to multimodal processes. In: Forgas J, Fiedler K, Sedikides C (editors). Social Thinking and Interpersonal Behavior. Psychology Press; 2012. pp. 81–96.

[48]. Insel TR, Young LJ. The neurobiology of attachment. Nature Reviews Neuroscience 2001; 2(2): 129–136. doi: 10.1038/35053579

[49]. Meyer-Lindenberg A. Trust me on this. Science 2008; 321(5890): 778–780. doi: 10.1126/science.1162908

[50]. Balter M. Brain evolution studies go micro. Science 2007; 315(5816): 1208–1211. doi: 10.1126/science.315.5816.1208

[51]. Eisenberger NI, Lieberman MD, Williams KD. Does rejection hurt? An fMRI study of social exclusion. Science 2003; 302(5643): 290–292. doi: 10.1126/science.1089134

[52]. Kross E, Egner T, Ochsner K, et al. Neural dynamics of rejection sensitivity. Journal of Cognitive Neuroscience 2007; 19(6): 945–956. doi: 10.1162/jocn.2007.19.6.945

[53]. Zhong CB, Leonardelli GJ. Cold and lonely: Does social exclusion literally feel cold? Psychological Science 2008; 19(9): 838–842. doi: 10.1111/j.1467-9280.2008.02165.x

[54]. Williams LE, Bargh JA. Experiencing physical warmth promotes interpersonal warmth. Science 2008; 322(5901): 606–607. doi: 10.1126/science.1162548

[55]. Herranz-Hernández P, Naranjo-Crespo M. Teaching inclusive thinking through an embodied metaphor: A developmental study. Social Sciences 2023; 12(5): 267. doi: 10.3390/socsci12050267

[56]. Baca EAG. Social-emotional education and empathy (Spanish). Didac 2018; 72: 64–69.

[57]. Puig-Rovira JM. Moral Culture and Education (Spanish). Graó; 2012.

[58]. CAST. Universal design for learning (UDL) guidelines: Full-text representation version 2.0. Available online: https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl&_gl=1*1jk506h*_ga*MTkzNTQ5MzE2MS4xNjk4NzYyMDY1*_ga_C7LXP5M74W*MTY5ODc2MjA2NC4xLjAuMTY5ODc2MjA2NC4wLjAuMA.(accessed on 24 October 2023).

[59]. del Puerto DA, Esteban PG. Guidelines for designing inclusive open educational resources based on Universal Design for Learning (Spanish). In: Innovación Educativa en la Sociedad Digital. Dykinson SL; 2019. pp. 1157–1165.

[60]. Echeita Sarrionandia G, Rodríguez GS. Inclusive Education: A Midsummer Night’s Dream (Spanish). Ediciones Octaedro; 2019.

[61]. Cefai C, Bartolo PA, Cavioni V, Downes P. Strengthening Social and Emotional Education as A Core Curricular Area Across the EU: A Review of the International Evidence. European Union; 2018.



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com