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Rahal D, Shaw ST, Stigler JW. Lower socioeconomic status is related to poorer emotional well-being prior to academic exams. ANXIETY, STRESS, AND COPING 2023; 36:502-518. [PMID: 36018365 PMCID: PMC9968358 DOI: 10.1080/10615806.2022.2110588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 06/22/2022] [Accepted: 08/01/2022] [Indexed: 10/15/2022]
Abstract
BACKGROUND People of lower social status tend to have greater emotional responses to stress. The present study assessed whether lower social status was related to greater emotional responses in anticipation of a naturalistic stressor: academic exams among college students. METHODS College students in an introductory statistics class (N = 252; 75.81% female; 18.41% Latino, 25.10% White, 43.93% Asian, 12.56% different racial backgrounds) completed two course exams as part of this naturalistic prepost-experimental design. They provided four reports of positive, depressive, and anxious emotion - one the day before and one immediately after each exam. RESULTS As hypothesized, multilevel models (ratings nested within participants) predicting emotion indicated that students with lower mother's education had less positive emotion, more depressive emotion, and more anxious emotion the day prior to academic exams than students with higher mother's education (proportional reductions in variance [PRV] = .013-.020). Specifically, lower mother's education was associated with poorer well-being before but not after the exam. Exploratory models revealed that differences in emotion by mother's education were strongest for students with lower exam scores (PRV = .030-.040). CONCLUSIONS Socioeconomic status may influence college students' anticipatory distress prior to academic exams, which may impact health and academic performance.
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Affiliation(s)
- Danny Rahal
- Edna Bennett Pierce Prevention Research Center, Pennsylvania State University, University Park, PA, USA
| | - Stacy T. Shaw
- Department of Psychological and Cognitive Sciences, Worcester Polytechnic Institute, Worcester, MA, USA
| | - James W. Stigler
- Edna Bennett Pierce Prevention Research Center, Pennsylvania State University, University Park, PA, USA
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Bertoletti A, Biagi F, Di Pietro G, Karpiński Z. The effect of the COVID-19 disruption on the gender gap in students' performance: a cross-country analysis. LARGE-SCALE ASSESSMENTS IN EDUCATION 2023; 11:6. [PMID: 36852157 PMCID: PMC9947449 DOI: 10.1186/s40536-023-00154-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND This paper investigates how the COVID-19 school closure has affected the gender gap in grade-8 students' performance and what are the drivers behind this. By analysing four different countries (i.e., the Russian Federation, Slovenia, Uzbekistan and the United Arab Emirates), the paper represents the first study addressing the issue from a comparative perspective. METHODS The study uses data from the Responses to Educational Disruption Survey (REDS) survey, which comprises international comparable data on how students approached remote learning during the COVID-19 disruption. The extent of the gender gap is estimated by employing an ordered logit model, while the Karlson-Holm-Breen (KHB) decomposition method is used to analyse the different potential channels that could account for the gender gap during COVID-19. RESULTS The empirical results reveal that, during the COVID-19 school closure, girls tended to perceive changes in their learnings less favourably than boys, both in terms of improvement in self-perceived learning and self-reported improvement in grades-with odds of a more affirmative response between 20 and 25% lower for girls relative to boys. The main drivers explaining this gender gap are physical activity and psychological distress of students during the COVID-19 disruption, as well as the perceived family climate. CONCLUSIONS The paper shows systematic gender differences in how students perceived their educational outcomes changed due to the COVID-19 disruption, providing evidence on the factors driving these differences. The findings could be employed to design policy actions aimed at increasing gender equality in education.
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Affiliation(s)
- Alice Bertoletti
- European Commission - Joint Research Centre (JRC), Edificio EXPO, calle Inca Garcilaso, 3, 41092 Seville, Spain
| | - Federico Biagi
- European Commission - Joint Research Centre (JRC), Building 26A CCR, via Enrico Fermi 2749, 21027 Ispra, Italy
| | - Giorgio Di Pietro
- European Commission - Joint Research Centre (JRC), Edificio EXPO, calle Inca Garcilaso, 3, 41092 Seville, Spain
| | - Zbigniew Karpiński
- European Commission - Joint Research Centre (JRC), Edificio EXPO, calle Inca Garcilaso, 3, 41092 Seville, Spain
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Raccanello D, Balbontín-Alvarado R, Bezerra DDS, Burro R, Cheraghi M, Dobrowolska B, Fagbamigbe AF, Faris ME, França T, González-Fernández B, Hall R, Inasius F, Kar SK, Keržič D, Lazányi K, Lazăr F, Machin-Mastromatteo JD, Marôco J, Marques BP, Mejía-Rodríguez O, Méndez Prado SM, Mishra A, Mollica C, Navarro Jiménez SG, Obadić A, Mamun-Ur-Rashid M, Ravšelj D, Tatalović Vorkapić S, Tomaževič N, Uleanya C, Umek L, Vicentini G, Yorulmaz Ö, Zamfir AM, Aristovnik A. Higher education students' achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey. LEARNING AND INSTRUCTION 2022; 80:101629. [PMID: 35578734 PMCID: PMC9095445 DOI: 10.1016/j.learninstruc.2022.101629] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Revised: 03/29/2022] [Accepted: 05/06/2022] [Indexed: 05/23/2023]
Abstract
The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.
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Affiliation(s)
| | | | | | - Roberto Burro
- Department of Human Sciences, University of Verona, Italy
| | - Maria Cheraghi
- Social Determinant of Health Research Center, Department of Public Health, School of Health, Ahvaz Jundishapur University of Medical Sciences, Iran
| | | | - Adeniyi Francis Fagbamigbe
- Department of Epidemiology and Medical Statistics, Faculty of Public Health, College of Medicine, University of Ibadan, Nigeria
| | - MoezAlIslam Ezzat Faris
- Department of Clinical Nutrition and Dietetics, College of Health Sciences, University of Sharjah, United Arab Emirates
| | - Thais França
- Centre for Research and Studies in Sociology, Cies-Iscte, Portugal
| | | | - Rob Hall
- Department of Psychology, Macquarie University, Australia
| | - Fany Inasius
- Faculty of Economic and Communication, Bina Nusantara University, Indonesia
| | - Sujita Kumar Kar
- Department of Psychiatry, King George's Medical University, India
| | - Damijana Keržič
- Faculty of Public Administration, University of Ljubljana, Slovenia
| | - Kornélia Lazányi
- John von Neumann Faculty of Informatics, Obuda University, Hungary
| | - Florin Lazăr
- Faculty of Sociology and Social Work, University of Bucharest, Romania
| | | | - João Marôco
- William James Centre for Research, ISPA - Instituto Universitário, Portugal
| | - Bertil P Marques
- Higher Institute of Engineering of Porto, Polytechnic Institute of Porto, Portugal
| | - Oliva Mejía-Rodríguez
- División de Investigación Clínica, Centro de Investigación Biomédica de Michoacán, Instituto Mexicano del Seguro Social, Mexico
| | | | - Alpana Mishra
- Faculty of Community Medicine, KIMS, Bhubaneswar, KIIT University, India
| | - Cristina Mollica
- Department of Statistical Sciences, Sapienza University of Rome, Italy
| | | | - Alka Obadić
- Faculty of Economics and Business, University of Zagreb, Croatia
| | - Md Mamun-Ur-Rashid
- Department of Agricultural Extension and Rural Development, Patuakhali Science and Technology University, Bangladesh
| | - Dejan Ravšelj
- Faculty of Public Administration, University of Ljubljana, Slovenia
| | | | - Nina Tomaževič
- Faculty of Public Administration, University of Ljubljana, Slovenia
| | - Chinaza Uleanya
- Business Management, University of South Africa (UNISA), South Africa
| | - Lan Umek
- Faculty of Public Administration, University of Ljubljana, Slovenia
| | | | - Özlem Yorulmaz
- Department of Econometrics, Faculty of Economics, University of Istanbul, Turkey
| | - Ana-Maria Zamfir
- National Scientific Research Institute for Labour and Social Protection, Romania
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Dumitru OD, Thorson KR, West TV. Investigating gender differences among tutors and students during STEM peer tutoring: Women are as behaviorally engaged as men but experience more negative affect. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Sun Y. Changing Positive Academic Emotions of Art Students Utilizing Computer Information Technology Based on the Perspective of Teaching. Appl Bionics Biomech 2022; 2022:7184274. [PMID: 35747399 PMCID: PMC9213122 DOI: 10.1155/2022/7184274] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Accepted: 05/20/2022] [Indexed: 11/18/2022] Open
Abstract
This study is aimed at exploring the influencing factors on the altering academic mood of art students. With the assistance of computer information technology, the survey utilizing a questionnaire is conducted to explore the influence of different coping styles on the academic moods of art students when the influence of demographic variables is under consideration. It is concluded that the condition of being the only child of art students has a positive and high arousal emotional score of 80.93, which is significantly higher than that of not being an only-child art student of 78.61. Art students are more inclined to take a positive coping style. The scores of negative and high arousal academic emotions are found to be 79.3, 80, and 96.83, respectively, when the grade changes from 1 through 3. The general trend is that the scores of negative and high arousal academic emotions increase when grades go up. Art students experience more negative academic emotions than positive academic emotions when the general characteristics of art students' academic emotions are under consideration. Because females are more sensitive and delicate, they experience more negative academic emotions. Besides, while a positive coping style can positively predict art students' positive academic mood, a negative coping style can positively estimate the negative academic mood. It is concluded that the outcomes could provide a reference for the prediction of academic mood changes in art students.
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Affiliation(s)
- Yihong Sun
- School of Public Education, Shandong College of Arts, Jinan 250014, Shandong Province, China
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Academic Success, Emotional Intelligence, Well-Being and Resilience of First-Year Forestry Students. FORESTS 2022. [DOI: 10.3390/f13050758] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Academic success is conceptualized as a multifactor model, achievement and persistence after the first year of study being considered the main learning outcomes. In this area, the findings are inconsistent, depending on the academic context, individual characteristics and diversity of psychological measures. Here, we conducted two related correlational studies to analyze variables of the emotional domain, as emotional intelligence (2017–2019), emotions, well-being and resilience (2018–2020), dropout intention, perceived barriers to completion at the beginning of first years of study in forestry, academic performance and real dropout at the end of the first year of study and several socio-demographic variables. The two studies focused on undergraduate students and included 367 and 227 participants, respectively. Forestry students with higher academic performance report higher accomplishment and engagement and feel weak negative emotions concerning aversive academic assessment compared with students with lower academic performance and students that abandoned their studies. Female students and students with full ECTS load at the end of the first year use their emotions more effectively, have reported lower dropout intention and lower perception of barriers to completion of study, and have higher GPA admission and expected GPA. Performance at the end of the first year is explained by GPA admission, relationships with high school teachers, expected GPA, gender, and academic resilience. Dropout intention is explained by barriers to completion of studies, general negative emotions and negative affect related to threatened assessment situations, and managing others’ emotions. Our findings may help develop intervention measures at the individual and organizational level.
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Dyadic effects of rumination and self-disclosure on posttraumatic growth in newly diagnosed gynecological cancer couples: an actor-partner interdependence modeling approach. Support Care Cancer 2022; 30:5167-5174. [PMID: 35246728 DOI: 10.1007/s00520-022-06869-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Accepted: 01/24/2022] [Indexed: 02/05/2023]
Abstract
OBJECTIVE To examine the dyadic effects of rumination and self-disclosure on posttraumatic growth among newly diagnosed gynecological cancer couples. METHODS This cross-sectional study recruited 400 newly diagnosed gynecological cancer couples from a tertiary general hospital from July to December 2020. Questionnaires were administered to collect information on demographic and cancer-related characteristics, rumination, self-disclosure, and posttraumatic growth. The actor-partner interdependence model was used to explore the dyadic effects of rumination and self-disclosure on posttraumatic growth. RESULTS Gynecological cancer survivors reported more posttraumatic growth than their spouses. The patients' deliberate rumination and self-disclosure and spouses' self-disclosure had actor and partner effects on their own and their spouses' posttraumatic growth. Besides, the patients' intrusive rumination and spouses' deliberate rumination had actor effects on their own posttraumatic growth. CONCLUSIONS Spouses' posttraumatic growth was influenced by their own and their wives' deliberate rumination and self-disclosure, while survivors' posttraumatic growth was affected by their own deliberate rumination, intrusive rumination, self-disclosure, and their spouses' self-disclosure. Promoting deliberate rumination and self-disclosure could facilitate the couples' posttraumatic growth. Besides, reducing intrusive rumination may be useful for the survivors and indirectly contribute to spouses' posttraumatic growth. This study indicates that couple-centered interventions may be crucial and more effective in facilitating posttraumatic growth among newly diagnosed gynecological cancer couples.
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Belland BR, Kim C, Zhang AY, Lee E, Dinc E. Classifying the quality of robotics-enhanced lesson plans using motivation variables, word count, and sentiment analysis of reflections. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Herbert C. Can Yoga Boost Access to the Bodily and Emotional Self? Changes in Heart Rate Variability and in Affective Evaluation Before, During and After a Single Session of Yoga Exercise With and Without Instructions of Controlled Breathing and Mindful Body Awareness in Young Healthy Women. Front Psychol 2021; 12:731645. [PMID: 34925139 PMCID: PMC8678535 DOI: 10.3389/fpsyg.2021.731645] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Accepted: 10/06/2021] [Indexed: 01/08/2023] Open
Abstract
Exercise is indispensable for a healthy lifestyle. Yoga exercise can have positive effects on well-being and on cardiac autonomic activity making it an ideal intervention for improving mind-body interactions and resilience to physical and mental stressors. Emotions trigger especially strong bodily and affective-cognitive responses because of their social relevance for the self and their biological relevance of mobilizing the organism for action. This study investigates whether changes in emotion processing related to self-other referential processing and changes in cardiac autonomic activity, reflected by heart rate variability (HRV), occur immediately after already a single session of yoga exercise when yoga postures are practiced with or without breathing- and mindful body awareness instructions. Women, all university students (N = 34, final sample: n = 30, n = 25 naïve to yoga practice) were randomly assigned to two experimental groups who performed the same yoga exercises with or without controlled breathing and mindfulness instructions. Emotional, self-other referential processing, awareness of bodily signals and HRV indicators were investigated before and after the exercise using standardized experimental tasks, standardized questionnaires, and mobile recording devices. Exercising for 30 minutes changed cardiac activity significantly. HRV measures showed adaptability of cardiac activity during the exercise as well as during the affective task post- to pre-exercise. Exercising with breathing instructions and mindful body awareness had no superior effects on cardiac, particularly parasympathetic activity, compared to practicing the same movements without such explicit instructions. Self-referential processing did not change; however, participants were faster and more accurate in their affective judgments of emotional stimuli [regardless of their reference (self/other)], and showed better awareness of bodily signals after compared to before the exercise session. The results support immediate, adaptive effects of yoga exercise on cardiac and affective-cognitive processing in an all-female healthy sample. Therefore, yoga exercise could be recommended as a physical activity for boosting cardiac and emotional resilience in this target group.
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Affiliation(s)
- Cornelia Herbert
- Department of Emotion and Motivation Psychology, Institute of Psychology and Education, Ulm University, Ulm, Germany
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Harris RB, Grunspan DZ, Pelch MA, Fernandes G, Ramirez G, Freeman S. Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course? CBE LIFE SCIENCES EDUCATION 2019; 18:ar35. [PMID: 31397651 PMCID: PMC6755309 DOI: 10.1187/cbe.18-05-0083] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2018] [Revised: 04/09/2019] [Accepted: 04/25/2019] [Indexed: 05/03/2023]
Abstract
Gender gaps in exam scores or final grades are common in introductory college science and engineering classrooms, with women underperforming relative to men with the same admission test scores or college grade point averages. After failing to close a historically documented gender gap in a large introductory biology course using interventions targeted at training a growth mindset, we implemented interventions designed to reduce student test anxiety. We combined evidence-based exercises based on expressive writing and on reappraising physiological arousal. We also used a valid measure to quantify test anxiety at the start and end of the course. This instrument measures an individual's self-declared or perceived test anxiety-also called trait anxiety-but not the immediate or "state" anxiety experienced during an actual exam. Consistent with previous reports in the literature, we found that women in this population declared much higher test anxiety than men and that students who declared higher test anxiety had lower exam scores than students who declared lower test anxiety. Although the test anxiety interventions had no impact on the level of self-declared trait anxiety, they did significantly increase student exam performance. The treatment benefits occurred in both men and women. These data suggest that 1) a combination of interventions based on expressive writing and reappraising physiological arousal can be a relatively easy manner to boost exam performance in a large-enrollment science, technology, engineering, and mathematics (STEM) course and encourage emotion regulation; 2) women are more willing than men to declare that they are anxious about exams, but men and women may actually experience the same level of anxiety during the exam itself; and 3) women are underperforming in STEM courses for reasons other than gender-based differences in mindset or test anxiety.
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Affiliation(s)
- Rebecca B. Harris
- Center for Evolution & Medicine, Arizona State University, Tempe, AZ 85281
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Daniel Z. Grunspan
- Center for Evolution & Medicine, Arizona State University, Tempe, AZ 85281
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Michael A. Pelch
- Department of Biology, University of Washington, Seattle, WA 98195
| | | | - Gerardo Ramirez
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095
| | - Scott Freeman
- Department of Biology, University of Washington, Seattle, WA 98195
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Sweet JA, Holanda VM, Rao G, Kalkanis SN, Sharan AD, Benzil DL. Letter: Congress of Neurological Surgeons Female International Think Tank Report: Much Progress, Still Work to Be Done. Neurosurgery 2019; 85:E599-E606. [DOI: 10.1093/neuros/nyz254] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Affiliation(s)
- Jennifer A Sweet
- Department of Neurosurgery University Hospitals Cleveland Medical Center Case Western Reserve University Cleveland, Ohio
| | - Vanessa Milanese Holanda
- Center of Neurology and Neurosurgery Associates (NeuroCENNA) BP-A Beneficência Portuguesa de São Paulo São Paulo, Brazil
| | - Ganesh Rao
- Department of Neurosurgery The University of Texas MD Anderson Cancer Center Houston, Texas
| | - Steven N Kalkanis
- Department of Neurosurgery Henry Ford Health System Detroit, Michigan
| | - Ashwini D Sharan
- Department of Neurosurgery Vickie and Jack Farber Institute for Neuroscience Thomas Jefferson University Philadelphia, Pennsylvania
| | - Deborah L Benzil
- Department of Neurosurgery The Cleveland Clinic Foundation Cleveland, Ohio
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