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Li M, Yan Y, Jia H, Gao Y, Qiu J, Yang W. Neural basis underlying the association between thought control ability and happiness: The moderating role of the amygdala. Psych J 2024; 13:625-638. [PMID: 38450574 DOI: 10.1002/pchj.741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Accepted: 01/19/2024] [Indexed: 03/08/2024]
Abstract
Thought control ability (TCA) plays an important role in individuals' health and happiness. Previous studies demonstrated that TCA was closely conceptually associated with happiness. However, empirical research supporting this relationship was limited. In addition, the neural basis underlying TCA and how this neural basis influences the relationship between TCA and happiness remain unexplored. In the present study, the voxel-based morphometry (VBM) method was adopted to investigate the neuroanatomical basis of TCA in 314 healthy subjects. The behavioral results revealed a significant positive association between TCA and happiness. On the neural level, there was a significant negative correlation between TCA and the gray matter density (GMD) of the bilateral amygdala. Split-half validation analysis revealed similar results, further confirming the stability of the VBM analysis findings. Furthermore, gray matter covariance network and graph theoretical analyses showed positive association between TCA and both the node degree and node strength of the amygdala. Moderation analysis revealed that the GMD of the amygdala moderated the relationship between TCA and happiness. Specifically, the positive association between TCA and self-perceived happiness was stronger in subjects with a lower GMD of the amygdala. The present study indicated the neural basis underlying the association between TCA and happiness and offered a method of improving individual well-being.
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Affiliation(s)
- Min Li
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University (SWU), Chongqing, China
| | - Yuchi Yan
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University (SWU), Chongqing, China
| | - Hui Jia
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University (SWU), Chongqing, China
| | - Yixin Gao
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University (SWU), Chongqing, China
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University (SWU), Chongqing, China
| | - Wenjing Yang
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University (SWU), Chongqing, China
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Grecucci A, Monachesi B, Messina I. Reduced GM-WM concentration inside the Default Mode Network in individuals with high emotional intelligence and low anxiety: a data fusion mCCA+jICA approach. Soc Cogn Affect Neurosci 2024; 19:nsae018. [PMID: 38451879 PMCID: PMC10919484 DOI: 10.1093/scan/nsae018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 01/05/2024] [Accepted: 02/16/2024] [Indexed: 03/09/2024] Open
Abstract
The concept of emotional intelligence (EI) refers to the ability to recognize and regulate emotions to appropriately guide cognition and behaviour. Unfortunately, studies on the neural bases of EI are scant, and no study so far has exhaustively investigated grey matter (GM) and white matter (WM) contributions to it. To fill this gap, we analysed trait measure of EI and structural MRI data from 128 healthy participants to shed new light on where and how EI is encoded in the brain. In addition, we explored the relationship between the neural substrates of trait EI and trait anxiety. A data fusion unsupervised machine learning approach (mCCA + jICA) was used to decompose the brain into covarying GM-WM networks and to assess their association with trait-EI. Results showed that high levels trait-EI are associated with decrease in GM-WM concentration in a network spanning from frontal to parietal and temporal regions, among which insula, cingulate, parahippocampal gyrus, cuneus and precuneus. Interestingly, we also found that the higher the GM-WM concentration in the same network, the higher the trait anxiety. These findings encouragingly highlight the neural substrates of trait EI and their relationship with anxiety. The network is discussed considering its overlaps with the Default Mode Network.
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Affiliation(s)
- Alessandro Grecucci
- Department of Psychology and Cognitive Sciences (DiPSCo), University of Trento, Rovereto (TN), Italy 38068, Italy
- Centre for Medical Sciences, CISMed, University of Trento, Trento, Italy 38122, Italy
| | - Bianca Monachesi
- Department of Psychology and Cognitive Sciences (DiPSCo), University of Trento, Rovereto (TN), Italy 38068, Italy
| | - Irene Messina
- Department of Psychology and Cognitive Sciences (DiPSCo), University of Trento, Rovereto (TN), Italy 38068, Italy
- Faculty of Social and Communication Sciences, Universitas Mercatorum, Rome, Italy
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Christodoulakis A, Kritsotakis G, Linardakis M, Sourtzi P, Tsiligianni I. Emotional intelligence is more important than the learning environment in improving critical thinking. MEDICAL TEACHER 2023; 45:708-716. [PMID: 36966746 DOI: 10.1080/0142159x.2023.2193305] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE To examine the association of critical thinking (CT) and emotional intelligence (EI) versus CT and learning environment (LE) in order to investigate which has the greatest influence EI or LE. MATERIALS AND METHODS A cross-sectional study was conducted with 340 s-year healthcare university students in two nursing and one medical schools from three universities in Greece, between October and December 2020. Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence Questionnaire-Short Form were administered. Hierarchical multiple linear regression analysis, with five steps, was used to compare the associations of CT and EI to CT and LE. RESULTS Participants' mean age (years) was 20.9 (6.6 SD); 82.6% female; 86.8% studying nursing. Students mean scores were moderate to high for CT disposition (44.7 ± 4.68). The general characteristics (age, gender, and school) were not significantly associated with CT (p > 0.05). However, CT was positively associated with LE (UCB = 0.064 & p < 0.001) and EI (UCB = 1.522 & p < 0.001). Moreover, CT seems to be associated in a higher degree (R2 change adj = 0.036 & p < 0.001) with emotional intelligence (UCB = 1.522) than with learning environment (UCB = 0.064). CONCLUSIONS Our findings suggest a different more optimal pathway for educators to improve the CT of their students through EI and not with LE as believed till now. By focusing on improving EI, educators may help their students become critical thinkers, who will provide better quality of care.
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Affiliation(s)
| | - George Kritsotakis
- Department of Business Administration & Tourism, Hellenic Mediterranean University, Heraklion, Greece
| | - Manolis Linardakis
- Department of Social Medicine, School of Medicine, University of Crete, Heraklion, Greece
| | - Panayota Sourtzi
- Department of Nursing, National and Kapodistrian University of Athens, Athens, Greece
| | - Ioanna Tsiligianni
- Department of Social Medicine, School of Medicine, University of Crete, Heraklion, Greece
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Dwyer CP. An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings. J Intell 2023; 11:105. [PMID: 37367507 DOI: 10.3390/jintelligence11060105] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 05/19/2023] [Accepted: 05/24/2023] [Indexed: 06/28/2023] Open
Abstract
Though a wide array of definitions and conceptualisations of critical thinking have been offered in the past, further elaboration on some concepts is required, particularly with respect to various factors that may impede an individual's application of critical thinking, such as in the case of reflective judgment. These barriers include varying levels of epistemological engagement or understanding, issues pertaining to heuristic-based thinking and intuitive judgment, as well as emotional and biased thinking. The aim of this review is to discuss such barriers and evaluate their impact on critical thinking in light of perspectives from research in an effort to reinforce the 'completeness' of extant critical thinking frameworks and to enhance the potential benefits of implementation in real-world settings. Recommendations and implications for overcoming such barriers are also discussed and evaluated.
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Affiliation(s)
- Christopher P Dwyer
- Technology Education Research Group (TERG), Department of Teacher Education, Athlone Campus, Technological University of the Shannon: Midlands Midwest, N37 HD68 Westmeath, Ireland
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Linking Learning Environment and Critical Thinking through Emotional Intelligence: A Cross-Sectional Study of Health Sciences Students. Healthcare (Basel) 2023; 11:healthcare11060826. [PMID: 36981483 PMCID: PMC10048752 DOI: 10.3390/healthcare11060826] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Revised: 02/02/2023] [Accepted: 03/08/2023] [Indexed: 03/15/2023] Open
Abstract
Background: Health sciences educators should increase the critical thinking of their students as this may improve the quality of care. However, this is rarely considered as a critical point in teaching, despite studies identifying factors such as the learning environment and emotional intelligence as increasing critical thinking at an undergraduate level. Thus, there is a need to better explore these factors and investigate interrelations and ways of improving critical thinking, especially in the critical field of healthcare students (nursing and medicine). Objectives: The present study aimed to examine the potential relationships between critical thinking with emotional intelligence and the learning environment. Method: This was a descriptive cross-sectional study with 208 first year health sciences university students of two nursing departments and one medicine department from three universities in Greece. The Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence-Short Form questionnaires were used to assess critical thinking, the education environment, and emotional intelligence, respectively. Results: The results demonstrate that critical thinking was positively related to emotional intelligence (β = 0.82, p < 0.001), but not to the learning environment (β = 1.06, p = 0.30). However, a structural equation modeling analysis supported the indirect relationship between the learning environment and critical thinking through emotional intelligence (M = 1.10, CI = 0.13–2.17, p < 0.05). Conclusions: Emotional intelligence may be the underlying mechanism for achieving critical thinking if it is well applied and cultivated in a learning environment. Therefore, universities could modify their curricula and place emotional intelligence at the epicenter of teaching.
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Di M, Deng X, Zhao J, Kong F. Psychometric Properties and Measurement Invariance Across Sex of the Wong and Law Emotional Intelligence Scale in Chinese adolescents. Psychol Rep 2020; 125:599-619. [PMID: 33174816 DOI: 10.1177/0033294120972634] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
The aim of this study was to validate the Wong and Law Emotional Intelligence Scale (WLEIS) in Chinese adolescents by examining factor structure, sex-related measurement invariance and latent mean differences, reliability, and criterion-related validity.A total of 1674 Chinese adolescents aged 12-17 years old (Mage = 15.26, SD = .58) were recruited. Results of confirmatory factor analysis (CFA) supported the four-factor model of the WLEIS as the best fit to the data. Multi-group CFA suggested that the measurement structure of the WLEIS was invariant across sex. Testing for the latent mean differences showed that male adolescents scored lower on the Other-Emotional Appraisal subscale, but scored higher on the Regulation of Emotion subscale than female adolescents. Furthermore, all the subscales of male and female adolescents had satisfactory composite reliability. Finally, the WLEIS had favorable criterion-related validity with self-esteem, life satisfaction, positive affect, negative affect and perceived stress. These findings suggested that the WLEIS is a reliable and valid instrument for assessing trait emotional intelligence of adolescents and can be generalized across sex.
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Affiliation(s)
- Meilin Di
- School of Psychology, Shaanxi Normal University, Xi'an, China.,School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Xinping Deng
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China.,School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Feng Kong
- School of Psychology, Shaanxi Normal University, Xi'an, China
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Wang S, Zhao Y, Li J, Lai H, Qiu C, Pan N, Gong Q. Neurostructural correlates of hope: dispositional hope mediates the impact of the SMA gray matter volume on subjective well-being in late adolescence. Soc Cogn Affect Neurosci 2020; 15:395-404. [PMID: 32378710 PMCID: PMC7308655 DOI: 10.1093/scan/nsaa046] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 02/26/2020] [Accepted: 03/27/2020] [Indexed: 02/05/2023] Open
Abstract
There has been increasing interest in identifying factors to predict subjective well-being in the emerging field of positive psychology over the past two decades. Dispositional hope, which reflects one's goal-directed tendencies, including both pathway thinking (planning to meet goals) and agency thinking (goal-directed determination), has emerged as a stable predictor for subjective well-being. However, the neurobiological substrates of dispositional hope and the brain-hope mechanism for predicting subjective well-being remain unclear. Here, we examined these issues in 231 high school graduates within the same grade by estimating cortical gray matter volume (GMV) utilizing a voxel-based morphometry method based on structural magnetic resonance imaging. Whole-brain regression analyses and prediction analyses showed that higher dispositional hope was stably associated with greater GMV in the left supplementary motor area (SMA). Furthermore, mediation analyses revealed that dispositional hope mediated the relation between left SMA volume and subjective well-being. Critically, our results were obtained after adjusting for age, sex, family socioeconomic status and total GMV. Altogether, our study presents novel evidence for the neuroanatomical basis of dispositional hope and suggests an underlying indirect effect of dispositional hope on the link between brain gray matter structure and subjective well-being.
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Affiliation(s)
- Song Wang
- Huaxi MR Research Center, Department of Radiology, West China Hospital of Sichuan University, Chengdu 610041, China
- Psychoradiology Research Unit of Chinese Academy of Medical Sciences (2018RU011), the Functional & Molecular Imaging Key Laboratory of Sichuan Province, West China Hospital of Sichuan University, Chengdu 610041, China
- Department of Psychoradiology, Chengdu Mental Health Center, Chengdu 610036, China
| | - Yajun Zhao
- School of Sociology and Psychology, Southwest Minzu University, Chengdu 610041, China
| | - Jingguang Li
- College of Teacher Education, Dali University, Dali 671003, China
| | - Han Lai
- Huaxi MR Research Center, Department of Radiology, West China Hospital of Sichuan University, Chengdu 610041, China
- Psychoradiology Research Unit of Chinese Academy of Medical Sciences (2018RU011), the Functional & Molecular Imaging Key Laboratory of Sichuan Province, West China Hospital of Sichuan University, Chengdu 610041, China
| | - Chen Qiu
- Huaxi MR Research Center, Department of Radiology, West China Hospital of Sichuan University, Chengdu 610041, China
- Department of Psychology, The Faculty of Social Science, The University of Hong Kong, Pokfulam 999077, Hong Kong
| | - Nanfang Pan
- Huaxi MR Research Center, Department of Radiology, West China Hospital of Sichuan University, Chengdu 610041, China
- Psychoradiology Research Unit of Chinese Academy of Medical Sciences (2018RU011), the Functional & Molecular Imaging Key Laboratory of Sichuan Province, West China Hospital of Sichuan University, Chengdu 610041, China
| | - Qiyong Gong
- Huaxi MR Research Center, Department of Radiology, West China Hospital of Sichuan University, Chengdu 610041, China
- Psychoradiology Research Unit of Chinese Academy of Medical Sciences (2018RU011), the Functional & Molecular Imaging Key Laboratory of Sichuan Province, West China Hospital of Sichuan University, Chengdu 610041, China
- Department of Psychoradiology, Chengdu Mental Health Center, Chengdu 610036, China
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Critical thinking and regional gray matter volume interact to predict representation connection in scientific problem solving. Exp Brain Res 2019; 237:2035-2044. [PMID: 31165914 DOI: 10.1007/s00221-019-05517-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2018] [Accepted: 03/09/2019] [Indexed: 10/26/2022]
Abstract
Representation connection (RC) is a stable ability that significantly predicts the accuracy of scientific innovation problem solving while critical thinking has been strongly related to problem solving. However, the neural mechanisms underlying this relationship have not been assessed. Using voxel-based morphometry (VBM) and scientific innovation problem solving materials, we investigated the correlation between RC and regional gray matter volume (rGMV) in healthy young participants. We found that RC was positively correlated with rGMV in the right superior temporal gyrus (STG) and in a cluster in the left medial frontal gyrus (MFG). These results indicate that increased rGMV in the right STG may lead to the ability to overcome misdirection more easily, which may result in better semantic integration of the "certain construction" of heuristic prototypes. Increased rGMV in the left MFG may be associated with forming novel associations and retrieving matched unsolved technical problems from memory. Further analysis revealed that the interaction between critical thinking and rGMV predicted RC in insightful problem solving, and found that higher rGMV was correlated with higher RC in participants with lower cognitive maturity, but not in participants with higher cognitive maturity. These findings suggest that rGMV could interact with cognitive maturity to modulate RC in insightful problem solving.
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Yuan S, Ding C, Yang W, Xu M, Zhang L, Yao X, Du X, Qiu J, Yang D. Gray matter volume of the dorsolateral prefrontal cortex moderates the relationship between rumination and depressed mood. CURRENT PSYCHOLOGY 2018. [DOI: 10.1007/s12144-018-0048-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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He L, Mao Y, Sun J, Zhuang K, Zhu X, Qiu J, Chen X. Examining Brain Structures Associated With Emotional Intelligence and the Mediated Effect on Trait Creativity in Young Adults. Front Psychol 2018; 9:925. [PMID: 29962984 PMCID: PMC6014059 DOI: 10.3389/fpsyg.2018.00925] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2018] [Accepted: 05/22/2018] [Indexed: 01/06/2023] Open
Abstract
Little is known about the association between emotional intelligence (EI) and trait creativity (TC), and the brain structural bases which involves. This study investigated the neuroanatomical basis of the association between EI and TC which measured by the Schutte self-report EI scale and the Williams creativity aptitude test. First, the voxel-based morphometry (VBM) analysis was used to explore the brain structures which is closely related to EI in a large young sample (n = 213). The results showed that EI was positively correlated with the regional gray matter volume (rGMV) in the right orbitofrontal cortex (OFC), which is regarded as a key region of emotional processing. More importantly, further mediation analysis revealed that rGMV in the right OFC partially mediated the association between EI and TC, which showed the OFC volume could account for the relationship between EI and TC. These findings confirmed the close relationship between EI and TC, and highlighted that the brain volumetric variation in the OFC associated with the top-down processing of emotion regulation, which may play a critical role in the promotion of TC. Together, these findings contributed to sharpening the understanding of the complex relationship between EI and TC from the perspective of brain structural basis.
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Affiliation(s)
- Li He
- School of Education, Chongqing Normal University, Chongqing, China
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Yu Mao
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Jiangzhou Sun
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Kaixiang Zhuang
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Xingxing Zhu
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality, Ministry of Education, Southwest University, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Xiaoyi Chen
- School of Education, Chongqing Normal University, Chongqing, China
- Student Mental Health Education and Consultation Center, Chongqing Normal University, Chongqing, China
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