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Friso-van den Bos I, van de Weijer-Bergsma E. Classroom versus individual working memory assessment: predicting academic achievement and the role of attention and response inhibition. Memory 2019; 28:70-82. [PMID: 31645187 DOI: 10.1080/09658211.2019.1682170] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Working memory (WM) is an important predictor for academic learning and achievement. Typically, children's WM is assessed in controlled testing situations, which might not reflect functioning in typical classroom learning situations with natural distractions. In this study, we compared WM performance in controlled and classroom situations and their predictive value for academic achievement. Also, we examined whether performance differences between situations were moderated by attention or response inhibition. In a within-subjects design, primary school children completed visuospatial and verbal WM tasks in two settings (classroom versus controlled individual setting). First, WM functioning was lower in the classroom setting. Second, attention moderated individual differences in this discrepancy between settings, but response inhibition did not. Third, classroom obtained verbal WM scores were the strongest predictors of academic achievement. Our results indicate that classroom assessment of verbal WM provides a more ecologically valid measurement of WM abilities in a real-life learning situation.
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Affiliation(s)
- Ilona Friso-van den Bos
- Department of Pedagogical and Educational Sciences, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands.,Department of Educational Sciences, Faculty of Behavioural and Management Sciences, University of Twente
| | - Eva van de Weijer-Bergsma
- Department of Pedagogical and Educational Sciences, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands
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Stachl CN, Hartman EC, Wemmer DE, Francis MB. Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community. JOURNAL OF CHEMICAL EDUCATION 2019; 96:2149-2157. [PMID: 35370303 PMCID: PMC8963214 DOI: 10.1021/acs.jchemed.9b00163] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2019] [Revised: 07/19/2019] [Indexed: 06/12/2023]
Abstract
Women and some racial and ethnic groups remain underrepresented in chemistry departments across the United States, and generally, efforts to improve representation have resulted in minimal or no improvements in the last 10 years. Here, we present the outcomes of a graduate-student-led initiative that sought to assess the issues affecting inclusivity, diversity, and wellness within the Department of Chemistry at the University of California, Berkeley. We report how the results of a department-tailored academic climate survey were used to develop a method to foster open, productive discussion among graduate students, postdoctoral researchers, and faculty. This event format led to an improved understanding of the challenges facing our community members, as well as the identification of strategies that can be used to make the Department of Chemistry more welcoming for all members. We report the success of this student-led effort to highlight the value of assessing diversity and inclusion at the department-level, as well as the benefits of using community data to stimulate productive, evidence-based discussions. Furthermore, we envision that these methods can be implemented within any research-focused academic community to promote positive cultural change.
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Affiliation(s)
- Christiane N. Stachl
- Department
of Chemistry, University of California, Berkeley, California 94720-1460, United States
| | - Emily C. Hartman
- Department
of Chemistry, University of California, Berkeley, California 94720-1460, United States
| | - David E. Wemmer
- Department
of Chemistry, University of California, Berkeley, California 94720-1460, United States
| | - Matthew B. Francis
- Department
of Chemistry, University of California, Berkeley, California 94720-1460, United States
- Materials
Sciences Division, Lawrence Berkeley National
Laboratory, Berkeley, California 94720-1460, United States
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Phan HP, Ngu BH, Lin RY, Wang HW, Shih JH, Shi SY. Predicting and enhancing students' positive emotions: An empirical study from a Taiwanese sociocultural context. Heliyon 2019; 5:e02550. [PMID: 31667399 PMCID: PMC6812236 DOI: 10.1016/j.heliyon.2019.e02550] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 09/17/2019] [Accepted: 09/27/2019] [Indexed: 11/28/2022] Open
Abstract
Predicting and enhancing positive emotions, reflecting the tenets of positive psychology, is of considerable importance for educators. Positive emotions may consist of a person's indication of happiness, joy, and love. In school and university settings, as research has shown, positive emotions play a pivotal role in helping students adjust, make friends, and engage in proactive social relationships with others. It is imperative for us to consider the design and development of educational programs that could assist in the facilitation of positive emotions. The present study involved examination of an inquiry into the prediction of positive emotion of university students, via means of data drawn from Taiwan. The main question for consideration is to determine the extent to which both social (e.g., the social milieu) and personal (e.g., personal resolve) influences could predict positive emotions. Structural equation modelling yielded support for our proposed a priori model: (a) the direct predictive effects of the social milieu, personal resolve, relating to others, and academic liking experience, and (b) the potential mediating roles of relating to others, and academic liking experience. Overall, the concept of emotions plays a central role and is accounted for by different types of personal and social contextual influences.
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Affiliation(s)
- Huy P. Phan
- School of Education, The University of New England, Armidale, NSW, 2351, Australia
- Department of Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
| | - Bing H. Ngu
- School of Education, The University of New England, Armidale, NSW, 2351, Australia
| | - Ruey-Yih Lin
- Department of Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
| | - Hui-Wen Wang
- Department of Asian Philosophy and Eastern Studies, Huafan University, New Taipei City, Taiwan
| | - Jen-Hwa Shih
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
| | - Sheng-Ying Shi
- Graduate Institute of Asian Humanities, Huafan University, New Taipei City, Taiwan
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Rea-Sandin G, Clifford S, Valiente C, Lemery-Chalfant K. Toddler risk and protective characteristics: Common and unique genetic and environmental influences. SOCIAL DEVELOPMENT 2019; 28:482-498. [PMID: 31543571 DOI: 10.1111/sode.12347] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The goal of this study was to disentangle the common and unique genetic and environmental influences on social-emotional competence, problem behavior, physiological dysregulation, and negative emotionality (NE) in toddlers. The sample consisted of 243 twin pairs (mean age = 31.94 months) rated by primary caregivers (>95% mothers) on the Children's Behavior Questionnaire and the Infant-Toddler Social and Emotional Assessment. A multivariate Cholesky Decomposition revealed three shared environmental factors, with one set of environmental influences common to competence, problem behavior, and physiological dysregulation, a second common to problem behavior and physiological dysregulation, and a third common to physiological dysregulation and NE. Also, there were two additive genetic factors, with one explaining variance in competence, NE, and a small amount of variance in problem behavior, and a second explaining variance in problem behavior and NE. Given the common shared environmental factors across outcomes, these results suggest that toddlerhood could be a particularly important time to intervene, as interventions could simultaneously improve competencies and reduce problem behaviors. This study also highlights the need for genetically informed research to examine the etiology of multiple outcomes and address overlap.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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Mohebbi Z, Setoodeh G, Torabizadeh C, Rambod M. State of Mental Health and Associated Factors in Nursing Students from Southeastern Iran. INVESTIGACION Y EDUCACION EN ENFERMERIA 2019; 37:e04. [PMID: 31830402 PMCID: PMC7871495 DOI: 10.17533/udea.iee.v37n3e04] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Accepted: 09/30/2019] [Indexed: 05/16/2023]
Abstract
OBJECTIVES To evaluate the state of mental health and its relation with associated factors among nursing students. METHODS A cross-sectional study was conducted with 130 students from the Nursing and Midwifery College affiliated to the University of Medical Sciences of Shiraz (Iran). Data was collected through a document that included information on the demographic characteristics, the mean grades of the practical assignments and of the total (practical and theoretical assignments), and the Goldberg Health Questionnaire (GHQ-28) that measures symptoms grouped into four dimensions (somatic symptoms, anxiety and insomnia, social dysfunction, and depression). RESULTS Most of the participants (65.1%) were women; 5.3% were between 21 and 22 years of age, 84.5% were single, and 33.3% were in the sixth semester; 68.5% of the students had problems with mental health. By dimensions of the GHQ-28, it was found that 7.7% had somatic symptoms, 13.8% symptoms of anxiety and sleep disorders, 52.3% social dysfunction, and 6.2% depression. Males had a higher score of depression than females, and being single was related with higher scores of physical symptoms, anxiety and insomnia, and depression, compared with those who were married. An inverse relationship was found between the GHQ-28 average score and the semester, the grade in practical assignments, and the total grade for physical symptoms and anxiety and insomnia. CONCLUSIONS There is a high proportion of nursing students with suspected mental health disorder. Some demographic and academic factors are related with the mental health of students and must be kept in mind by the institutions training future nurses.
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Ku S, Feng X, Hooper EG, Wu Q, Gerhardt M. Interactions between familial risk profiles and preschoolers' emotionality in predicting executive function. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.06.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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57
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Differentiating the contributions of emotional intelligence and resilience on adolescent male scholastic performance. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.03.023] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Johns SK, Valiente C, Eisenberg N, Spinrad TL, Hernández MM, Southworth J, Berger RH, Thompson MS, Silva KM, Pina AA. Prediction of Children's Early Academic Adjustment from Their Temperament: The Moderating Role of Peer Temperament. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 111:542-555. [PMID: 31186581 DOI: 10.1037/edu0000288] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goal of the study was to examine whether target children's temperamental negative emotional expressivity (NEE) and effortful control in the fall of kindergarten predicted academic adjustment in the spring and whether a classmate's NEE and effortful control moderated these relations. Target children's NEE and effortful control were measured in the fall via multiple methods, academic adjustment was measured via reading and math standardized tests in the spring, and observations of engagement in the classroom were conducted throughout the year. In the fall, teachers nominated a peer with whom each target child spent the most time and rated that peer's temperament. Target children with high effortful control had high reading and math achievement (ps = .04 and < .001, respectively), and children with low NEE increased in engagement during the year (p < .001). Peers' temperament did not have a direct relation to target children's academic adjustment. Peers' negative emotion, however, moderated the relation between target children's effortful control, as well as NEE, and changes in engagement (ps = .03 and .05, respectively). Further, peers' effortful control moderated the relations between target children's NEE and reading and changes in engagement (ps = .02 and .04, respectively). In each case, target children's temperament predicted the outcome in expected directions more strongly when peers had low NEE or high effortful control. Results are discussed in terms of how children's temperamental qualities relate to academic adjustment, and how the relation between NEE and changes in engagement, in particular, depends on peers' temperament.
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Affiliation(s)
| | - Carlos Valiente
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | | | - Tracy L Spinrad
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | | | - Jody Southworth
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Rebecca H Berger
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Marilyn S Thompson
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
| | - Kassondra M Silva
- Arizona State University, T. Denny Sanford School of Social and Family Dynamics
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A Case Study of Facial Emotion Classification Using Affdex. SENSORS 2019; 19:s19092140. [PMID: 31075816 PMCID: PMC6539883 DOI: 10.3390/s19092140] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/26/2019] [Revised: 04/30/2019] [Accepted: 05/05/2019] [Indexed: 11/16/2022]
Abstract
This paper focuses on the analysis of reactions captured by the face analysis system. The experiment was conducted on a sample of 50 university students. Each student was shown 100 random images and the student´s reaction to every image was recorded. The recorded reactions were subsequently compared to the reaction of the image that was expected. The results of the experiment have shown several imperfections of the face analysis system. The system has difficulties classifying expressions and cannot detect and identify inner emotions that a person may experience when shown the image. Face analysis systems can only detect emotions that are expressed externally on a face by physiological changes in certain parts of the face.
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Hanin V, Van Nieuwenhoven C. Emotional and motivational relationship of elementary students to mathematical problem-solving: a person-centered approach. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-018-00411-7] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Panayiotou M, Humphrey N, Wigelsworth M. An empirical basis for linking social and emotional learning to academic performance. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.01.009] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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63
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Abstract
Music is at the centre of what it means to be human - it is the sounds of human bodies and minds moving in creative, story-making ways. We argue that music comes from the way in which knowing bodies (Merleau-Ponty) prospectively explore the environment using habitual 'patterns of action,' which we have identified as our innate 'communicative musicality.' To support our argument, we present short case studies of infant interactions using micro analyses of video and audio recordings to show the timings and shapes of intersubjective vocalizations and body movements of adult and child while they improvise shared narratives of meaning. Following a survey of the history of discoveries of infant abilities, we propose that the gestural narrative structures of voice and body seen as infants communicate with loving caregivers are the building blocks of what become particular cultural instances of the art of music, and of dance, theatre and other temporal arts. Children enter into a musical culture where their innate communicative musicality can be encouraged and strengthened through sensitive, respectful, playful, culturally informed teaching in companionship. The central importance of our abilities for music as part of what sustains our well-being is supported by evidence that communicative musicality strengthens emotions of social resilience to aid recovery from mental stress and illness. Drawing on the experience of the first author as a counsellor, we argue that the strength of one person's communicative musicality can support the vitality of another's through the application of skilful techniques that encourage an intimate, supportive, therapeutic, spirited companionship. Turning to brain science, we focus on hemispheric differences and the affective neuroscience of Jaak Panksepp. We emphasize that the psychobiological purpose of our innate musicality grows from the integrated rhythms of energy in the brain for prospective, sensation-seeking affective guidance of vitality of movement. We conclude with a Coda that recalls the philosophy of the Scottish Enlightenment, which built on the work of Heraclitus and Spinoza. This view places the shared experience of sensations of living - our communicative musicality - as inspiration for rules of logic formulated in symbols of language.
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Affiliation(s)
- Stephen Malloch
- Westmead Psychotherapy Program, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia
- The MARCS Institute for Brain, Behaviour, and Development, Western Sydney University, Sydney, NSW, Australia
| | - Colwyn Trevarthen
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, The University of Edinburgh, Edinburgh, United Kingdom
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Mason L, Scrimin S, Zaccoletti S, Tornatora MC, Goetz T. Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension. COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2018.05.020] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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65
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Hayat AA, Salehi A, Kojuri J. Medical student's academic performance: The role of academic emotions and motivation. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2018; 6:168-175. [PMID: 30349828 PMCID: PMC6191829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/14/2018] [Accepted: 09/02/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Identification of the factors that promote academic performance is of importance in the success rate of medical students. This study aimed to find the relationship between emotions, motivation and academic performance of medical students. METHODS This descriptive-correlative study was conducted among 370 medical students in Shiraz University of Medical Sciences using convenience sampling. Academic emotions questionnaire (AEQ) including 75 items and college student version of work preference inventory including 30 items were used to collect the data. The Cronbach's alpha for the eight types of academic emotions ranged from 0.73 to 0.86, and for the intrinsic and extrinsic motivation it was 0.81 and 0.87, respectively. The data were analyzed using Pearson correlation, multiple regression, independent t-test and one-way ANOVA through SPSS, 14. RESULTS Results indicated a positive and significant correlation between positive emotions (enjoyment, hope, pride) and students' academic performance (r=0.37, r=0.27 and r=0.39, respectively, with p<0.01). A negative and significant correlation was found between negative emotions (anger, anxiety, hopelessness, shame and boredom) with students' academic performance (r=-0.15, r=-0.24, r=-0.23, r=-0.215 and r=-0.21, respectively, with p<0.01). There was a positive and significant correlation between intrinsic and extrinsic motivation and academic performance (r=0.63, r=0.14, with p<0.01, p<0.05, respectively). Emotions related to enjoyment, hope, pride, hopelessness, boredom and intrinsic motivation were shown as the key predictors of students' academic performance. CONCLUSION The results of this study showed the key role of motivation and positive emotions in increasing medical students' academic performance.
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Affiliation(s)
- Ali Asghar Hayat
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Asieh Salehi
- Public Health School of Medicine, Griffith University, Australia
| | - Javad Kojuri
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
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Kwon K, Kupzyk K, Benton A. Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.07.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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67
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Arbona C, Fan W, Olvera N. College Stress, Minority Status Stress, Depression, Grades, and Persistence Intentions Among Hispanic Female Students: A Mediation Model. HISPANIC JOURNAL OF BEHAVIORAL SCIENCES 2018. [DOI: 10.1177/0739986318799077] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study examined the mediating role of depression symptoms in the relation of college stress and minority status stress to cumulative grade point average (GPA) and persistence intentions among Hispanic women ( n = 426) enrolled in a 4-year major research public institution. Results of path analyses indicated a strong model-data fit for the proposed model. When controlling for each other, both typical college stress and minority status stress positively predicted depression and, in turn, depression negatively predicted college persistence intentions. Tests of indirect effects revealed that depression mediated the relation of college stress and minority status stress to persistence. No mediation effects were present in the relation of the stress variables to cumulative GPA. Findings suggest that depression symptoms is one of the pathways through which college stress and minority status stress may result in lower levels of persistence intentions and, possibly, dropout behavior among Hispanic college women in 4-year institutions.
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Jakobsen F, Musaeus P, Kirkeby L, Hansen TB, Mørcke AM. Emotions and clinical learning in an interprofessional outpatient clinic: a focused ethnographic study. J Interprof Care 2018; 33:57-65. [PMID: 30160542 DOI: 10.1080/13561820.2018.1514372] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
During the last decade, there has been a growing recognition that emotions can be of critical importance for students' learning and cognitive development. The aim of this study was to investigate the self-reported and the observed relationship of: activity-, outcome-, epistemic-, and social emotions' role in students' learning in a clinical interprofessional context. We conducted a focused ethnography study of medical and nursing students' clinical placement in an interprofessional orthopaedic outpatient clinic where the students performed consultations with patients, together. We used content analysis to analyse observational notes and interviews. Two themes were identified. First self-regulated learning with two sub-themes: unexpected incident and reflection. The second theme was cooperative learning with three sub-themes: equality, communication, and role distribution. Participants only reported activating emotions. Negative emotions often occurred when the students together experienced an incongruity between their cognitive capability and the type of task. However, because of the possibility for students to call for a supervisor, the negative activating emotions often, in connection with reflection on the incident, resulted in a positive emotion due to the students' awareness of having acquired new knowledge and capability, and thereby, learning. It is important to be aware of the close interplay between emotions and clinical learning in an interprofessional context. The learning environment must include easy access for supervision.
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Affiliation(s)
- Flemming Jakobsen
- University Clinic for Hand, Hip and Knee Surgery, Regional Hospital West Jutland, Aarhus University, Denmark
| | - Peter Musaeus
- Centre for Health Sciences Education, Aarhus University, Denmark
| | - Lone Kirkeby
- University Clinic for Hand, Hip and Knee Surgery, Regional Hospital West Jutland, Aarhus University, Denmark
| | - Torben Bæk Hansen
- University Clinic for Hand, Hip and Knee Surgery, Regional Hospital West Jutland, Aarhus University, Denmark
| | - Anne Mette Mørcke
- Copenhagen Academy for Medical Education and Simulation, The Capital Region of Denmark
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Phan HP, Ngu BH, Wang HW, Shih JH, Shi SY, Lin RY. Understanding levels of best practice: An empirical validation. PLoS One 2018; 13:e0198888. [PMID: 29902278 PMCID: PMC6002041 DOI: 10.1371/journal.pone.0198888] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Accepted: 05/28/2018] [Indexed: 11/19/2022] Open
Abstract
Recent research has explored the nature of the theoretical concept of optimal best practice, which emphasizes the importance of personal resolve, inner strength, and the maximization of a person's development, whether it is mental, cognitive, social, or physical. In the context of academia, the study of optimal functioning places emphasis on a student's effort expenditure, positive outlook, and determination to strive for educational success and enriched subjective well-being. One major inquiry closely associated with optimal functioning is the process of optimization. Optimization, in brief, delves into the enactment of different psychological variables that could improve a person's internal state of functioning (e.g., cognitive functioning). From a social sciences point of view, very little empirical evidence exists to affirm and explain a person's achievement of optimal best practice. Over the past five years, we have made extensive progress in the area of optimal best practice by developing different quantitative measures to assess and evaluate the importance of this theoretical concept. The present study, which we collaborated with colleagues in Taiwan, involved the use of structural equation modeling (SEM) to analyze a cohort of Taiwanese university students' (N = 1010) responses to a series of Likert-scale measures that focused on three major entities: (i) the importance of optimal best practice, (ii) three major psychological variables (i.e., effective functioning, personal resolve, and emotional functioning) that could optimize student' optimal best levels in academic learning, and (iii) three comparable educational outcomes (i.e., motivation towards academic learning, interest in academic learning, and academic liking experience) that could positively associate with optimal best practice and the three mentioned psychological variables. Findings that we obtained, overall, fully supported our initial a priori model. This evidence, in its totality, has made substantive practical, theoretical, and methodological contributions. Foremost, from our point of view, is clarity into the psychological process of optimal best practice in the context of schooling. For example, in relation to subjective well-being experiences, how can educators optimize students' positive emotions? More importantly, aside from practical relevance, our affirmed research inquiry has produced insightful information for further advancement. One distinction, in this case, entails consideration of a more complex methodological design that could measure, assess, and evaluate the impact of optimization.
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Affiliation(s)
- Huy P. Phan
- School of Education, University of New England, Armidale, NSW, Australia
| | - Bing H. Ngu
- School of Education, University of New England, Armidale, NSW, Australia
| | - Hui-Wen Wang
- Department of Philosophy, Huafan University, New Taipei City, Taiwan
| | - Jen-Hwa Shih
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
| | - Sheng-Ying Shi
- Graduate Institute of Asian Humanities, Huafan University, New Taipei City, Taiwan
| | - Ruey-Yih Lin
- Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
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70
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Fung F, Tan CY, Chen G. Student engagement and mathematics achievement: Unraveling main and interactive effects. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22139] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | | | - Gaowei Chen
- The University of Hong Kong; Hong Kong China
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McLarnon MJW, O’Neill TA. Extensions of Auxiliary Variable Approaches for the Investigation of Mediation, Moderation, and Conditional Effects in Mixture Models. ORGANIZATIONAL RESEARCH METHODS 2018. [DOI: 10.1177/1094428118770731] [Citation(s) in RCA: 53] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Person-centered analyses and mixture models, such as latent profile analyses (LPA), are becoming increasingly common in the organizational literature. However, common usage of LPA rarely extends to the estimation of moderation, conditional effects, and mediation within a single model. This can affect the accuracy of parameter estimates, and it interferes with development and investigation of complex theories. The current study provides an overview of systematic approaches that allows researchers to investigate models involving moderation, conditional effects on outcomes, and mediation. Using M plus, we offer an accessible method of testing complex statistical models that are auxiliary to the focal mixture model. We provide syntax for typical moderation, conditional effects, and mediation hypotheses, and we provide a detailed explanation of the procedures. We demonstrate these procedures with applications involving the five-factor model (FFM) of personality and several additional variables that comprise complex auxiliary statistical models. The pedagogical approach offered by this research will facilitate future theoretical developments and empirical advancements in the use of person-centered analyses.
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Affiliation(s)
| | - Thomas A. O’Neill
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada
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Hernández MM, Eisenberg N, Valiente C, Thompson MS, Spinrad TL, Grimm KJ, VanSchyndel SK, Berger RH, Silva KM, Pina AA, Southworth J, Gal DE. Trajectories of the Expression of Negative Emotion from Kindergarten to First Grade: Associations with Academic Outcomes. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 110:324-337. [PMID: 29861505 PMCID: PMC5976455 DOI: 10.1037/edu0000213] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
We examined individual trajectories, across four time points, of children's (N = 301) expression of negative emotion in classroom settings and whether these trajectories predicted their observed school engagement, teacher-reported academic skills, and passage comprehension assessed with a standardized measure in first grade. In latent growth curve analyses, negative expressivity declined from kindergarten to first grade with significant individual differences in trajectories. Negative expressivity in kindergarten inversely predicted first grade school engagement and teacher-reported academic skills, and the slope of negative expressivity from kindergarten to first grade inversely predicted school engagement (e.g., increasing negative expressivity was associated with lower school engagement). In addition, we examined if prior academic functioning in kindergarten moderated the association between negative expressivity (level in kindergarten and change over time) and academic functioning in first grade. The slope of negative expressivity was negatively associated with first grade school engagement and passage comprehension for children who had lower kindergarten school engagement and passage comprehension, respectively, but was unrelated for those with higher academic functioning in kindergarten. That is, for children who had lower kindergarten school engagement and passage comprehension, greater declines in negative expressivity were associated with higher first grade school engagement and passage comprehension, respectively. The findings suggest that negative emotional expressivity in school is associated with academic outcomes in first grade and, in some cases, this association is more pronounced for children who had lower kindergarten academic functioning.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | | | - Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Diana E. Gal
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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73
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Liu R, Blankenship TL, Broomell APR, Garcia-Meza T, Calkins SD, Bell MA. Executive Function Mediates the Association between Toddler Negative Affectivity and Early Academic Achievement. EARLY EDUCATION AND DEVELOPMENT 2018; 29:641-654. [PMID: 30745790 PMCID: PMC6368268 DOI: 10.1080/10409289.2018.1446880] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
RESEARCH FINDINGS We examined the nature of association between toddler negative affectivity (NA) and later academic achievement by testing early childhood executive function (EF) as a mediator that links children's temperament and their performance on standardized math and reading assessments. One hundred eighty-four children (93 boys, 91 girls) participated in our longitudinal study. Children's NA was measured at age 2 and EF at age 4. At age 6, academic achievement in reading and mathematics were assessed using the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001). Results indicated that NA at age 2 negatively predicted EF at age 4, which positively predicted mathematics achievement and reading achievement at age 6. Age 4 EF mediated the relation between age 2 NA and age 6 academic achievement on both reading and math. These findings highlight the significance of considering both NA and EF in conversations about children's academic achievement. PRACTICE OR POLICY For children with temperamentally high NA, focusing on efforts to enhance emotion regulation and EF during the preschool years may benefit their later mathematics and reading achievement.
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Affiliation(s)
- Ran Liu
- Department of Psychology, 109 Williams Hall, Blacksburg, VA 24061
| | | | | | | | - Susan D Calkins
- The University of North Carolina at Greensboro: Department of Human Development and Family Studies, 248 Stone Building, Greensboro, NC 27402-6170
| | - Martha Ann Bell
- Department of Psychology, 109 Williams Hall, Blacksburg, VA 24061
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74
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A continuous improvement approach to social and emotional competency measurement. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2017.03.002] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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75
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Sánchez-Pérez N, Castillo A, López-López JA, Pina V, Puga JL, Campoy G, González-Salinas C, Fuentes LJ. Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results. Front Psychol 2018; 8:2327. [PMID: 29375442 PMCID: PMC5767320 DOI: 10.3389/fpsyg.2017.02327] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2017] [Accepted: 12/21/2017] [Indexed: 11/30/2022] Open
Abstract
Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.
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Affiliation(s)
- Noelia Sánchez-Pérez
- Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - Alejandro Castillo
- Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - José A López-López
- School of Social and Community Medicine, University of Bristol, Bristol, United Kingdom
| | - Violeta Pina
- Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - Jorge L Puga
- Department of Health Sciences, Faculty of Health Sciences, Catholic University of Murcia, Murcia, Spain
| | - Guillermo Campoy
- Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - Carmen González-Salinas
- Department of Developmental Psychology and Education, Faculty of Psychology, University of Murcia, Murcia, Spain
| | - Luis J Fuentes
- Department of Basic Psychology and Methodology, Faculty of Psychology, University of Murcia, Murcia, Spain
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76
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Berger RH, Diaz A, Valiente C, Eisenberg N, Spinrad TL, Thompson MS, Hernández MM, VanSchyndel SK, Southworth J. Sleep duration moderates the association between children's temperament and academic achievement. EARLY EDUCATION AND DEVELOPMENT 2017; 29:624-640. [PMID: 30245557 PMCID: PMC6145820 DOI: 10.1080/10409289.2017.1404884] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The primary goal of this study was to determine whether sleep duration moderated the relations of two dimensions of children's temperament, shyness and negative emotion, to academic achievement. In the autumn, parents and teachers reported on kindergarteners' and first graders' (N = 103) shyness and negative emotion and research assistants observed negative emotion in the classroom. In the spring, children wore actigraphs that measured their sleep for five consecutive school nights, and they completed the Woodcock Johnson-III standardized tests of achievement. Interactions between temperament and sleep duration predicting academic achievement were computed. Interactions of sleep duration with parent-reported shyness, teacher-reported negative emotion, and observed negative emotion indicated that the negative relations of shyness or negative emotion to academic achievement were strongest when children slept less. Results suggest that sleep duration may be an important bio-regulatory factor to consider in young children's early academic achievement.
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Affiliation(s)
- Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Anjolii Diaz
- Department of Psychological Sciences, Ball State University, 2000 W University Avenue 109 North Quad Muncie, IN 47306, USA
| | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
| | - Maciel M. Hernández
- Department of Psychology, Portland State University, 1721 SW Broadway, Portland, OR 07207 1104 USA
| | - Sarah K. VanSchyndel
- Department of Psychology, Arizona State University, P.O. Box 871104, Tempe, AZ 85287-1104 USA
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 850 S. Cady Mall Tempe, AZ 85281-3701 USA
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77
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Kogan LR, Hellyer PW, Clapp TR, Suchman E, McLean J, Schoenfeld-Tacher R. Use of Short Animal-Themed Videos to Enhance Veterinary Students' Mood, Attention, and Understanding of Pharmacology Lectures. JOURNAL OF VETERINARY MEDICAL EDUCATION 2017; 45:188-194. [PMID: 28960127 DOI: 10.3138/jvme.1016-162r] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Professional DVM training is inherently stressful and challenging for students. This study evaluated a simple intervention-short breaks during a veterinary pharmacology lecture course in the form of funny/cute animal videos (Mood Induction Procedures, or MIP)-to assess for potential impact on students' mood, interest in material, and perceived understanding of material. Ten YouTube video clips showing cats or dogs were selected to influence students' affective states. The videos were shown in a required pharmacology class offered during the fall semester of the second year of the DVM program at a large, land-grant institution in the western US. The student cohort consisted of 133 students (20 males, 113 females). Twenty days of the course were randomly chosen for the study and ranged from weeks 2 to 13 of the semester. Sessions in which the videos were played were alternated with sessions in which no video was played, for a total of 10 video days and 10 control days. There were significant differences in all three post-class assessment measures between the experimental (video) days and the control days. Results suggest that showing short cute animal videos in the middle of class positively affected students' mood, interest in material, and self-reported understanding of material. While the results of this study are limited to one student cohort at one institution, the ease of implementation of the technique and relatively low stakes support incorporation of the MIP technique across a variety of basic and clinical science courses.
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Affiliation(s)
- Lori R Kogan
- Department of Clinical Sciences, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, 1680 Campus Delivery, Fort Collins, CO 80523-1680 USA.
| | - Peter W Hellyer
- Department of Clinical Sciences, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, Fort Collins, CO 80523 USA.
| | - Tod R Clapp
- Department of Biomedical Sciences, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, 1617 Campus Delivery, Fort Collins, CO 80523-1617 USA.
| | - Erica Suchman
- Department of Microbiology, Immunology and Pathology, College of Veterinary Medicine and Biomedical Sciences, 1682 Campus Delivery, Fort Collins, CO 80523-1682 USA.
| | - Jennifer McLean
- Department of Microbiology, Immunology and Pathology, Colorado State University, College of Veterinary Medicine and Biomedical Sciences, 1682 Campus Delivery, Fort Collins, CO 80523-1682 USA.
| | - Regina Schoenfeld-Tacher
- College of Veterinary Medicine, Department of Molecular Biomedical Sciences, North Carolina State University, Box 8401, Raleigh, NC 27695 USA
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78
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Wang CY, Chen JD, Wang CH, Wang JY, Tai CJ, Hsieh TY, Chen DY. Effects of Job Burnout and Emotional Labor on Objective Structured Clinical Examination Performance Among Interns and Residents in Taiwan. Eval Health Prof 2017; 42:233-257. [PMID: 28934863 DOI: 10.1177/0163278717729732] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Medical education faces challenges concerning job burnout and emotional labor among junior physicians, which poses a potential threat to the quality of medical care. Although studies have investigated job burnout and emotional labor among physicians, empirical research on the association between job burnout, emotional labor, and clinical performance is lacking. This study investigated the effects of job burnout and emotional labor on clinical performance by using the objective structured clinical examination (OSCE) scores of interns and residents. Specifically, this cross-sectional study utilized the Maslach Burnout Inventory and the Emotional Labor Questionnaire as measurement instruments. A total of 225 interns and residents in central Taiwan answered structured questionnaires before beginning their OSCE. The major statistical analysis method employed was logistic regression. After adjustment for covariates, first-year residents were less likely than other residents to obtain high OSCE scores. The odds of high OSCE performance among interns and residents with high interaction component scores in emotional labor were significantly higher than those with low interaction scores. A high score in the interaction dimension of emotional labor was associated with strong clinical performance. The findings suggest that interventions which motivate positive attitudes and increase interpersonal interaction skills among physicians should receive higher priority.
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Affiliation(s)
- Chen-Yu Wang
- 1 Department of Critical Care Medicine, Taichung Veterans General Hospital, Taichung, Taiwan.,2 Department of Nursing, Hungkuang University, Taichung, Taiwan
| | - Jen-De Chen
- 3 Department of Sports, National Changhua University of Education, Changhua, Taiwan
| | - Chih-Hung Wang
- 4 Graduate Institute of Education, National Changhua University of Education, Changhua, Taiwan
| | - Jong-Yi Wang
- 5 Department of Health Services Administration, China Medical University, Taichung, Taiwan
| | - Chih-Jaan Tai
- 5 Department of Health Services Administration, China Medical University, Taichung, Taiwan.,6 Department of Otolaryngology, China Medical University Hospital, Taichung, Taiwan
| | - Tsu-Yi Hsieh
- 7 Department of Medical Education, Taichung Veterans General Hospital, Taichung, Taiwan.,8 Department of Computer Science and Information Engineering, Da-Yeh University, Changhua, Taiwan
| | - Der-Yuan Chen
- 7 Department of Medical Education, Taichung Veterans General Hospital, Taichung, Taiwan.,9 School of Medicine, National Yang-Ming University, Taipei, Taiwan.,10 Institute of Biomedical Science, National Chung Hsing University, Taichung, Taiwan.,11 Rong Hsing Research Center for Translational Medicine, National Chung Hsing University, Taichung, Taiwan
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79
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Pires HS, Candeias AA, Grácio L, Galindo E, Melo M. The Influence of Family Support According to Gender in the Portuguese Language Course Achievement. Front Psychol 2017; 8:1610. [PMID: 28974939 PMCID: PMC5610692 DOI: 10.3389/fpsyg.2017.01610] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Accepted: 09/01/2017] [Indexed: 11/13/2022] Open
Abstract
Several factors like pupils’ characteristics, school conditions and family context have been pointed out in the literature as being linked to academic achievement. Regarding the latter, family socio-economic status and parental support have been identified as determining variables on success at school. The current study analyses the influence of family support on the achievement of school children in their native language [Portuguese language course (PLC)]. Participants were 885 students attending PLC on basic and secondary schools (6th and 9th school grades) (ISCED 1); 418 boys and 467 girls, ranged between 10 and 18 years of age (M = 12.99). School achievement was assessed using year-end classifications in PLC. Family support was assessed using the Family Support-Context Variables Questionnaire. A regression analysis showed that students’ perception about instrumental and affective family support in school life was positively related to their Portuguese grades. However, different predictive values were revealed according to gender. Girls’ Portuguese languge couse classification seemed to depend on affective variables like their perception of affective parental support and affective attitudes toward the PLC, while boys’ results seemed to be influenced by instrumental variables, such as the perception of instrumental support from parents and boys’ attitudes toward the utility of learning Portuguese language. These results supported those of other studies, showing the need to take gender differences into account in educational interventions, especially during early adolescence. In conclusion, the study shows an influence of parental support on PLC achievement. Such influence differs according to gender, with girls being more sensitive to the affective dimension of parental support and boys to the instrumental one.
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Affiliation(s)
- Heldemerina S Pires
- Department of Psychology, School of Social Sciences, University of ÉvoraÉvora, Portugal.,Center for Research in Education and Psychology, University of ÉvoraÉvora, Portugal
| | - Adelinda A Candeias
- Department of Psychology, School of Social Sciences, University of ÉvoraÉvora, Portugal.,Center for Research in Education and Psychology, University of ÉvoraÉvora, Portugal
| | - Luísa Grácio
- Department of Psychology, School of Social Sciences, University of ÉvoraÉvora, Portugal.,Center for Research in Education and Psychology, University of ÉvoraÉvora, Portugal
| | - Edgar Galindo
- Department of Psychology, School of Social Sciences, University of ÉvoraÉvora, Portugal.,Center for Research in Education and Psychology, University of ÉvoraÉvora, Portugal
| | - Madalena Melo
- Department of Psychology, School of Social Sciences, University of ÉvoraÉvora, Portugal.,Interdisciplinary Center for History, Culture and Societies, University of ÉvoraÉvora, Portugal
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80
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Berger RH, VanSchyndel SK, Thompson MS, Southworth J, Silva KM. Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergarteners' Adjustment. EARLY EDUCATION AND DEVELOPMENT 2017; 29:1-13. [PMID: 29795975 PMCID: PMC5962289 DOI: 10.1080/10409289.2017.1364946] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
UNLABELLED Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children's adjustment (N = 301). RESEARCH FINDINGS Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher-student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. PRACTICE OR POLICY The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children's maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed.
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Rebecca H Berger
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | | | - Marilyn S Thompson
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Kassondra M Silva
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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81
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Kopystynska O, Spinrad TL, Seay DM, Eisenberg N. The interplay of maternal sensitivity and gentle control when predicting children's subsequent academic functioning: Evidence of mediation by effortful control. Dev Psychol 2017; 52:909-21. [PMID: 27228451 DOI: 10.1037/dev0000122] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goal of this work was to examine the complex interrelation of mothers' early gentle control and sensitivity in predicting children's effortful control (EC) and academic functioning. Maternal gentle control, maternal sensitivity, and children's EC were measured when children were 18, 30, and 42 months of age (T1, T2, and T3, respectively), and measures of children's academic functioning were combined across 72 and 84 months (T5/T6; Ns = 255, 222, 200, 162, and 143). Using structural equation modeling, results demonstrated that T1 maternal sensitivity moderated the relation between T1 maternal gentle control and T2 EC, and T3 EC predicted children's later academic functioning. There was evidence for moderated mediation, such that when maternal sensitivity was high, children's EC mediated the relation between T1 maternal gentle control and children's academic functioning, even after controlling for stability of the constructs. The relation between maternal gentle control and children's EC was not significant under conditions of low maternal sensitivity. Implications for parenting programs are offered and future research directions are discussed. (PsycINFO Database Record
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Affiliation(s)
- Olena Kopystynska
- Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L Spinrad
- Sanford School of Social and Family Dynamics, Arizona State University
| | - Danielle M Seay
- Sanford School of Social and Family Dynamics, Arizona State University
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82
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Mason L, Scrimin S, Tornatora MC, Zaccoletti S. Emotional reactivity and comprehension of multiple online texts. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.07.002] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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83
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Moed A, Gershoff ET, Eisenberg N, Hofer C, Losoya S, Spinrad TL, Liew J. Parent-child negative emotion reciprocity and children's school success: An emotion-attention process model. SOCIAL DEVELOPMENT 2017; 26:560-574. [PMID: 38009128 PMCID: PMC10676019 DOI: 10.1111/sode.12217] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Research has demonstrated that emotions expressed in parent-child relationships are associated with children's school success. Yet the types of emotional expressions, and the mechanisms by which emotional expressions are linked with children's success in school, are unclear. In the present article, we focused on negative emotion reciprocity in parent-child interactions. Using structural equation modeling of data from 138 parent to child dyads [children's mean age at Time 1 (T1) was 13.44 years, SD = 1.16], we tested children's negative emotionality (CNE) at T1 and low attention focusing (LAF) at Time 2 (T2) as sequential mediators in the relation between parent and child negative emotion reciprocity at T1 and children's grade point average (GPA) and inhibitory control at T2. Our findings supported an emotion-attention process model: parent-child negative emotion reciprocity at T1 predicted CNE at T1, which predicted children's LAF at T2, which was, in turn, related to low inhibitory control at T2. Findings regarding children's GPA were less conclusive but did suggest an overall association of negative reciprocity and the two mediators with children's GPA. Our findings are discussed in terms of emotion regulation processes in children from negatively reciprocating dyads, and the effects of these processes on children's ability to obtain and use skills needed for success in school.
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Affiliation(s)
- Anat Moed
- Human Development and Family Sciences, University of Texas at Austin, Austin, Texas 78712
| | - Elizabeth T. Gershoff
- Human Development and Family Sciences, University of Texas at Austin, Austin, Texas 78712
| | - Nancy Eisenberg
- Department of Psychology, Arizona State University, Tempe, Arizona 85287-1104
| | - Claire Hofer
- UFR de Psychologie, Université Charles de Gaulle – Lille 3, Villeneuve d’Ascq 59653, France
| | - Sandra Losoya
- Department of Psychology, Arizona State University, Tempe, Arizona 85287-1104
| | - Tracy L. Spinrad
- School of Social and Family Dynamics, Arizona State University, Tempe, Arizona 85287-3701
| | - Jeffrey Liew
- Education and Human Development, Texas A&M University, College Station, Texas, 77843-4222
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84
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The Role of Ego-Resiliency as Mediator of the Longitudinal Relationship between Family Socio-Economic Status and School Grades. J Youth Adolesc 2017; 46:2157-2168. [DOI: 10.1007/s10964-017-0691-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2017] [Accepted: 05/03/2017] [Indexed: 10/19/2022]
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85
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Steinhoff A, Buchmann M. Co-Development of Academic Interest and Effortful Engagement and Its Role for Educational Attainment in a Tracked School System. RESEARCH IN HUMAN DEVELOPMENT 2017. [DOI: 10.1080/15427609.2017.1305810] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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86
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VanSchyndel SK, Eisenberg N, Valiente C, Spinrad TL. Relations from temperamental approach reactivity and effortful control to academic achievement and peer relations in early elementary school. JOURNAL OF RESEARCH IN PERSONALITY 2017. [DOI: 10.1016/j.jrp.2015.12.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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87
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, VanSchyndel SK, Diaz A, Silva KM, Berger RH, Southworth J. Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships. SOCIAL DEVELOPMENT 2017; 26:21-39. [PMID: 29861553 DOI: 10.1111/sode.12179] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher-student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher-student closeness and positively predicted teacher-student conflict. Implications for promoting social relationships in school are discussed.
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88
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Piechurska-Kuciel E. L2 or L3? Foreign Language Enjoyment and Proficiency. SECOND LANGUAGE LEARNING AND TEACHING 2017. [DOI: 10.1007/978-3-319-56892-8_7] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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89
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Siegling AB, Vesely AK, Saklofske DH, Frederickson N, Petrides KV. Incremental Validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF). EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2017. [DOI: 10.1027/1015-5759/a000267] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. This study examined the incremental validity of the adolescent short form of the Trait Emotional Questionnaire (TEIQue-ASF) in two European secondary-school samples. The TEIQue-ASF was administered as a predictor of socioemotional or academic achievement criteria, along with measures of coping strategies or cognitive ability, respectively. In Dutch high school students (N = 282), the TEIQue-ASF explained variance in all socioemotional criteria, controlling for coping strategies and demographics. In a sample of British preadolescents, the measure showed incremental contributions to academic achievement in the core areas (English, math, and science) of the English curriculum, controlling for cognitive ability subscales and gender (N = 357–491). Implications for the validity and applied utility of the TEIQue-ASF are discussed.
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Affiliation(s)
- Alex B. Siegling
- London Psychometric Laboratory, University College London, UK
- Research Department of Clinical, Educational, and Health Psychology, University College London, UK
| | - Ashley K. Vesely
- Department of Psychology, University of Western Ontario, London, ON, Canada
| | | | - Norah Frederickson
- Research Department of Clinical, Educational, and Health Psychology, University College London, UK
| | - K. V. Petrides
- London Psychometric Laboratory, University College London, UK
- Research Department of Clinical, Educational, and Health Psychology, University College London, UK
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90
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Arguedas M, Daradoumis T, Xhafa F. Analyzing the effects of emotion management on time and self-management in computer-based learning. COMPUTERS IN HUMAN BEHAVIOR 2016. [DOI: 10.1016/j.chb.2016.05.068] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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91
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Hernández MM, Eisenberg N, Valiente C, VanSchyndel SK, Spinrad TL, Silva KM, Berger RH, Diaz A, Terrell N, Thompson MS, Southworth J. Emotional expression in school context, social relationships, and academic adjustment in kindergarten. Emotion 2016; 16:553-66. [PMID: 26751629 PMCID: PMC4868802 DOI: 10.1037/emo0000147] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record
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Affiliation(s)
| | | | - Carlos Valiente
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | | | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Kassondra M. Silva
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Rebecca H. Berger
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Anjolii Diaz
- Department of Psychological Sciences, Ball State
University
| | - Nathan Terrell
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Marilyn S. Thompson
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
| | - Jody Southworth
- T. Denny Sanford School of Social and Family Dynamics,
Arizona State University
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92
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Anttila H, Pyhältö K, Soini T, Pietarinen J. How does it feel to become a teacher? Emotions in teacher education. SOCIAL PSYCHOLOGY OF EDUCATION 2016. [DOI: 10.1007/s11218-016-9335-0] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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93
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Scrimin S, Moscardino U, Altoè G, Mason L. Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2016; 86:278-95. [DOI: 10.1111/bjep.12104] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2015] [Revised: 11/27/2015] [Indexed: 01/31/2023]
Affiliation(s)
- Sara Scrimin
- Department of Developmental Psychology and Socialization; University of Padova; Italy
| | - Ughetta Moscardino
- Department of Developmental Psychology and Socialization; University of Padova; Italy
| | - Gianmarco Altoè
- Department of Developmental Psychology and Socialization; University of Padova; Italy
| | - Lucia Mason
- Department of Developmental Psychology and Socialization; University of Padova; Italy
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94
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Bhagat V, Haque M, Simbak NB, Jaalam K. Study on personality dimension negative emotionality affecting academic achievement among Malaysian medical students studying in Malaysia and overseas. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2016; 7:341-6. [PMID: 27354836 PMCID: PMC4910681 DOI: 10.2147/amep.s108477] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Personality dimension negative emotionality is known to be associated with academic achievement. The present study focuses on the influence of negative emotionality (neuroticism) on the medical students' academic achievements. The main objective of this study was to ascertain the negative emotionality scores among the first year Malaysian medical students studying in Malaysia and India, further to find out the association between negative emotionality and their academic achievements. The current study sample includes 60 first year Malaysian medical students from Universiti Sultan Zainal Abidin, Malaysia, and USM-KLE IMP, Belgaum, India. They were selected by convenient sampling technique. The Medico-Psychological questionnaire was used to find out the negative emotionality scores among the students and these scores were compared with academic scores. The data were analyzed using SPSS- 20. Thus, the study result goes with the prediction that there is a significant correlation between academic achievement and negative emotionality. We concluded that negative emotionality has a negative impact on medical student's academic achievement regardless of the fact whether they study in their own country or overseas.
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Affiliation(s)
- Vidya Bhagat
- Faculty of Medicine, Universiti Sultan Zainal Abidin, Jalan Sultan Mahmud, Kuala Terengganu, Malaysia
- Correspondence: Vidya Bhagat, Unit of Psychological Medicine, Faculty of Medicine (FP), Medical Campus, Universiti Sultan Zainal Abidin, Jalan Sultan Mahmud, 20400 Kuala Terengganu, Terengganu, Malaysia, Email
| | - Mainul Haque
- Faculty of Medicine and Defense Health, National Defence University of Malaysia, Kuala Lumpur, Malaysia
| | - Nordin Bin Simbak
- Faculty of Medicine, Universiti Sultan Zainal Abidin, Jalan Sultan Mahmud, Kuala Terengganu, Malaysia
| | - Kamarudin Jaalam
- USM-KLE International Medical Program, Belgaum, Karnataka, India
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95
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Guo Y, Zhang J, Zhang N. Character strengths and their influencing factors among nursing students in Changsha, China: the only-child versus non-only-child. Arch Psychiatr Nurs 2015; 29:365-71. [PMID: 26577548 DOI: 10.1016/j.apnu.2015.06.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/01/2014] [Revised: 06/05/2015] [Accepted: 06/11/2015] [Indexed: 11/17/2022]
Abstract
The purpose of this study was to explore the differences of character strengths and their predictors between only-child and non-only-child nursing students. Using data from 742 participants, linear regression was conducted. Results indicate that there was no significant differences between the two groups concerning anxiety, depression and general self-efficacy (P>0.05). The character strengths status of only-child was better than that of non-only-child (P<0.05) and the predictors of character strengths between the two groups had some differences. This study has suggestions on how to help nursing students to improve their character strengths.
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Affiliation(s)
- Yufang Guo
- Xiangya Nursing School of Central South University, Changsha, Hunan, China
| | - Jingping Zhang
- Xiangya Nursing School of Central South University, Changsha, Hunan, China.
| | - Na Zhang
- Xiangya Nursing School of Central South University, Changsha, Hunan, China
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96
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Perera HN. The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update. THE JOURNAL OF PSYCHOLOGY 2015; 150:229-51. [PMID: 26515326 DOI: 10.1080/00223980.2015.1079161] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
Abstract
Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.
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97
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Exploring students’ affect and achievement goals in the context of an intervention to improve web searching skills. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2015.02.060] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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98
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Perera HN, McIlveen P, Oliver ME. The mediating roles of coping and adjustment in the relationship between personality and academic achievement. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 85:440-57. [DOI: 10.1111/bjep.12084] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2014] [Revised: 06/07/2015] [Indexed: 11/26/2022]
Affiliation(s)
- Harsha N. Perera
- School of Linguistics, Adult and Specialist Education; University of Southern Queensland; Toowoomba Queensland Australia
| | - Peter McIlveen
- School of Linguistics, Adult and Specialist Education; University of Southern Queensland; Toowoomba Queensland Australia
| | - Mark E. Oliver
- School of Linguistics, Adult and Specialist Education; University of Southern Queensland; Toowoomba Queensland Australia
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99
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Nozadi SS, Spinrad TL, Eisenberg N, Eggum-Wilkens ND. Associations of Anger and Fear to Later Self-Regulation and Problem Behavior Symptoms. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2015; 38:60-69. [PMID: 26089582 PMCID: PMC4467833 DOI: 10.1016/j.appdev.2015.04.005] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The mediating and moderating roles of self-regulation in the associations of dispositional anger and fear to later conduct and anxiety symptoms were tested. Mothers and teachers rated children's anger and fear at 54 months (N = 191), and mothers reported on children's symptoms of anxiety and conduct disorders at 72 and 84 months (Ns = 169 and 144). Children's self-regulatory ability was assessed using the Tower of Hanoi task at 72 months. Children's self-regulation mediated the association between early dispositional fear and 84-month mother-reported anxiety disorder symptoms above and beyond the effects of earlier generalized anxiety symptoms. Children's anger directly predicted relatively high mother-reported conduct and anxiety disorder symptoms. Findings are discussed in terms of the importance of considering self-regulation as potential mechanism relating early childhood dispositional reactivity to later psychopathology symptoms.
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Affiliation(s)
- Sara S. Nozadi
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
| | - Tracy L. Spinrad
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University
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100
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The social ties that bind: social anxiety and academic achievement across the university years. J Youth Adolesc 2015; 44:1139-52. [PMID: 25691148 DOI: 10.1007/s10964-015-0262-8] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2014] [Accepted: 02/09/2015] [Indexed: 10/24/2022]
Abstract
Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.
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