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Journal articles on the topic 'Emotion in higher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Kordts-Freudinger, Robert. "Feel, think, teach – Emotional Underpinnings of Approaches to Teaching in Higher Education." International Journal of Higher Education 6, no. 1 (2017): 217. http://dx.doi.org/10.5430/ijhe.v6n1p217.

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The paper investigates relations between higher education teachers’ approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers’ emotions, their emotion regulation strategies and their approaches to teaching with questionnaires. Study 1, with n = 145 German university teachers and teaching assistants, found relations between positive emotions and the student-oriented approach to teaching, but not w

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2

Bartram, Brendan. "Emotion as a Student Resource in Higher Education." British Journal of Educational Studies 63, no. 1 (2014): 67–84. http://dx.doi.org/10.1080/00071005.2014.980222.

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3

Perrone-McGovern, Kristin M., Stephanie L. Simon-Dack, Kerry N. Beduna, Cady C. Williams, and Aaron M. Esche. "Emotions, Cognitions, and Well-Being." Journal for the Education of the Gifted 38, no. 4 (2015): 343–57. http://dx.doi.org/10.1177/0162353215607326.

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In this study, we examined interrelationships among emotional overexcitability, perfectionism, emotion regulation, and subjective well-being. Dabrowski and Piechowski’s theoretical conceptualization of overexcitabilities and J. J. Gross and John’s constructs of emotion regulation strategies provided a framework to guide hypotheses in the present study. Participants were 191 adults who responded to surveys administered via online methodology. Multiple-regression analyses revealed that participants in the present study with higher emotional overexcitability had lower degrees of emotion regulatio

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4

Setiyowati, Ninik, and Irtaji Irtaji. "Happiness in Higher Education Leader." GATR Journal of Management and Marketing Review 2, no. 3 (2017): 136–41. http://dx.doi.org/10.35609/jmmr.2017.2.3(20).

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Objective - This study examines Happiness Leaders in the higher education context. Methodology/Technique - Using Positive Psychology perspective, data were collected through an in-depth interview with 30 Indonesian heads of Department in some faculties of Higher Education Malang from December 2016 to February 2017. Respondents were selected using non-probability purposive sampling technique. Findings – The results of this study indicate that the respondents focused their happiness factor more on relationship (R) and meaningfulness (M), but less on positive emotion (P), engagement (E) and accom

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5

Burke, Penny Jane. "Re/imagining higher education pedagogies: gender, emotion and difference." Teaching in Higher Education 20, no. 4 (2015): 388–401. http://dx.doi.org/10.1080/13562517.2015.1020782.

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6

Burke, Penny Jane. "Difference in higher education pedagogies: gender, emotion and shame." Gender and Education 29, no. 4 (2017): 430–44. http://dx.doi.org/10.1080/09540253.2017.1308471.

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7

Leathwood, Carole, and Valerie Hey. "Gender/ed discourses and emotional sub-texts: theorising emotion in UK higher education." Teaching in Higher Education 14, no. 4 (2009): 429–40. http://dx.doi.org/10.1080/13562510903050194.

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8

Zhang, Qin, and Weihong Zhu. "Exploring Emotion in Teaching: Emotional Labor, Burnout, and Satisfaction in Chinese Higher Education." Communication Education 57, no. 1 (2008): 105–22. http://dx.doi.org/10.1080/03634520701586310.

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9

Liyanagamage, Nilupulee, Charmaine Glavas, and Thilakshi Kodagoda. "Exploring mixed emotions and emotion-regulation strategies of students balancing higher education with employment." Journal of Education and Work 32, no. 1 (2019): 21–35. http://dx.doi.org/10.1080/13639080.2019.1605156.

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10

Pope, Debbie J., Hannah Butler, and Pamela Qualter. "Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years." Child Development Research 2012 (December 17, 2012): 1–9. http://dx.doi.org/10.1155/2012/975670.

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An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more

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11

Spasova, Vasilena. "PROJECTS FOR PROACTICE EDUCATIONAL TECHNOLOGY FOR DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN PRESCHOOL AND HIGHER EDUCATION." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (2019): 327–32. http://dx.doi.org/10.35120/kij3002327s.

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The inclusion of emotional education at every stage of a person's learning process is becoming increasingly popular and recognizable in the field of education sciences nowadays. The paper presents two proactive educational technologies for the development of emotional intelligence. The first technology has already been tested and aims at developing the emotional intelligence of 6-7 year old children through the perception of music. The hierarchical structure of emotional intelligence provides clear consistency in the elaborate of musical tasks in proactive pedagogical technology. The methodolo

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Dumčienė, Audronė. "Emotional Intelligence, Psychological Well-Being, and Self-Control of Athletic and Non Athletic Postgraduates." Pedagogika 140, no. 4 (2021): 77–93. http://dx.doi.org/10.15823/p.2020.140.5.

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The article presents differences in scores of components of emotional intelligence, psychological well-being, and self-control constructs’ in terms of gender, athletic, non-athletic postgraduates, and significant correlations between some components’ of the studied constructs. Only the scores of perception of emotion and using emotions were significantly higher for athletic than non-athletic. The article also presents models for predicting components’ values of psychological well-being.

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Hey, Valerie, and Carole Leathwood. "Passionate Attachments: Higher Education, Policy, Knowledge, Emotion and Social Justice." Higher Education Policy 22, no. 1 (2009): 101–18. http://dx.doi.org/10.1057/hep.2008.34.

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14

Christie, Hazel, and Nina Morris. "Assessment and emotion in higher education: the allure of blogging." Research in Post-Compulsory Education 26, no. 2 (2021): 148–63. http://dx.doi.org/10.1080/13596748.2021.1909922.

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15

Royaei, Nahid, and Afsaneh Ghanizadeh. "The Interface between Motivational and Emotional Facets of Organizational Commitment among Instructors at Higher Education." International and Multidisciplinary Journal of Social Sciences 5, no. 3 (2016): 228. http://dx.doi.org/10.17583/rimcis.2016.2139.

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Teachers in higher education domain play a decisive role in advancing economic developments as well as nurturing the well-being of the societies. Thus, the issue of university instructors’ commitment and the factors influencing its development should be a compelling priority for higher education administrations. The present study aims to extend the research on teacher organizational commitment by investigating the contribution of job motivation and emotion regulation to teacher commitment at higher education. To this purpose, 135 English as a foreign language (EFL) instructors from different h

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Zampetakis, Leonidas A., Konstantinos Kafetsios, Manolis Lerakis, and Vassilis S. Moustakis. "An Emotional Experience of Entrepreneurship." Journal of Career Development 44, no. 2 (2016): 144–58. http://dx.doi.org/10.1177/0894845316640898.

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According to Bandura’s social cognitive theory, emotions constitute important sources of information for people to judge own efficacy to accomplish specific tasks. The present research employed a laboratory task to assess career starters’ anticipatory emotions and associations with chronic self-construal and emotion regulation strategies. The intensity of facial emotional expressions was assessed while participants were responding to scenarios regarding envisaged business start-up activities. Results from Bayesian path analysis found that independent self-construal was associated with lower in

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17

Kowallik, Andrea, Maike Pohl, and Stefan Schweinberger. "Facial Imitation Improves Emotion Recognition in Adults with Different Levels of Sub-Clinical Autistic Traits." Journal of Intelligence 9, no. 1 (2021): 4. http://dx.doi.org/10.3390/jintelligence9010004.

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We used computer-based automatic expression analysis to investigate the impact of imitation on facial emotion recognition with a baseline-intervention-retest design. The participants: 55 young adults with varying degrees of autistic traits, completed an emotion recognition task with images of faces displaying one of six basic emotional expressions. This task was then repeated with instructions to imitate the expressions. During the experiment, a camera captured the participants’ faces for an automatic evaluation of their imitation performance. The instruction to imitate enhanced imitation perf

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18

Danvers, Emily Clair. "Criticality's affective entanglements: rethinking emotion and critical thinking in higher education." Gender and Education 28, no. 2 (2015): 282–97. http://dx.doi.org/10.1080/09540253.2015.1115469.

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Wang, Ting, Yitong Zhao, Yifeng Xu, and Zhuoying Zhu. "Comparison of response to Chinese and Western videos of mental-health-related emotions in a representative Chinese sample." PeerJ 9 (January 19, 2021): e10440. http://dx.doi.org/10.7717/peerj.10440.

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Background Emotion plays an important role in mental health. Studying the relationship between emotion and mental health requires effective emotion-eliciting materials. Most standardized emotional stimuli, however, were based on Western contents and have not been validated in other cultures. The present study compared the emotional response to standard Western videos with videos of Chinese contents in a large representative Chinese sample. The effects of content source (film vs. real-life) and delivery medium (online vs. offline), as well as the effects of demographic factors were investigated

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20

Costa, Henrique, Francisco Saavedra, and Helder Miguel Fernandes. "Emotional intelligence and well-being: Associations and sex- and age-effects during adolescence." Work 69, no. 1 (2021): 275–82. http://dx.doi.org/10.3233/wor-213476.

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BACKGROUND: Several studies have suggested that trait and ability-based measures of emotional intelligence (EI) contribute to the promotion of well-being in adults. However, this relationship has not been sufficiently explored among adolescents. OBJECTIVE: The present study aims to: i) investigate the associations between EI dimensions and well-being indicators (self-esteem, life satisfaction and social anxiety) in adolescents; and ii) analyze the effect of sex and age on dimensions of EI. METHODS: The sample consisted of 1066 adolescents (57.9%girls and 42.1%boys), aged between 11 and 18 year

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21

Filaire, Edith, Patrick Treuvelot, and Hechmi Toumi. "Relationship Between Eating-Behavior Disorders and Psychological Parameters in Male First-Year Physical Education Students." International Journal of Sport Nutrition and Exercise Metabolism 22, no. 5 (2012): 383–91. http://dx.doi.org/10.1123/ijsnem.22.5.383.

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This study explores the prevalence of disordered eating attitudes in a sample of male first-year university students engaged in a physical education program and examines the relationships between emotional intelligence, coping, and emotional eating in relation to disordered-eating (DE) attitudes. A total of 140 students completed the following questionnaires: the Eating Attitudes Test, the Bar-On Emotional Intelligence Questionnaire, the Coping Inventory Stress Scale, and the Dutch Eating Behavior Questionnaire. The number of participants represented 80% of the male students registered in this

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22

Holstein, Jeannie, Ken Starkey, and Mike Wright. "Strategy and narrative in higher education." Strategic Organization 16, no. 1 (2016): 61–91. http://dx.doi.org/10.1177/1476127016674877.

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In this article, we apply the idea of narrative to strategy and to the development of strategy in the higher education context. We explore how strategy is formed as an intertextual narrative in a comparative study of higher education in the UK. Existing research suggests that competition between narratives, such as that in higher education, should be problematic in strategy terms. We show that this is not necessarily the case. Unlike in other settings where new strategy narratives tend to drive out previous narratives, in higher education it is the on-going interaction between historical and n

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23

Mohammad Nassr, Rasheed, Alia Ahmed Aldossary, and Haidawati Mohamad Nasir. "STUDENTS’ INTENTION TO USE EMOTION-AWARE VIRTUAL LEARNING ENVIRONMENT: DOES A LECTURER’S INTERACTION MAKE A DIFFERENCE?" Malaysian Journal of Learning and Instruction 18, Number 1 (2021): 183–218. http://dx.doi.org/10.32890/mjli2021.18.1.8.

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Purpose – This study explored students’ perspective of using emotion-aware Vertual Learning Environment (VLE) in Malaysia’s higher education institutions. The purpose is to investigate the relationships among dimensions of Technology Readiness Index (TRI), attitude, intention to use VLE, and lecturer interaction. The outcomes concerned the emotions involved in the educational process of Malaysia’s higher education institutions. Methodology – Quantitative data were collected via an online survey from 260 students. An empirical analysis was then conducted using structural equation modelling (Sma

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24

Woods, Charlotte. "Employee wellbeing in the higher education workplace: a role for emotion scholarship." Higher Education 60, no. 2 (2009): 171–85. http://dx.doi.org/10.1007/s10734-009-9293-y.

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25

Firer, Efrat, Benzi Slakmon, Gideon Dishon, and Baruch B. Schwarz. "Quality of dialogue and emotion regulation in contentious discussions in higher education." Learning, Culture and Social Interaction 30 (September 2021): 100535. http://dx.doi.org/10.1016/j.lcsi.2021.100535.

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26

Simonton, Kelly L., and Alex C. Garn. "Negative emotions as predictors of behavioral outcomes in middle school physical education." European Physical Education Review 26, no. 4 (2019): 764–81. http://dx.doi.org/10.1177/1356336x19879950.

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Discrete emotions provide a lens for understanding students’ subjective experiences in physical education (PE). Enjoyment of PE is one discrete emotion that receives a great deal of attention because it promotes students’ interest and engagement. However, the implications of students’ negative emotions toward PE remain less clear. Therefore, the purpose of this study was to examine relationships between students’ negative emotions including shame, boredom, and anger in PE and self-reported disruptive behavior, leisure time moderate-to-vigorous physical activity (MVPA), and sedentary time. Midd

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Ola, Louise, and Fiona Gullon-Scott. "Facial emotion recognition in autistic adult females correlates with alexithymia, not autism." Autism 24, no. 8 (2020): 2021–34. http://dx.doi.org/10.1177/1362361320932727.

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Research on predominantly male autistic samples has indicated that impairments in facial emotion recognition typically associated with autism spectrum conditions are instead due to co-occurring alexithymia. However, whether this could be demonstrated using more realistic facial emotion recognition stimuli and applied to autistic females was unclear. In all, 83 females diagnosed with autism spectrum condition completed online self-report measures of autism spectrum condition severity and alexithymia, and afacial emotion recognition deficit that assessed their ability to identify multimodal disp

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Yi, Minzhe, Defu Bao, and Yifan Mo. "Exploring the Role of Visual Design in Digital Public Health Safety Education." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 7965. http://dx.doi.org/10.3390/ijerph18157965.

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In this research, the positive role of interface visual design in digital safety education was verified taking COVID-19 prevention and control knowledge as the content of public health safety education, where interface emotion (positive, negative, and neutral) and interface layout (waterfall typed and juxtaposition typed) were regarded as independent variables, and readers’ understanding, course evaluation and system usability score were dependent variables. As revealed in the results of a 3 × 2 two-factor experiment in which 252 college students participated: first, different interface emotio

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Aguirre, Flor De Maria Sanchez. "E-learning Tutoring and Emotional States in Higher Education." Revista Gestão Inovação e Tecnologias 11, no. 3 (2021): 636–48. http://dx.doi.org/10.47059/revistageintec.v11i3.1964.

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Othman, Norasmah, and Tengku Nor Asma Amira Tengku Muda. "Emotional intelligence towards entrepreneurial career choice behaviours." Education + Training 60, no. 9 (2018): 953–70. http://dx.doi.org/10.1108/et-07-2017-0098.

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Purpose The purpose of this paper is to assess emotional intelligence levels and their contributions to entrepreneurial career choice behaviours among Malaysian public university students. Design/methodology/approach This study surveyed 369 respondents selected from a population of 87,503 Malaysian public university students using stratified and simple random sampling techniques. Respondents were given a three-part questionnaire covering their personal information, their emotional intelligence in terms of self-awareness, emotion management, empathy and social skills and their entrepreneurial c

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Woods, Charlotte. "Exploring emotion in the higher education workplace: capturing contrasting perspectives using Q methodology." Higher Education 64, no. 6 (2012): 891–909. http://dx.doi.org/10.1007/s10734-012-9535-2.

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Smith, Paul H. "Enhancement and constraint: student-mothers’ experiences of higher vocational education, emotion and time." Cambridge Journal of Education 49, no. 2 (2018): 163–79. http://dx.doi.org/10.1080/0305764x.2018.1483483.

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Miller, Nancy B., Linda Kreger Silvermany, and R. Frank Falk. "Emotional Development, Intellectual Ability, and Gender." Journal for the Education of the Gifted 18, no. 1 (1995): 20–38. http://dx.doi.org/10.1177/016235329401800103.

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Dabrowski's Theory of Emotional Development provides the framework for investigating the dynamic interplay of emotion and cognition in the personality development of a group of intellectually gifted adults and a group of graduate students. When the gifted adults were compared to the graduate students on developmental potential, as measured by their over-excitability scores, the gifted subjects showed substantially greater potential for emotional development; but when actual level of development was compared, no significant differences between the two groups were found. Gender differences were

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Quinlan, Kathleen M. "Emotion and moral purposes in higher education teaching: poetic case examples of teacher experiences." Studies in Higher Education 44, no. 9 (2018): 1662–75. http://dx.doi.org/10.1080/03075079.2018.1458829.

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35

Ba, Shen, David Stein, Qingtang Liu, Taotao Long, Kui Xie, and Linjing Wu. "Examining the Effects of a Pedagogical Agent With Dual-Channel Emotional Cues on Learner Emotions, Cognitive Load, and Knowledge Transfer Performance." Journal of Educational Computing Research 59, no. 6 (2021): 1114–34. http://dx.doi.org/10.1177/0735633121992421.

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Despite the continuous emphasis on emotion in multimedia learning, it was still unclear how pedagogical agent emotional cues might affect learning. In the present study, a between-subjects experiment was performed to examine the effects of a pedagogical agent with dual-channel emotional cues on learners' emotions, cognitive load, and knowledge transfer performance. Participants from a central Chinese university (age mean = 21.26, N = 66) were randomly divided into three groups. These groups received instructions from an affective pedagogical agent, a neutral pedagogical agent, or a neutral voi

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Bonastre, Carolina, Enrique Muñoz, and Renee Timmers. "Conceptions about teaching and learning of expressivity in music among Higher Education teachers and students." British Journal of Music Education 34, no. 3 (2017): 277–90. http://dx.doi.org/10.1017/s0265051716000462.

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This work aimed to analyse factors related to conceptions and beliefs about expressivity in music among students and teachers. A questionnaire with 11 Likert-type items was developed covering the main factors included in the literature of teaching-learning of expressivity and emotion in music. Through exploratory factor analysis three factors were identified:expressive technique (ET), emotional expression (EE), and self-learning of expressivity (SLE). Comparisons between teachers and students showed that teachers had significant higher scores in EE with no differences in ET or SLE, although th

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Zhang, Yuexin, Sandra Rosen, Li Cheng, and Jingshan Li. "Inclusive Higher Education for Students with Disabilities in China: What Do the University Teachers Think?" Higher Education Studies 8, no. 4 (2018): 104. http://dx.doi.org/10.5539/hes.v8n4p104.

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Inclusive higher education is a path to protect the educational rights of university students with disabilities. University teachers&rsquo; attitudes toward students with disabilities, and towards their inclusion in universities, are a key factor that will affect the development of inclusive higher education. This study used a questionnaire to explore an overall perspective of how university teachers in China view inclusive higher education from emotional, cognitional and conative aspects. Their responses suggest that university teachers in China have positive emotion and cognition toward

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González-Zamar, Mariana-Daniela, and Emilio Abad-Segura. "Emotional Creativity in Art Education: An Exploratory Analysis and Research Trends." International Journal of Environmental Research and Public Health 18, no. 12 (2021): 6209. http://dx.doi.org/10.3390/ijerph18126209.

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The emotions that human beings experience have a key role in the environments in which they operate. In art education, creative processes are influenced by the emotions and experiences lived by the individual, enabling a more emotional and creative design to make life more pleasant. The aim was to examine the research during the period 1917–2020 on the development of emotional creativity in art education. Mathematical and statistical techniques were applied to 984 articles carried from Elsevier’s Scopus database. The findings yielded data on the scientific productivity of the journal, authors,

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Bălan, Oana, Gabriela Moise, Livia Petrescu, Alin Moldoveanu, Marius Leordeanu, and Florica Moldoveanu. "Emotion Classification Based on Biophysical Signals and Machine Learning Techniques." Symmetry 12, no. 1 (2019): 21. http://dx.doi.org/10.3390/sym12010021.

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Emotions constitute an indispensable component of our everyday life. They consist of conscious mental reactions towards objects or situations and are associated with various physiological, behavioral, and cognitive changes. In this paper, we propose a comparative analysis between different machine learning and deep learning techniques, with and without feature selection, for binarily classifying the six basic emotions, namely anger, disgust, fear, joy, sadness, and surprise, into two symmetrical categorical classes (emotion and no emotion), using the physiological recordings and subjective rat

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Hen, Meirav, and Ofra Walter. "Movement and Emotions in Higher Education." International Journal of Learning: Annual Review 16, no. 8 (2009): 101–16. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46459.

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Goralnik, Lissy, Kelly F. Millenbah, Michael P. Nelson, and Laurie Thorp. "An Environmental Pedagogy of Care: Emotion, Relationships, and Experience in Higher Education Ethics Learning." Journal of Experiential Education 35, no. 3 (2012): 412–28. http://dx.doi.org/10.1177/105382591203500303.

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Quinlan, Kathleen M. "How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education." College Teaching 64, no. 3 (2016): 101–11. http://dx.doi.org/10.1080/87567555.2015.1088818.

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Goralnik, Lissy, Kelly F. Millenbah, Michael P. Nelson, and Laurie Thorp. "An Environmental Pedagogy of Care: Emotion, Relationships, and Experience in Higher Education Ethics Learning." Journal of Experiential Education 35, no. 3 (2012): 412–28. http://dx.doi.org/10.5193/jee35.3.412.

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ZHOU, Ting. "On the Infiltration and Fusion of Emotion in Chinese Teaching in Higher Vocational Education." Creativity and Innovation 4, no. 6 (2020): 62–65. http://dx.doi.org/10.47297/wspciwsp2516-252708.20200406.

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Pino, Maria Chiara, Roberto Vagnetti, Marco Valenti, and Monica Mazza. "Comparing virtual vs real faces expressing emotions in children with autism: An eye-tracking study." Education and Information Technologies 26, no. 5 (2021): 5717–32. http://dx.doi.org/10.1007/s10639-021-10552-w.

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AbstractDifficulties in processing emotional facial expressions is considered a central characteristic of children with autism spectrum condition (ASC). In addition, there is a growing interest in the use of virtual avatars capable of expressing emotions as an intervention aimed at improving the social skills of these individuals. One potential use of avatars is that they could enhance facial recognition and guide attention. However, this aspect needs further investigation. The aim of our study is to assess differences in eye gaze processes in children with ASC when they see avatar faces expre

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Kamiloğlu, Roza G., Agneta H. Fischer, and Disa A. Sauter. "Good vibrations: A review of vocal expressions of positive emotions." Psychonomic Bulletin & Review 27, no. 2 (2020): 237–65. http://dx.doi.org/10.3758/s13423-019-01701-x.

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AbstractResearchers examining nonverbal communication of emotions are becoming increasingly interested in differentiations between different positive emotional states like interest, relief, and pride. But despite the importance of the voice in communicating emotion in general and positive emotion in particular, there is to date no systematic review of what characterizes vocal expressions of different positive emotions. Furthermore, integration and synthesis of current findings are lacking. In this review, we comprehensively review studies (N = 108) investigating acoustic features relating to s

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Pavlyutina, L. Yu. "On designing the content of elective course "Applied physical education" in higher education institutions." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 124–29. http://dx.doi.org/10.36906/2311-4444/19-1/18.

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The purpose of the research is to find a theoretical basis for designing the programme of the Applied Physical Education course considering the theory of modern education contents. The subject of the research is the process of nurturing HEI students’ skills (competencies) for Applied Physical Education. To achieve the goal we used a system of scientific and pedagogical methods: theoretical analysis of scientific pedagogical literature, pedagogical observation, surveys, pedagogical planning. Thus, the analysis of scientific literature made it possible to identify the most appropriate approach t

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Bertrams, Alex, and Katja Schlegel. "Speeded reasoning moderates the inverse relationship between autistic traits and emotion recognition." Autism 24, no. 8 (2020): 2304–9. http://dx.doi.org/10.1177/1362361320937090.

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People with diagnosed autism or being high in autistic traits have been found to have difficulties with recognizing emotions from nonverbal expressions. In this study, we investigated whether speeded reasoning (reasoning performance under time pressure) moderates the inverse relationship between autistic traits and emotion recognition performance. We expected the negative correlation between autistic traits and emotion recognition to be less strong when speeded reasoning was high. The underlying assumption is that people high in autistic traits can compensate for their low intuition in recogni

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Holzer, Julia, Marko Lüftenegger, Selma Korlat, et al. "Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being." AERA Open 7 (January 2021): 233285842110031. http://dx.doi.org/10.1177/23328584211003164.

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In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equat

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Berzenski, Sara R. "Distinct emotion regulation skills explain psychopathology and problems in social relationships following childhood emotional abuse and neglect." Development and Psychopathology 31, no. 02 (2018): 483–96. http://dx.doi.org/10.1017/s0954579418000020.

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Abstract:

AbstractEfforts to differentiate between the developmental sequelae of childhood emotional abuse and childhood emotional neglect are critical to both research and practice efforts. As an oft-identified mechanism of the effects of child maltreatment on later adjustment, emotion dysregulation represents a key potential pathway. The present study explored a higher order factor model of specific emotion regulation skills, and the extent to which these skill sets would indicate distinct developmental pathways from unique emotional maltreatment experiences to multidomain adjustment. A sample of 500

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