Neural signature of affective but not cognitive self-regulation predicts cortisol response to psychosocial stress

Timing Matters in Stress Appraisal: The Relationship between Retrospective Appraisal and Stress Responses

BACKGROUND

Although psychosocial stressors are known to impact task performance and trigger neuroendocrine responses, the dynamic nature of the stress appraisal process is often neglected in research.

GOAL

This study aims to explore whether self-reported appraisals at various time points can accurately represent an individual's behavioral and physiological stress responses.

METHODS

A total of 137 participants were recruited to induce individual stress states using the Trier Social Stress Test (TSST). Self-reported appraisals were measured both before (anticipatory appraisal) and after the stressor (retrospective appraisal) to capture the dynamic process. Concurrently, participants' cortisol responses and task performances were documented.

RESULTS

Findings indicate that anticipatory appraisal does not significantly reflect task performance. In contrast, retrospective appraisal is strongly associated with the performance of corresponding tasks. Regarding cortisol levels, significantly negative results of multiple regression analysis revealed that the retrospective appraisal of the speech task is the sole variable to represent the cortisol response under stress.

DISCUSSION

The results highlight that retrospective appraisals could represent individuals' behavioral and physiological responses to stressors more accurately than anticipatory appraisals. These findings provide empirical evidence for choosing the appropriate timing to acquire accurate self-reported appraisals and also help to build a mapping relationship between self-reported, behavioral, and physiological data.

HPA activity mediates the link between trait impulsivity and boredom

Boredom, a complex emotional state with implications for mental health and well-being, has garnered attention across disciplines, yet remains relatively understudied in psychiatric research. Here, we explored the intricate relationship between trait-impulsivity, stress, and boredom across two studies. Participants completed self-report measures of trait-impulsivity and boredom and boredom-inducing tasks. Study 1, involving 80 participants (42 women and 38 men, aged 20-63), replicates previous findings, by demonstrating that impulsive individuals report greater boredom following a boring task. Study 2 then extends this, using 20 participants (9 women and 12 men, aged 18-24), to show that hypothalamic-pituitary-adrenal (HPA) axis activity, specifically heightened salivary cortisol responses, mediate the link between impulsivity and boredom following a boring task. Collectively, these results demonstrate that HPA axis activity may underline the relationship between trait-impulsivity and boredom by extending previous work and offering a novel insight into potential mechanisms. These findings offer promise for personalised interventions, designed for high impulsivity individuals, to alleviate the negative impacts of boredom and potentially break the identified feedback loop.

Chronic academic stress improves attentional control: Behavioral and electrophysiological evidence

Background

Detecting and responding to target objects in the visual environment is a key factor in goal-directed behavior. Exposure to chronic stress often results in alterations of prefrontal cortex (PFC) function, which may impact PFC-dependent selective attention process. This study aimed to investigate the effect of chronic academic stress on attentional control process.

Method

Both the stress group and the control group performed an arrow-based version of the Eriksen Flanker task. Event-related potentials (ERP) were recorded while the participants performed the task.

Results

The behavioural results exhibited decreased Flanker RT effect for the stress group compared to the control group, suggesting a reduced interference under stress. The ERP results showed that stress group showed decreased frontal N2 but increased early P3 and late P3/LPC activities compared to the control group. These results suggest reduced conflict monitoring but increased conflict resolution process under stress.

Conclusions

The chronic academic stress improves attentional control by reducing the conflict monitoring and enhancing conflict resolution processes.

Internal but not external locus of control predicts acute stress response

Fluctuation patterns of physiological response after acute stress might indicate one's coping potential with stress, yet this relationship has not been widely examined. The present study investigated how Locus of Control (LOC) can influence cortisol and HR responses in an uncontrollable stressful situation. Seventy-three participants were exposed to acute stress through the Trier Social Stress Test (TSST) after finishing the LOC measures. Multilevel regression results suggested that a curvilinear function best captured the shape of the cortisol trajectories which was further moderated by the level of internal LOC. Moreover, higher internality was associated with greater cortisol reactivity and faster recovery. Our study reveals the link between internal control and endocrine stress response. Finally, cortisol upregulation was discussed, as well as the internality-related accelerated recovery of cortisol, which may be involved in the effect of motivation arousal for better adaptation.

Reappraisal enhances memory formation for a stressful episode

Emotion regulation strategies have been shown to modify the physiological response to stress, yet whether these strategies can modulate also cognitive responses to stress is largely unknown. A prominent cognitive response to stress is the enhanced memory formation for the stressful event, which is an adaptive mechanism to prepare for similar events in the future. Thus, the present study aimed to investigate whether emotion regulation strategies impact the memory formation for a stressful episode. In a two-day study, participants (n = 124) underwent an enriched stressful episode or a control episode. Critically, before the exposure to the stressor, they were instructed to use a suppression or reappraisal strategy during the stressful episode. One week later, participants completed a memory test for central and peripheral details of this episode. Our results show that reappraisal enhanced not only the cortisol response to the stressor but also the memory formation for central features of the stressful episode. This reappraisal-related boost of memory for the stressor was particularly pronounced in participants' with high working memory capacity. These findings show that reappraisal may not only impact the physiological response to a stressful event but also the cognitive representation of this event in memory.

Global Pandemic Prevention Continual Learning—Taking Online Learning as an Example: The Relevance of Self-Regulation, Mind-Unwandered, and Online Learning Ineffectiveness

Since the global COVID-19 pandemic began, online learning has gained increasing importance as learners are socially isolated by physical and psychological threats, and have to face the epidemic and take preventive measures to ensure non-stop learning. Based on socially situated cognition theory, this study focused on exploring the relevance of online learning ineffectiveness (OLI) predicted by self-regulated learning (SRL) in different phases of learning (preparation, performance, and self-reflection) and its interaction with mind-unwandered during the COVID-19 pandemic. The subjects of the study were senior general high and technical high school students. After completing the online questionnaire, the PLS-SEM method of the structural equation model was used to analyze the data. Results demonstrated that self-regulation in two phases of preparation (i.e., cognitive strategy and emotional adjustment) and performance (i.e., mission strategy and environmental adjustment) in SRL are positively related to mind-unwandered in online learning. Moreover, mind-unwandered in online learning was positively related to the self-reflection phase (i.e., time management and help-seeking) of SRL. Additionally, self-reflection of SRL was negatively related to online learning ineffectiveness. PLS assessments found that the preparation and performance sub-constructs of SRL were negatively related to online learning ineffectiveness mediated by mind-unwandered and self-reflection of SRL. The results suggest that teachers can enhance their students’ self-regulation in online learning, and assist them in being more mind-unwandered in online learning.