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Ciucci E, Tomberli L, Amore E, Smorti A, Maffei F, Vagnoli L. The Effects of Hospital-Based School Lessons on Children's Emotions, Distress and Pain. CONTINUITY IN EDUCATION 2024; 5:100-110. [PMID: 39036770 PMCID: PMC11259103 DOI: 10.5334/cie.118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 03/01/2024] [Indexed: 07/23/2024]
Abstract
Lessons conducted in hospitals ensure school continuity for hospitalized children unable to attend regular school. Hospital-based school (HS) provides a tailored experience that ensures normality for children through education. The objective of this study is to evaluate the effects of the proposed lessons in reducing negative emotions, distress, and pain in children, as well as fostering positive affects. The study was conducted with 32 hospitalized children, aged 8-12 years, in the Onco-Hematology and Pediatric Unit of Meyer Children's Hospital IRCCS (Florence, Italy). Positive and negative emotions were measured using the Positive and Negative Affect Scale for Children; distress was measured using the Physiological Hyperarousal for Children; pain was measured using the Visual Analogue Scale for children. Variables were assessed before (T0) and after (T1) lessons, for three times; for each variable, collected data were averaged at both T0 and T1. Statistical analyses showed a significant increase in positive emotions in hospitalized children and a significant decrease in negative emotions, distress, and pain; nevertheless, only for pain the significant correlation between its scores before and after the HS lessons indicated that the detected change occurred for all participants in much the same way. These preliminary results suggest that HS lessons can promote hospitalized children's well-being, at least as far as pain reduction is concerned.
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Affiliation(s)
| | | | - Elena Amore
- Meyer Children’s Hospital IRCCS, Florence, Italy
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Vistorte AOR, Deroncele-Acosta A, Ayala JLM, Barrasa A, López-Granero C, Martí-González M. Integrating artificial intelligence to assess emotions in learning environments: a systematic literature review. Front Psychol 2024; 15:1387089. [PMID: 38966729 PMCID: PMC11223560 DOI: 10.3389/fpsyg.2024.1387089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Accepted: 05/22/2024] [Indexed: 07/06/2024] Open
Abstract
Introduction Artificial Intelligence (AI) is transforming multiple sectors within our society, including education. In this context, emotions play a fundamental role in the teaching-learning process given that they influence academic performance, motivation, information retention, and student well-being. Thus, the integration of AI in emotional assessment within educational environments offers several advantages that can transform how we understand and address the socio-emotional development of students. However, there remains a lack of comprehensive approach that systematizes advancements, challenges, and opportunities in this field. Aim This systematic literature review aims to explore how artificial intelligence (AI) is used to evaluate emotions within educational settings. We provide a comprehensive overview of the current state of research, focusing on advancements, challenges, and opportunities in the domain of AI-driven emotional assessment within educational settings. Method The review involved a search across the following academic databases: Pubmed, Web of Science, PsycINFO and Scopus. Forty-one articles were selected that meet the established inclusion criteria. These articles were analyzed to extract key insights related to the integration of AI and emotional assessment within educational environments. Results The findings reveal a variety of AI-driven approaches that were developed to capture and analyze students' emotional states during learning activities. The findings are summarized in four fundamental topics: (1) emotion recognition in education, (2) technology integration and learning outcomes, (3) special education and assistive technology, (4) affective computing. Among the key AI techniques employed are machine learning and facial recognition, which are used to assess emotions. These approaches demonstrate promising potential in enhancing pedagogical strategies and creating adaptive learning environments that cater to individual emotional needs. The review identified emerging factors that, while important, require further investigation to understand their relationships and implications fully. These elements could significantly enhance the use of AI in assessing emotions within educational settings. Specifically, we are referring to: (1) federated learning, (2) convolutional neural network (CNN), (3) recurrent neural network (RNN), (4) facial expression databases, and (5) ethics in the development of intelligent systems. Conclusion This systematic literature review showcases the significance of AI in revolutionizing educational practices through emotion assessment. While advancements are evident, challenges related to accuracy, privacy, and cross-cultural validity were also identified. The synthesis of existing research highlights the need for further research into refining AI models for emotion recognition and emphasizes the importance of ethical considerations in implementing AI technologies within educational contexts.
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Affiliation(s)
- Angel Olider Rojas Vistorte
- Psychology Department, European University of the Atlantic, Santander, Spain
- Psychology Department, International Ibero-American University, Mexico, Mexico
| | | | - Juan Luis Martín Ayala
- Psychology Department, European University of the Atlantic, Santander, Spain
- Psychology Department, International Ibero-American University, Mexico, Mexico
| | - Angel Barrasa
- Department of Psychology and Sociology, University of Zaragoza, Teruel, Spain
| | | | - Mariacarla Martí-González
- Department of Social Anthropology and Social Psychology, Complutense University of Madrid, Madrid, Spain
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Turner MJ, Evans AL, Fortune G, Chadha NJ. "I must make the grade!": the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students. ANXIETY, STRESS, AND COPING 2024:1-24. [PMID: 38825960 DOI: 10.1080/10615806.2024.2360732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 05/22/2024] [Indexed: 06/04/2024]
Abstract
BACKGROUND AND OBJECTIVES Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students. DESIGN A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables. METHOD All self-report data collection took place in the United Kingdom with university students. We recruited n = 1150, n = 362, n = 662 for preliminary, study 1, and study 2, respectively. RESULTS Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept. CONCLUSIONS Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety.
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Affiliation(s)
- M J Turner
- Department of Psychology, Manchester Metropolitan University, Manchester, United Kingdom
| | - A L Evans
- School of Health and Society, The University of Salford, Salford, United Kingdom
| | - G Fortune
- Department of Psychology, Manchester Metropolitan University, Manchester, United Kingdom
| | - N J Chadha
- Sport and Exercise, Staffordshire University, Stoke on Trent, United Kingdom
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Dutt S, Ahuja NJ. "Intelligent tutoring effects on induced emotions and cognitive load of learning-disabled learners". Disabil Rehabil Assist Technol 2024:1-15. [PMID: 38808670 DOI: 10.1080/17483107.2024.2357685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 05/10/2024] [Indexed: 05/30/2024]
Abstract
PURPOSE This study addresses the learning requirements of learners with learning difficulties by monitoring their learning experience in an Intelligent Tutoring System. Intelligent Tutoring Systems were developed to enrich the teaching-learning process. MATERIALS AND METHODS In the present work, the interface is designed and developed utilizing the potential of Artificial Intelligence to meet their individual needs. Designing an online learning platform for a learners with learning difficulties requires consideration of their learning problems and preferences. The interface was developed focusing on all the requirements of the LD learners. The objective of the present study is to monitor the learning experience in the form of induced emotions and cognitive load of the learners to determine the impact of learning. RESULTS 83 learners were observed during various stage of learning. The results obtained through the Support Vector machine (SVM) classification technique showed the positive attitude towards intelligent tutoring. The analysis revealed that a total of 0.23% of learners were positively induced. Their learning experience was positive and effective. The cognition load on learners was minimum with single-mode instruction and least disturbed. CONCLUSIONS The system was improved based on preference feedback on design features. This helps in improving content design and creating device independent and responsive visual design. The fatigue effect analysis on cognitive load implied that multiple modes of instruction increased drowsiness. Single mode of instruction have a positive impact on the learning process and it reduces the cognitive load of the learners.Implications for RehabilitationThe user interface designed and developed for learners with Dyslexia, Dysgraphia and Dyscalculia has learning disabled-friendly features. These can be used to create a device-independent and responsive design.Learning experience is monitored along with the impact on cognitive load of the learners.The research helps in understanding the stimulation and response of learners with learning disability for different learning conditions.Most existing learning systems are limited to non-learning-disabled learners. The ITS developed during research presents a Universal learning design helpful for all learners with and without learning disability.
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Affiliation(s)
- Sarthika Dutt
- Department of Systemics, School of Computer Science, UPES, Uttarakhand, India
| | - Neelu Jyothi Ahuja
- Department of Systemics, School of Computer Science, UPES, Uttarakhand, India
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Arter S, Kiel E, McAllister J, Hay MC. Behavioral Outcomes of Children With In-Utero Opioid Exposure Age 2-7 and Parenting Self-Efficacy. J Am Psychiatr Nurses Assoc 2024; 30:569-575. [PMID: 36475408 DOI: 10.1177/10783903221139840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND The relationship between behavior difficulties and parenting self-efficacy in children with in-utero opioid exposure (IOE) remains a significant gap that needs to be addressed for providers to better understand the mental health trajectories of children with IOE and help these families. AIMS In this study, caregivers' perception of their child's behavior and potential relationships between parenting self-efficacy, child temperament, and behavior difficulties were investigated. METHODS A descriptive survey design with a convenience sample of 143 caregivers of 2- to 7-year-old children with IOE who had follow-up visits in a Neonatal Abstinence Syndrome (NAS) clinic was used for this study. Data were collected using a survey of demographics, the Children's Behavior Questionnaire, the Strengths and Difficulties Questionnaire, and the Parenting Sense of Competence Scale. RESULTS The overall sample scored in the average range of behavior difficulties, but a subgroup of children with very high difficulties was identified who exhibited a negative temperament, and caregivers reported a lower sense of parenting competence. There were no differences between groups on demographic variables. CONCLUSIONS High negative affect and low effortful control are predictive of later internalizing and externalizing problems, as well as broader problems in self-regulation, school readiness, and socioemotional competence. Thus, although a large percentage of children treated for NAS appear to be functioning at the same level as their peers, a subset of children appears to be at higher risk. Child behavior as well as caregiver self-efficacy should be assessed during all provider encounters.
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Affiliation(s)
- Sara Arter
- Sara Arter, PhD, Miami University, Oxford, OH, USA
| | | | - Jennifer McAllister
- Jennifer McAllister, MD, Department of Pediatrics, Cincinnati Children's Hospital Medical Center Perinatal Institute, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - M Cameron Hay
- M. Cameron Hay, PhD, Miami University, Oxford, OH, USA
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Valero-Esteban JM, Alcover CM, Pastor Y, Moreno-Díaz A, Verde A. Emotions and music through an innovative project during compulsory secondary education. Heliyon 2024; 10:e25765. [PMID: 38390118 PMCID: PMC10881527 DOI: 10.1016/j.heliyon.2024.e25765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 12/11/2023] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice. The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions.
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Affiliation(s)
| | | | - Yolanda Pastor
- Faculty of Health Sciences, Rey Juan Carlos University, Madrid, Spain
| | - Arminda Moreno-Díaz
- Departamento de Inteligencia Artificial, Universidad Politécnica de Madrid, Madrid, Spain
| | - Ana Verde
- Faculty of Education and Sport Sciences and Interdisciplinary Studies, Rey Juan Carlos University, Madrid, Spain
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King ZD, Yu H, Vaessen T, Myin-Germeys I, Sano A. Investigating Receptivity and Affect Using Machine Learning: Ecological Momentary Assessment and Wearable Sensing Study. JMIR Mhealth Uhealth 2024; 12:e46347. [PMID: 38324358 PMCID: PMC10882474 DOI: 10.2196/46347] [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: 02/08/2023] [Revised: 11/01/2023] [Accepted: 11/21/2023] [Indexed: 02/08/2024] Open
Abstract
BACKGROUND As mobile health (mHealth) studies become increasingly productive owing to the advancements in wearable and mobile sensor technology, our ability to monitor and model human behavior will be constrained by participant receptivity. Many health constructs are dependent on subjective responses, and without such responses, researchers are left with little to no ground truth to accompany our ever-growing biobehavioral data. This issue can significantly impact the quality of a study, particularly for populations known to exhibit lower compliance rates. To address this challenge, researchers have proposed innovative approaches that use machine learning (ML) and sensor data to modify the timing and delivery of surveys. However, an overarching concern is the potential introduction of biases or unintended influences on participants' responses when implementing new survey delivery methods. OBJECTIVE This study aims to demonstrate the potential impact of an ML-based ecological momentary assessment (EMA) delivery system (using receptivity as the predictor variable) on the participants' reported emotional state. We examine the factors that affect participants' receptivity to EMAs in a 10-day wearable and EMA-based emotional state-sensing mHealth study. We study the physiological relationships indicative of receptivity and affect while also analyzing the interaction between the 2 constructs. METHODS We collected data from 45 healthy participants wearing 2 devices measuring electrodermal activity, accelerometer, electrocardiography, and skin temperature while answering 10 EMAs daily, containing questions about perceived mood. Owing to the nature of our constructs, we can only obtain ground truth measures for both affect and receptivity during responses. Therefore, we used unsupervised and supervised ML methods to infer affect when a participant did not respond. Our unsupervised method used k-means clustering to determine the relationship between physiology and receptivity and then inferred the emotional state during nonresponses. For the supervised learning method, we primarily used random forest and neural networks to predict the affect of unlabeled data points as well as receptivity. RESULTS Our findings showed that using a receptivity model to trigger EMAs decreased the reported negative affect by >3 points or 0.29 SDs in our self-reported affect measure, scored between 13 and 91. The findings also showed a bimodal distribution of our predicted affect during nonresponses. This indicates that this system initiates EMAs more commonly during states of higher positive emotions. CONCLUSIONS Our results showed a clear relationship between affect and receptivity. This relationship can affect the efficacy of an mHealth study, particularly those that use an ML algorithm to trigger EMAs. Therefore, we propose that future work should focus on a smart trigger that promotes EMA receptivity without influencing affect during sampled time points.
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Affiliation(s)
- Zachary D King
- Department of Electrical and Computer Engineering, Rice University, Houston, TX, United States
| | - Han Yu
- Department of Electrical and Computer Engineering, Rice University, Houston, TX, United States
| | - Thomas Vaessen
- Center For Contextual Psychiatry, Katholieke Universiteit Leuven, Leuven, Belgium
- Department of Psychology, Health & Technology, University of Twente, Enschede, Netherlands
| | - Inez Myin-Germeys
- Center For Contextual Psychiatry, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Akane Sano
- Department of Electrical and Computer Engineering, Rice University, Houston, TX, United States
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Don BP, Simpson JA, Fredrickson BL, Algoe SB. Interparental Positivity Spillover Theory: How Parents' Positive Relational Interactions Influence Children. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2024:17456916231220626. [PMID: 38252555 DOI: 10.1177/17456916231220626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/24/2024]
Abstract
Interparental interactions have an important influence on child well-being and development. Yet prior theory and research have primarily focused on interparental conflict as contributing to child maladjustment, which leaves out the critical question of how interparental positive interactions-such as expressed gratitude, capitalization, and shared laughter-may benefit child growth and development. In this article, we integrate theory and research in family, relationship, and affective science to propose a new framework for understanding how the heretofore underexamined positive interparental interactions influence children: interparental positivity spillover theory (IPST). IPST proposes that, distinct from the influence of conflict, interparental positive interactions spill over into children's experiences in the form of their (a) experience of positive emotions, (b) beneficially altered perceptions of their parents, and (c) emulation of their parents' positive interpersonal behaviors. This spillover is theorized to promote beneficial cognitive, behavioral, social, and physiological outcomes in children in the short term (i.e., immediately after a specific episode of interparental positivity, or on a given day) as well as cumulatively across time. As a framework, IPST generates a host of novel and testable predictions to guide future research, all of which have important implications for the mental health, well-being, and positive development of children and families.
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Affiliation(s)
- Brian P Don
- School of Psychology, University of Auckland
| | | | | | - Sara B Algoe
- Department of Psychology, University of North Carolina at Chapel Hill
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9
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Cheng R, Lawson KM, Robins RW. Do temperament trajectories from late childhood through adolescence predict success in school? Findings from a longitudinal study of Mexican-origin youth. J Pers Soc Psychol 2024; 126:128-149. [PMID: 37589703 PMCID: PMC10873481 DOI: 10.1037/pspp0000475] [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] [Indexed: 08/18/2023]
Abstract
School achievement has long-term consequences for occupational success, mental health, and overall psychological adjustment. The present study examined the association between temperament trajectories from late childhood through adolescence and academic outcomes during late adolescence and young adulthood. Data come from the California Families Project, a longitudinal study of 674 Mexican-origin youth assessed 12 times from Age 10 to 23, and from school records. Results from latent growth curve models indicate that higher levels of Effortful Control (EC) at Age 10 were associated with better academic achievement (i.e., higher high school grade point average and test scores, greater likelihood of high school graduation and college attendance) in late adolescence and young adulthood. Higher levels of Negative Emotionality (NEM) at Age 10 were associated with worse academic achievement, but this effect did not hold for all facets of NEM. Neither the levels nor slopes of Positive Emotionality (Surgency, Affiliation) consistently predicted school achievement. There were no main effects of the EC or NEM slopes; however, statistically significant interactions between these slopes and parental monitoring emerged. When parental monitoring was low, youth who experienced greater increases in EC (vs. flat or decreasing slopes) had better academic achievement, and youth who experienced greater increases in NEM had worse academic achievement; in contrast, when parents closely monitored their children, changes in EC and NEM were only weakly associated with achievement. Overall, these findings demonstrate that temperament in late childhood, and changes in temperament across adolescence, have important prospective effects on academic achievement. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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10
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Ng ASC, Massar SAA, Bei B, Chee MWL. Assessing 'readiness' by tracking fluctuations in daily sleep duration and their effects on daily mood, motivation, and sleepiness. Sleep Med 2023; 112:30-38. [PMID: 37804715 DOI: 10.1016/j.sleep.2023.09.028] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Revised: 09/19/2023] [Accepted: 09/25/2023] [Indexed: 10/09/2023]
Abstract
STUDY OBJECTIVES Consumer sleep trackers issue daily guidance on 'readiness' without clear empirical basis. We investigated how self-rated mood, motivation, and sleepiness (MMS) levels are affected by daily fluctuations in sleep duration, timing, and efficiency and overall sleep regularity. We also determined how temporally specific these associations are. METHODS 119 healthy university students (64 female, mean age = 22.54 ± 1.74 years) wore a wearable sleep tracker and undertook twice-daily smartphone-delivered ecological momentary assessment of mood, motivation, and sleepiness at post-wake and pre-bedtime timings for 2-6 weeks. Naps and their duration were reported daily. Nocturnal sleep on 2471 nights were examined using multilevel models to uncover within-subject and between-subject associations between sleep duration, timing, efficiency, and nap duration on following day MMS ratings. Time-lagged analyses examined the temporal specificity of these associations. Linear regression models investigated associations between MMS ratings and sleep variability, controlling for sleep duration. RESULTS Nocturnal sleep durations were short (6.03 ± 0.71 h), and bedtimes were late (1:42AM ± 1:05). Within-subjects, nocturnal sleep longer than a person's average was associated with better mood, higher motivation, and lower sleepiness after waking. Effects of such longer sleep duration lingered for mood and sleepiness till the pre-bedtime window (all Ps < .005) but did not extend to the next day. Between-subjects, higher intraindividual sleep variability, but not sleep duration, was associated with poorer mood and lower motivation after waking. Longer average sleep duration was associated with less sleepiness after waking and lower motivation pre-bedtime (all Ps < .05). Longer naps reduced post-nap sleepiness and improved mood. Controlling for nocturnal sleep duration, longer naps also associated with lower post-waking sleepiness on the following day. CONCLUSIONS Positive connections between nocturnal sleep and nap duration with MMS are temporally circumscribed, lending credence to the construction of sleep-based, daily 'readiness' scores. Higher sleep duration variability lowers an individual's post waking mood and motivation. CLINICAL TRIAL ID ClinicalTrials.gov NCT04880629.
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Affiliation(s)
- Alyssa S C Ng
- Sleep and Cognition Laboratory, Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Stijn A A Massar
- Sleep and Cognition Laboratory, Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Bei Bei
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia
| | - Michael W L Chee
- Sleep and Cognition Laboratory, Centre for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Zeng Y, Zhang W, Wei J, Zhang W. The association between online class-related enjoyment and academic achievement of college students: a multi-chain mediating model. BMC Psychol 2023; 11:349. [PMID: 37865775 PMCID: PMC10589956 DOI: 10.1186/s40359-023-01390-1] [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: 05/31/2023] [Accepted: 10/11/2023] [Indexed: 10/23/2023] Open
Abstract
BACKGROUND Based on the control-value theory of achievement emotion and self-determination motivation theory, this study attempted to examine the multi-chain mediating relationships among online class-related enjoyment, school motivation, learning engagement and academic achievement. METHODS This is an empirical study based on cross-sectional data. Online class-related enjoyment is the independent variable, academic achievement is the dependent variable, and school motivation and learning engagement are the mediating variables. Sample data were collected from 1294 Chinese college students, and SPSS macro program PROCESS 3.3 was used for data analysis. RESULTS The present study confirmed that students' online class-related enjoyment has a significant positive correlation with academic achievement. And there is a positive correlation between college students' school motivation with learning engagement and college students' learning engagement with academic achievement. In addition, online class-related enjoyment affects academic achievement through the chain mediating effect of school motivation and learning engagement. CONCLUSIONS Our study indicated that online class-related enjoyment has a significant impact on academic achievement. Both of these factors should be considered when determining the optimal multi-chain mediating model for Online Class-related Enjoyment and Academic Achievement of college students.
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Affiliation(s)
- Youlai Zeng
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China
| | - Wenting Zhang
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China
| | - Jiaxin Wei
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China
| | - Wen Zhang
- School of Education, Liaoning Normal University, 850 Huanghe Road, Dalian, 116029, People's Republic of China.
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Semeraro C, Musso P, Cassibba R, Annese S, Scurani A, Lucangeli D, Taurino A, Coppola G. Relation between fluid intelligence and mathematics and reading comprehension achievements: The moderating role of student teacher relationships and school bonding. PLoS One 2023; 18:e0290677. [PMID: 37768944 PMCID: PMC10538704 DOI: 10.1371/journal.pone.0290677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 08/13/2023] [Indexed: 09/30/2023] Open
Abstract
Several studies have shown the relevance among students of the quality of their interpersonal relationships for their academic achievement. Nevertheless, most studies available have explored the relation between the cognitive functioning and academic achievement without taking into account the quality of the relationships experienced in the school environment. Furthermore, the studies that have begun to consider the joint role of these factors in the prediction of academic achievement are scant. Therefore, it appears of relevance to deepen the relation between cognitive functioning and quality of school relationships in order to support students' academic achievement and the potential of youth. In this paper, we examined the moderating role of the quality of student-teacher relationships and school bonding (STR-SB) in the associations of fluid intelligence (Gf) with academic achievement among adolescents (N = 219). A multiple-group structural equation modelling analysis revealed that STR-SB quality moderated unexpectedly only the link between Gf and mathematics. The findings support the idea that the quality of student-teacher relationships may be a relevant dimension to be considered to clarify the association between cognitive functioning and academic achievement.
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Affiliation(s)
- Cristina Semeraro
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Pasquale Musso
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Rosalinda Cassibba
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Susanna Annese
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | | | - Daniela Lucangeli
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Alessandro Taurino
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Gabrielle Coppola
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
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Han Y, Wei R, Wang J. An ecological examination of teacher emotions in an EFL context. Front Psychol 2023; 14:1058046. [PMID: 37744583 PMCID: PMC10516287 DOI: 10.3389/fpsyg.2023.1058046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 08/02/2023] [Indexed: 09/26/2023] Open
Abstract
Guided by a revised version of Cross and Hong's framework based on Bronfenbrenner's ecological system theory, the present study adopted a mixed-methods approach to explore teacher emotions in an EFL context. It aims to better understand teacher emotions and the influencing factors of these emotions in the microsystem, mesosystem, exosystem, and macrosystem of the above-mentioned framework. A total of 109 university EFL teachers completed an online questionnaire survey, and seven of them participated in the follow-up semi-structured interviews. The quantitative analysis of the questionnaire data revealed that the participants demonstrated different levels of the five focal emotions (joy, love, anger, fear, and sadness), and joy was the most frequently experienced emotion. Results also suggested that interactions with students, colleagues, leaders and family (from the microsystem), struggle with work-family balance (from the mesosystem), the performance evaluation system (from the exosystem) and the curriculum reform (from the macrosystem) emerged as important influencing factors of teacher emotions. Implications were discussed, and suggestions concerning emotion regulation were offered to EFL teachers working in tertiary institutions within China and similar contexts.
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Affiliation(s)
- Yawen Han
- School of Foreign Languages, Southeast University, Nanjing, Jiangsu, China
| | - Rining Wei
- Department of Applied Linguistics, Xi’an Jiaotong-Liverpool University, Suzhou, Jiangsu, China
| | - Jing Wang
- School of Foreign Languages, Nanjing Xiaozhuang University, Nanjing, Jiangsu, China
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Kalamatianos A, Kounenou K, Pezirkianidis C, Kourmousi N. The Role of Gratitude in a Positive Psychology Group Intervention Program Implemented for Undergraduate Engineering Students. Behav Sci (Basel) 2023; 13:460. [PMID: 37366712 DOI: 10.3390/bs13060460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 05/18/2023] [Accepted: 05/30/2023] [Indexed: 06/28/2023] Open
Abstract
Over the past decades, research on positive psychology for building strengths has proliferated. The present study aimed to explore the effect of gratitude in a 5-week positive psychology group program for undergraduate engineering students which included an intermediary 2-week gratitude intervention. In a mixed-design, 69 students from three engineering departments of the School of Pedagogical and Technological Education (ASPETE), assigned to the intervention (N = 34) and the control group (N = 35), with an average age of 21.52 years (SD = 4.63), were administered the Gratitude Questionnaire-six item form (GQ-6), the Modified Differential Emotions Scale (mDES), the Connor-Davidson Resilience Scale (CD-RISC), the Subjective Happiness Scale (SHS), and the Life Orientation Test-Revised (LOT-R). The condition experimental vs. control group was designated as the between-subjects factor, and time, that is, baseline vs. post intervention, was set as the within-subjects factor. Students who received the intervention reported significantly higher levels of gratitude. The increase in gratitude was due to the positive psychology group program. In addition, gratitude showed a significant effect on happiness and optimism, but failed to attain a significant impact on positive and negative emotions and resilience. Further research is needed to elucidate the effectiveness of positive psychology programs for undergraduate engineering students and the intervening cognitive processes.
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Affiliation(s)
- Antonios Kalamatianos
- Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus
- Student Counseling Center, School of Pedagogical & Technological Education, 15122 Maroussi, Greece
| | - Kalliope Kounenou
- Department of Education, School of Pedagogical & Technological Education, 15122 Maroussi, Greece
| | - Christos Pezirkianidis
- Laboratory of Positive Psychology, Panteion University of Social & Political Sciences, Syggrou Ave. 136, 17671 Athens, Greece
| | - Ntina Kourmousi
- Department of Education, School of Pedagogical & Technological Education, 15122 Maroussi, Greece
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Lønne TF, Karlsen HR, Langvik E, Saksvik-Lehouillier I. The effect of immersion on sense of presence and affect when experiencing an educational scenario in virtual reality: A randomized controlled study. Heliyon 2023; 9:e17196. [PMID: 37360072 PMCID: PMC10285157 DOI: 10.1016/j.heliyon.2023.e17196] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 04/19/2023] [Accepted: 06/09/2023] [Indexed: 06/28/2023] Open
Abstract
Virtual reality (VR) technology has been used to learn skills for decades. While no standardized measure exists for learning outcomes in VR training, commonly explored outcomes are immersion, sense of presence and emotions. Methods In this paper, the objective was to investigate these outcomes in two VR conditions, immersive and desktop in a randomized controlled trial with a parallel design. The sample consisted of 134 university students (70 women, mean age 23 years, SD = 2.99). These were randomized using a covariate-adaptive randomization procedure based on stratification by gender into two interventions; play out a VR scenario in either desktop (control group) or immersive VR (intervention group). The setting was a university lab. Results There was a significant within subject effect for positive affect and a significant between-group effect for the immersive compared to desktop VR groups. Positive affect was reduced after interacting with the VR scenario in both the immersive and desktop versions, however, positive affect was overall higher in the immersive, compared to the desktop version. The results show higher scores for sense of presence (d = 0.90, p < 0.001) and positive affect pre- and post-scenario in the immersive VR condition (d = 0.42, p = 0.017 and d = 0.54, p = 0.002) compared to the desktop condition. Conclusion Immersive VR may be beneficial in higher education as it promotes high levels of sense of presence as well as positive emotions. When it comes to changing the immediate emotions of the students, type of VR does not seem to matter. The project was funded by the Norwegian Directorate for Higher Education and Skills.
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Bored, Distracted, and Confused: Emotions That Promote Creativity and Learning in a 28-Month-Old Child Using an iPad. J Intell 2022; 10:jintelligence10040118. [PMID: 36547505 PMCID: PMC9783091 DOI: 10.3390/jintelligence10040118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 11/07/2022] [Accepted: 11/22/2022] [Indexed: 12/12/2022] Open
Abstract
Digital technology is increasingly becoming a part of daily life, including the lives of children. Portable digital devices are omnipresent and integrated into activities that did not previously require them. The related skills are often referred to as 21st-century skills, constituting a new type of literacy: digital literacy. These devices and skills bring unique, innovative elements to the learning experience; yet, we do not know the extent to which behavior, emotion, and socialization are affected by such experience. For preschool-aged children, interactions with digital devices and games for the purposes of learning can lead to a state of confusion and boredom, an emotional driving force that may generate mind-wandering and exploration, which, in turn, may facilitate learning. Our interdisciplinary observational case study examined the behavioral patterns linked to digital game-based learning (DGBL) by observing how a child's mind-wandering contributed to iPad use when they were allowed to freely engage with the device and explore independently during the learning process. Building on a previous case study of a 28-month-old boy, "Ryan", we evaluated the effects of bouts of mind-wandering as he played various DGBL applications (apps) by examining the length of time that Ryan exhibited relevant affective and behavioral states, iPad manipulations, and social interaction during the playtime. Ryan's interactions with the iPad were video recorded for five weeks, and the video footage was coded using a detailed rubric. The results indicated that negative emotions, such as boredom, distraction, and confusion, if coupled with attentiveness and persistence, led to positive mind-wandering and positive learning outcomes. However, when boredom was coupled with frustration, it led to negative mind-wandering and a lack of learning outcomes. In conclusion, our study presents evidence that DGBL apps may improve learning by capitalizing on positive and avoiding negative mind-wandering.
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Chong JJQ, Aryadoust V. Investigating the effect of multimodality and sentiments on speaking assessments: a facial emotional analysis. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:7413-7436. [PMID: 36471775 PMCID: PMC9713747 DOI: 10.1007/s10639-022-11478-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 11/16/2022] [Indexed: 05/25/2023]
Abstract
This quasi-experimental study aimed to determine the relationship between (i) oral language ability and emotions represented by facial emotions, and (ii) modality of assessment (audios versus videos) and sentiments embedded in each modality. Sixty university students watched and/or listened to four selected audio-visual stimuli and orally answered follow-up comprehension questions. One stimulus was designed to evoke happiness while the other, sadness. Participants' facial emotions during the answering were measured using the FaceReader technology. In addition, four trained raters assessed the responses of the participants. An analysis of the FaceReader data showed that there were significant main and interaction effects of sentiment and modality on participants' facial emotional expression. Notably, there was a significant difference in the amount of facial emotions evoked by (i) the happy vs. sad sentiment videos and (ii) video vs. audio modalities. In contrast, sentiments embedded in the stimuli and modalities had no significant effect on the measured speaking performance of the participants. Nevertheless, we found a number of significant correlations between the participants' test scores and some of their facial emotions evoked by the stimuli. Implications of these findings for the assessment of oral communication are discussed.
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Affiliation(s)
- Joey Jia Qi Chong
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Vahid Aryadoust
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
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Grandjean da Costa K, Bortolotti H, Cabral DA, Rêgo ML, Brito K, Cunha de Medeiros GO, Price M, Palhano-Fontes F, Barros de Araujo D, Fontes EB. Insular cortex activity during food-specific inhibitory control is associated with academic achievement in children. Physiol Behav 2022; 257:114001. [DOI: 10.1016/j.physbeh.2022.114001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 10/14/2022] [Accepted: 10/17/2022] [Indexed: 11/06/2022]
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Susa-Erdogan G, Benga O, Albu-Răduleț M, Macovei T. Child temperament and child-teacher relationship quality: Implications for children’s emotional functioning during preschool period. Front Psychol 2022; 13:992292. [DOI: 10.3389/fpsyg.2022.992292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 10/07/2022] [Indexed: 11/11/2022] Open
Abstract
Although, in the last years several studies have moved beyond analyzing the role of mother–child relationship in the association between child temperament and child emotional functioning, our knowledge is still limited about which fine-grained temperamental components of child reactivity and self-regulation are associated with child-teacher relationship quality. Also, fewer studies have looked at the moderating role of child-teacher relationship in the association between child temperament and child internalizing/externalizing problems during early childhood. The present study examined the relation between components of child temperamental Negative Affectivity, Surgency, and Effortful Control and child-teacher relationship quality (i.e., closeness, conflict) in preschool children. In addition, our aim was to test the moderating effect of the child-teacher relationship on the association between temperament and internalizing and externalizing problems. One hundred Romanian preschoolers (55 boys, mean age = 4.04 years) participated in this study. Mothers assessed their child’s temperament by completing the Children’s Behavior Questionnaire and externalizing and internalizing problems with the Child Behavior Checklist. Child-teacher relationship quality was evaluated by children’s teachers using the Student-Teacher Relationship Scale. Our results revealed that teachers rated their relationship as less conflictual with children who were assessed by their mothers as better in shifting and focusing attention, enjoying situations involving low stimulus intensity and displaying higher levels of Shyness, Sadness and Activity Level. Moreover, higher levels of Discomfort were associated with more conflict and less closeness while emotional reactivity such as Sadness, Fearfulness, and Activity Level were positively associated with closeness. Teacher-child closeness was associated with three temperamental self-regulation factors in the expected direction, except inhibitory control. Furthermore, results revealed a statistically significant interaction between child temperamental Shyness and child-teacher closeness in the prediction of child internalizing problems. Thus, when child-teacher closeness was low, there was a significant and positive relationship between child temperamental Shyness and child internalizing problems. Results highlight the importance of child-teacher relationship quality in relation to child temperament and social–emotional development during preschool period.
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Li Q, Wang Q, Xin Z, Gu H. The Impact of Gross Motor Skills on the Development of Emotion Understanding in Children Aged 3-6 Years: The Mediation Role of Executive Functions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14807. [PMID: 36429524 PMCID: PMC9690058 DOI: 10.3390/ijerph192214807] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/06/2022] [Accepted: 11/08/2022] [Indexed: 06/16/2023]
Abstract
This study investigates the impact of gross motor skills on the development of emotion understanding and the role of executive function in the relation between gross motor skills and emotion understanding. A total of 662 children were tested for gross motor skills, emotion understanding, and executive function. Regression analysis showed that gross motor skills were significantly related to executive function. Multiple regression analyses showed that gross motor skills and executive function were significant predictors for emotion understanding. Furthermore, mediation analysis showed that executive function mediated the impact of gross motor skills on emotion understanding. Gross motor skills contributed to emotion understanding by improving children's executive function. The findings imply that a pathway from gross motor skills to emotion understanding is mediated by executive function, which offers a novel perspective on the developmental mechanisms of children's emotion understanding.
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Educational Digital Escape Rooms Footprint on Students’ Feelings: A Case Study within Aerospace Engineering. INFORMATION 2022. [DOI: 10.3390/info13100478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023] Open
Abstract
The introduction of game-based learning techniques has significantly swayed learning, motivation, and information processing in both traditional and digital learning environments. This paper studies the footprint that the implementation of ten short-duration digital escape rooms has had on the creation of an environment of positive emotions in the educational field. The digital escape rooms were created by employing the Genial.ly platform and RPG Maker MZ software. A feelings/satisfaction questionnaire has been conducted to study what emotions students have experienced, as well as the students’ opinions about essential elements of digital escape rooms, to study whether positive feelings predominate in the performance of these activities. Results show a high incidence of positive emotions, and a very favorable opinion on the tools employed and the positive feelings on the acquisition of knowledge and skills.
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Kasemy ZA, Kabbash I, Desouky D, El-Raouf SA, Aloshari S, El Sheikh G. Perception of educational environment with an assessment of motivational learning strategies and emotional intelligence as factors affecting medical students' academic achievement. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:303. [PMID: 36439015 PMCID: PMC9683452 DOI: 10.4103/jehp.jehp_1772_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Accepted: 02/23/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND This study aimed to investigate how medical students perceive their educational environment, as well as the implications of motivation, learning strategies, and the factor of emotional intelligence on academic achievement. MATERIALS AND METHODS In a cross-sectional study, 3384 undergraduate students were recruited from randomly selected Egyptian medical colleges. Students from second to final year, taking fundamental and clinical courses and, at a minimum, three professional exams, were enrolled and subjected to the Dundee Ready Educational Environment Measure scale, the Motivated Strategies for Learning Questionnaire, and Emotional intelligence questionnaire. RESULTS The overall mean age of the studied students was 21.42 ± 1.61 years. Females represented 63.5%, rural residents were 52.2% and students with enough income represented 88.0%. The traditional system adopted 28.4% of the students versus 71.6% in the integrated system. Linear regression using path analysis was conducted to study the predictors of academic achievement, and it revealed that motivation was the highly significant predictor of academic achievement (β = 2.68, CI95%:2.35-3.05, P < 0.001), followed by learning (β = 1.09, CI95%:0.80-1.41, P < 0.001), emotional intelligence (β = 0.92, CI95%:0.87-0.97, P < 0.001), and the educational environment (β = 0.14, CI95%:0.13-0.15, P < 0.001). CONCLUSION The study's findings have implications for medical educators trying to understand the personal factors that influence learning and performance in medical school. Students' motivation was the highly significant predictor of academic achievement followed by learning, emotional intelligence, and educational environment. Perception of the learning environment had improved because of the integrated student-centered system, which fosters motivation and emotional intelligence. To improve learners' EI, optimal learning, and educational outcomes, the EI components can be taught and fostered.
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Affiliation(s)
- Zeinab Abdelaziz Kasemy
- Department of Public Health and Community Medicine, Faculty of Medicine, University of Menoufia, Shibin el Kom, Menofia Governorate, Egypt
| | - Ibrahim Kabbash
- Department of Public Health and Community Medicine, Faculty of Medicine, University of Tanta, Tanta, Gharbia Governorate, Egypt
| | - Dalia Desouky
- Department of Public Health and Community Medicine, Faculty of Medicine, University of Menoufia, Shibin el Kom, Menofia Governorate, Egypt
| | - Shaimaa Abd El-Raouf
- Department of Public Health and Community Medicine, Faculty of Medicine, University of Menoufia, Shibin el Kom, Menofia Governorate, Egypt
| | - Samar Aloshari
- Department of Public Health and Community Medicine, Faculty of Medicine, Taiz University, Taiz, Yemen
| | - Ghadeer El Sheikh
- Department of Public Health and Community Medicine, Faculty of Medicine, University of Menoufia, Shibin el Kom, Menofia Governorate, Egypt
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Salvas MC, Archambault I, Olivier E, Vitaro F, Cantin S, Guimond FA, Robert-Mazaye C. Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences. J Sch Psychol 2022; 93:138-153. [DOI: 10.1016/j.jsp.2022.06.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 03/31/2022] [Accepted: 06/22/2022] [Indexed: 10/16/2022]
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From Self-Doubt to Pride: Understanding the Empowering Effects of Delivering School-Based Wellness Programmes for Emerging Adult Facilitators-A Qualitative Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19148421. [PMID: 35886273 PMCID: PMC9319596 DOI: 10.3390/ijerph19148421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 06/24/2022] [Accepted: 07/05/2022] [Indexed: 02/01/2023]
Abstract
Ample literature exists on the impact of prevention programmes on their target audience, while much less is known about how delivering such programmes influences their facilitators. Even less literature exists on the emotional and social processes that form this potential impact on facilitators. The current study analysed qualitative in-depth, non-structured interviews, as well as written essays provided by 33 student-facilitators who delivered the "Favoring Myself" programme in Israel during 2019-2021. This school-based wellness programme comprised 10 weekly, 90 min sessions on self-care behaviours, media literacy, self-esteem, and positive body image, which are well-known protective factors against risky behaviours. A thematic analysis was applied to explore the main themes in the collected data. An interesting affective transformation from self-doubt to pride in themselves emerged as a shared experience of these young facilitators. Facilitators related their ability to facilitate the programme, as well as to undergo an individual maturation and empowerment experience, to certain components of the programme itself, such as the preparatory course, individual supervision, and the peer-group experience. This shift from doubt to pride is discussed using two frameworks-a theoretical discourse of emerging adulthood as a developmental stage, and the self-determination theory.
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Sabato H, Eyal T. Proud to help when i should: Children’s positive emotions following sharing decisions with a needy versus not-needy other. J Exp Child Psychol 2022; 219:105400. [DOI: 10.1016/j.jecp.2022.105400] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 01/28/2022] [Accepted: 02/02/2022] [Indexed: 11/16/2022]
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Sutter CC, Campbell LO. The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Kwon K, López-Pérez B, Shim SS, Hammad I. Mediating effects of peer experiences between children's emotionality and academic functioning. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101415] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Ren L, Li X, Yin J, Cheah CS. Chinese preschoolers' extracurricular activity involvement: Child temperament and school readiness as predictors. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2021.101387] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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St Omer SM, Akungu OA, Chen S. Examining the relation among cost, academic emotion, and achievement in mathematics. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02839-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Madsgaard A, Smith‐Strøm H, Hunskår I, Røykenes K. A rollercoaster of emotions: An integrative review of emotions and its impact on health professional students' learning in simulation-based education. Nurs Open 2022; 9:108-121. [PMID: 34672418 PMCID: PMC8685774 DOI: 10.1002/nop2.1100] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 09/20/2021] [Accepted: 09/29/2021] [Indexed: 02/06/2023] Open
Abstract
AIM Simulation-based education establishes a specific learning environment capable of activating emotions before, during and after the task. Research has identified stress and anxiety related to simulation. However, the role of various emotional experiences in a simulation that favour learning is still unclear. This review describes, interprets and synthesizes the current research findings on health professional students' experience of emotions and the effects on student learning in simulations. DESIGN This study design was guided by integrative review method. METHODS Databases were systematically searched for articles. 9,323 records were screened and 16 studies met the inclusion criteria. The study protocol was reported in Prospero. RESULTS Three themes emerged from the analysis: (a) simulation as a fearful and stressful situation, (b) variability in emotions experienced during simulation as a rollercoaster of emotions and (c) emotions wide-ranging effects on students' learning in the simulation.
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Ghasemi F. Revisiting the effects of hypnotic suggestion on reading comprehension: The role of emotional intelligence and hypnotic suggestibility. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02422-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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The moderating role of emotional intelligence in the association between parenting practices and academic achievement among adolescents. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00343-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101996] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Kahl T, Grob A, Möhring W. Does emotion regulation compensate deficits in various executive functions in children's and adolescents' mathematical achievement? LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102034] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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School Readiness and Achievement in Early Elementary School: Moderation by Students' Temperament. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021; 74. [PMID: 34177029 DOI: 10.1016/j.appdev.2021.101265] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
The goals of this study were to examine the longitudinal relations between school readiness and reading and math achievement and to test if these relations were moderated by temperament. The sample included socio-economically and ethnically diverse twins (N=551). Parents reported on school readiness when children were five years old. Teachers reported on temperament (effortful control, anger, and shyness) three years later. Standardized measures of reading and math were obtained when children were eight years old. Effortful control and shyness moderated the effect of school readiness on reading. Prediction of reading from school readiness was strongest when students were high in effortful control and low in shyness. Effortful control and shyness predicted math beyond school readiness. There were no relations involving anger. Findings demonstrate that temperament can potentiate the relations between school readiness and reading and highlight the importance of promoting school readiness and effortful control, while decreasing shyness.
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Tzafilkou K, Perifanou M, Economides AA. Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19. EDUCATION AND INFORMATION TECHNOLOGIES 2021; 26:7497-7521. [PMID: 34149299 PMCID: PMC8196281 DOI: 10.1007/s10639-021-10604-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 05/24/2021] [Indexed: 05/28/2023]
Abstract
Learning related emotions (LREs) are determinant for students' achievement both in face-to-face and online education. Research has also shown that LREs tend to affect technology acceptance which in turn affects learning outcomes as well. Today though, the negative psychological impact of the COVID-19 crisis and the sudden transmission to obligatory remote education might yield different functions of emotions and acceptance on learning outcomes. In this context, the current study seeks to model the relations between students' negative emotions, acceptance of (emergency) remote education, and self-perceived knowledge improvement. The suggested model was examined and validated on 116 university students that attended fully remote courses in Greece during the COVID-19 crisis. The results suggested that negative emotions of boredom and cognitive load are significant predictors of students' acceptance of remote learning components: i) online attending a lecture, ii) online communicating with professor, and iii) online collaborating with peers. Anxiety directly affected perceived knowledge improvement, boredom, and cognitive load; Boredom was also affected by cognitive load. In addition, acceptance of remote learning components indirectly affected perceived knowledge improvement mediated by learnability. Boredom was the strongest predictor of online attending a lecture and online collaborating with peers, while online communication with professor was the strongest predictor of learnability. The contribution of this study and the structural findings are further discussed in the paper.
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Affiliation(s)
- Katerina Tzafilkou
- SMILE Lab, University of Macedonia, Egnatia 156, 54636 Thessaloniki, Greece
- Department of Economics, University of Macedonia, Thessaloniki, Greece
| | - Maria Perifanou
- SMILE Lab, University of Macedonia, Egnatia 156, 54636 Thessaloniki, Greece
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Leyva D, Catalán Molina D, Suárez C, Tamis-LeMonda CS, Yoshikawa H. Mother-Child Reminiscing and First-Graders’ Emotion Competence in a Low-Income and Ethnically Diverse Sample. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1908293] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Hernández MM, Eisenberg N, Valiente C, Spinrad TL, Johns SK, Berger RH, Diaz A, Silva KM, Thompson MS, Gal-Szabo DE, Southworth J. Effortful Control and Extensive Observations of Negative Emotion as Joint Predictors of Teacher-Student Conflict in Childhood. EARLY EDUCATION AND DEVELOPMENT 2021; 33:1-16. [PMID: 35082478 PMCID: PMC8785871 DOI: 10.1080/10409289.2020.1857169] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Studies with extensive observations of real-life emotions at school are rare but might be especially useful for predicting school-related outcomes. This study evaluated observations of negative emotion expressivity in lunch and recreation settings across kindergarten, first grade, and second grade (N = 301), kindergarten teachers' reports of children's effortful control, and kindergarten and second grade teachers' reports of their perceived conflict with children. In latent growth curve analyses, we tested whether individual trajectories of negative expressivity from kindergarten to second grade, based on estimated slopes, predicted teacher-student conflict in second grade, and whether effortful control in kindergarten moderated this association. RESEARCH FINDINGS Negative expressivity levels in kindergarten significantly predicted higher levels of teacher-student conflict in second grade, controlling prior teacher-student conflict. Furthermore, greater increases in negative expressivity from kindergarten to second grade were associated with higher teacher-student conflict in second grade especially for children who had difficulties with effortful control in kindergarten. PRACTICE OR POLICY Results from this study have the potential to inform programs focused on reducing teacher-student conflict. The findings highlight the possibility of targeting both effortful control and negative emotion in the early elementary school transition as a means to improve teacher-student relationships.
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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
| | | | | | - Anjolii Diaz
- Department of Psychological Sciences, Ball State University
| | - Kassondra M. Silva
- 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
| | - Diana E. Gal-Szabo
- 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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Erwin H, Weight E, Harry M. "Happy, Healthy, and Smart": Student Responses to the Walking Classroom Education Program Aimed to Enhance Physical Activity. THE JOURNAL OF SCHOOL HEALTH 2021; 91:195-203. [PMID: 33403700 DOI: 10.1111/josh.12990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 04/04/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Over 1 in 3 children in US schools is overweight or obese; thus, most teachers believe physical education and activity are necessary K-12 components. One potential avenue to infuse physical activity (PA) in educational settings is integrating in classrooms based on learning objectives and academic outcomes. In this study, we examined student emotion through the use of the Walking Classroom (WC) learning platform. METHODS Students from 9 fourth- and fifth-grade classrooms (N = 100) in 1 North Carolina county participated in 10 separate focus groups related to their engagement in an active education program. Discussions centered on how engaging in a short bout of PA during a WC podcast impacted students' overall educational experience. Data analysis included open in vivo manual coding methods resulting in major themes and visual word-clouds. RESULTS Students reported feeling happy, healthy, educated, smart, and excited while walking and learning. Afterwards, students discussed feeling strong, relaxed, energized, happy, and alert. On days students were not able to do a walk, they reported feeling mad, bored, sad, sleepy, and tired. CONCLUSION Offering active learning appears to result in students feeling happier, healthier, and smarter.
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Affiliation(s)
- Heather Erwin
- Professor, , Department of Kinesiology and Health Promotion, University of Kentucky, 100 Seaton Building, Lexington, KY, 40506-0219., USA
| | - Erianne Weight
- Associate Professor, , Department of Exercise and Sport Science, University of North Carolina, 303B Woollen Gym, CB# 8605, Chapel Hill, NC, 27599., USA
| | - Molly Harry
- Doctoral Candidate, , Studies in Higher Education, University of Virginia, 2101 Arlington Boulevard Apt. 223, Charlottesville, VA, 22903., USA
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Social-Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041752. [PMID: 33670218 PMCID: PMC7916968 DOI: 10.3390/ijerph18041752] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Revised: 02/04/2021] [Accepted: 02/08/2021] [Indexed: 11/20/2022]
Abstract
This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was 0.762. Critical thinking disposition (Rs = 0.89), problem-solving (Rs = 0.86), and cooperation (Rs = 0.80) made the most important contributions to SEC. Clinical performance (Rs = 0.95) and subjective AA (Rs = 0.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.
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Altwijri S, Alotaibi A, Alsaeed M, Alsalim A, Alatiq A, Al-Sarheed S, Agha S, Omair A. Emotional Intelligence and its Association with Academic Success and Performance in Medical Students. SAUDI JOURNAL OF MEDICINE & MEDICAL SCIENCES 2021; 9:31-37. [PMID: 33519341 PMCID: PMC7839580 DOI: 10.4103/sjmms.sjmms_375_19] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Revised: 01/27/2020] [Accepted: 08/12/2020] [Indexed: 12/30/2022]
Abstract
Background Emotional intelligence (EI) is potentially associated with higher academic performance. However, no study from the Gulf region has previously assessed if EI affects academic success and academic performance in medical students. Objectives To examine the relationship between EI and academic success and academic performance in a sample of Saudi Arabian medical students. Methods This cross-sectional, questionnaire study included all 4th-6th year medical students enrolled at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia, in the academic year 2017-18. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test and the Academic Success Inventory for College Students (ASICS) along with a questionnaire eliciting demographic information between January and April 2018. Academic achievement was assessed based on each student's self-reported grade point average in the most recent examination. Results Of 377 eligible students, 296 (78%) completed the questionnaires. A significant association was identified between overall EI and ASICS scores (r = 0.197; P < 0.001). EI scores were constant in males and females and the year of study. No statistically significant association was observed between EI and academic success across gender and academic years (P > 0.05 for all values). However, in terms of external motivation and career decidedness by level of study, final-year students had higher scores compared with students in the other two study years (P = 0.02 and P = 0.01, respectively). Conclusion This study offers primary data on the impact of EI scores on academic success in medical education, and it identified several factors associated with EI and academic success. The findings of this study suggest that EI and academic success are linked, and that both are vital for increasing academic performance.
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Affiliation(s)
- Sulaiman Altwijri
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Abdulaziz Alotaibi
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Mohammed Alsaeed
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Abdulrahman Alsalim
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia
| | - Abdulrahman Alatiq
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Saud Al-Sarheed
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Sajida Agha
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Aamir Omair
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
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Li Q, Zhao L, Xue Y, Feng L. Stress-buffering pattern of positive events on adolescents: An exploratory study based on social networks. COMPUTERS IN HUMAN BEHAVIOR 2021. [DOI: 10.1016/j.chb.2020.106565] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Hirvonen R, Putwain DW, Määttä S, Ahonen T, Kiuru N. The role of academic buoyancy and emotions in students’ learning‐related expectations and behaviours in primary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1111/bjep.12336 10.1080/01434632.2022.2062368] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Affiliation(s)
| | | | - Sami Määttä
- Department of Psychology University of Jyväskylä Finland
| | - Timo Ahonen
- Department of Psychology University of Jyväskylä Finland
| | - Noona Kiuru
- Department of Psychology University of Jyväskylä Finland
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The continuous impact of cognitive flexibility on the development of emotion understanding in children aged 4 and 5 years: A longitudinal study. J Exp Child Psychol 2020; 203:105018. [PMID: 33212387 DOI: 10.1016/j.jecp.2020.105018] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Revised: 09/22/2020] [Accepted: 10/04/2020] [Indexed: 11/22/2022]
Abstract
The current study investigated the impact of cognitive flexibility on the development of emotion understanding using a longitudinal tracking study. A total of 98 children aged 4 and 5 years were tested for cognitive flexibility, emotion understanding, and verbal ability across three time points within a year. The cross-lagged analyses indicated that early cognitive flexibility played a predictive role in the development of emotion understanding. More precisely, cognitive flexibility at Time 1 predicted emotion understanding at Time 2 and Time 3, and cognitive flexibility at Time 2 predicted emotion understanding at Time 3. Furthermore, mediation analysis showed that verbal ability mediated the impact of cognitive flexibility on emotion understanding. Early cognitive flexibility contributed to later emotion understanding by improving children's verbal ability. These findings suggest that there is a verbal ability-mediated pathway from cognitive flexibility to emotion understanding that provides a new perspective for the development mechanism of children's emotion understanding.
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Ballová Mikušková E, Čavojová V. The Effect of Analytic Cognitive Style on Credulity. Front Psychol 2020; 11:584424. [PMID: 33178085 PMCID: PMC7593255 DOI: 10.3389/fpsyg.2020.584424] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Accepted: 09/14/2020] [Indexed: 11/13/2022] Open
Abstract
Belief in astrology remains strong even today, and one of the explanations why some people endorse paranormal explanations is the individual differences in analytical thinking. Therefore, the main aim of this paper was to determine the effects of priming an analytical or intuitive thinking style on the credulity of participants. In two experiments (N = 965), analytic thinking was induced and the source of fake profile (astrological reading vs. psychological testing) was manipulated and participants' prior paranormal beliefs, anomalous explanation, cognitive reflection, and depression were measured. Although analytic thinking was proved to be hard to induce experimentally, the results showed that analytic thinking predicts credulity and belief in the paranormal was linked with experiencing more anomalous experiences and more paranormal explanations. The more people were able to think analytically, the less credulous they were as reflected in the lower acceptance of fake profile as accurate.
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Affiliation(s)
- Eva Ballová Mikušková
- Institute of Experimental Psychology, Centre of Social and Psychological Sciences, Slovak Academy of Sciences (SAS), Bratislava, Slovakia
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Han S, Palermo F, Ispa JM, Carlo G. Parenting and children’s negative emotionality, self‐regulation, and academic skills: The moderating role of fathers’ residency. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12479] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Seunghee Han
- Department of Psychology Hollins University Roanoke VA USA
| | - Francisco Palermo
- Department of Human Development and Family Science University of Missouri Columbia MO USA
| | - Jean M. Ispa
- Department of Human Development and Family Science University of Missouri Columbia MO USA
| | - Gustavo Carlo
- School of Education University of California Irvine Irvine CA USA
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Liew J, Erbeli F, Nyanamba JM, Li D. Pathways to Reading Competence: Emotional Self-regulation, Literacy Contexts, and Embodied Learning Processes. READING PSYCHOLOGY 2020. [DOI: 10.1080/02702711.2020.1783145] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Jeffrey Liew
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Florina Erbeli
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Juliet M. Nyanamba
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
| | - Danni Li
- Department of Educational Psychology, Texas A&M University, College Station, Texas, USA
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Phan HP, Ngu BH. Schooling experience and academic performance of Taiwanese students: the importance of psychosocial effects, positive emotions, levels of best practice, and personal well-being. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-020-09569-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Baroody AE, Rimm-Kaufman SE, Larsen RA, Curby TW. The Link Between Responsive Classroom Training and Student–Teacher Relationship Quality in the Fifth Grade: A Study of Fidelity of Implementation. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2014.12087455] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Hirvonen R, Putwain DW, Määttä S, Ahonen T, Kiuru N. The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:948-963. [PMID: 31876959 DOI: 10.1111/bjep.12336] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2019] [Revised: 10/15/2019] [Indexed: 12/12/2022]
Abstract
BACKGROUND Academic buoyancy refers to students' ability to come through ordinary challenges they face in the academic context, and it can positively contribute to students' beliefs and behaviours in learning situations. Although buoyancy has been found to be related to positive academic outcomes, previous studies have not examined how buoyancy influences academic emotions in learning situations and how these emotions further affect students' learning-related expectations and behaviours. AIMS This study investigated to what extent academic buoyancy predicts students' failure expectations, avoidance behaviour, and task-oriented planning in learning situations, and to what extent academic emotions mediate the effect of academic buoyancy on these expectations and behaviours. SAMPLE A total of 845 Finnish students in the sixth grade of primary school. METHODS Self-report data for academic buoyancy and academic emotions in the autumn semester and learning-related expectations and behaviours in the spring semester were analysed using structural equation modelling, controlling for gender, grade point average, and previous levels of learning-related expectations and behaviours. RESULTS The findings showed that high academic buoyancy indirectly predicted lower avoidance behaviour, fewer failure expectations, and higher task-oriented planning via academic emotions. High academic buoyancy was related to high enjoyment and hope as well as low boredom and hopelessness, which further predicted low failure expectations. High hope and low boredom also predicted low avoidance behaviour, and high hope was associated with high task-oriented planning. CONCLUSIONS The findings suggest that academic buoyancy supports positive expectations and adaptive behaviours in learning situations through the regulation of emotions.
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Affiliation(s)
| | | | - Sami Määttä
- Department of Psychology, University of Jyväskylä, Finland
| | - Timo Ahonen
- Department of Psychology, University of Jyväskylä, Finland
| | - Noona Kiuru
- Department of Psychology, University of Jyväskylä, Finland
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