Journal of School and Educational Psychology

The present study aimed to investigate the optimal learning environment for synchronous Zoom learning courses in terms of course comprehension and psychological well-being. Several courses in the Psychology and Counselling Department (N=473) agreed to participate in the study, and were assigned to one of the three Zoom conditions: 1. Camera use (cameras mandatory, cameras encouraged, or no restrictions) 2. Breakout rooms (breakout rooms used during class or not); and 3. Background (a calm, relaxing virtual background or no background). At the end of the semester, students filled out a brief survey about their course comprehension and psychological well-being in the classroom. The results found that students who had cameras mandatory or encouraged during class and students who had a calm, relaxing background had significantly higher levels of mindfulness and course comprehension. In addition, results found that courses that did not utilize breakout rooms had significantly higher levels of course comprehension and mindfulness as compared to the control group. The results from this study provide practical solutions for creating a positive learning experience in synchronous online classrooms. Understanding the importance of which Zoom conditions create the best learning environment can allow institutions and instructors alike to employ effective teaching strategies to help students continue to be successful in higher education, regardless of which teaching modality is employed.

This study aimed to investigate the complex psychological mechanism involved in the relationship between school teachers' mental health and teaching efficacy with the mediating role of emotional intelligence and the moderation of teacher autonomy. It used a descriptive survey method inside an Ex Post Facto study design randomly selecting 500 (female=229) Indian elementary school teachers teaching in grades one to eight. A structural equation model was used to examine the covert relationships among the constructs. The results indicated that mental health was positively associated with teaching efficacy, discretely and via emotional intelligence. Teachers’ autonomy partially mediated the indirect effect such that participants with high teacher autonomy demonstrated a stronger indirect link than those experiencing low autonomy. The findings contribute to a deeper understanding of the synergy between mental health and teaching efficacy with the policy implication for better mental health management for school teachers by paying specific attention to these vital factors like teacher autonomy and emotional intelligence at a time when 15 per cent of Indian school teachers are found suffering from mental health issues and state of teacher autonomy among these schools is lamentably low