This study examined the mediating effects of cognitive empathy and affective empathy in the relationship between dispositional awe and prosocial behaviour in medical students, and whether perceived stress moderated this association. A total of 631 medical students from two medical tertiary institutions in Liaoning Province, China, participated in…

Effectively regulating negative emotions is important for successful self-regulated learning. However, research has hardly examined which emotion regulation strategies benefit self-regulated learning. In an experimental study, it was examined whether positive reappraisal facilitates self-regulated learning by counterbalancing the depletion of…

Affective factors such as the achievement emotions are considered critical for students' academic performance in STEM degree programmes and careers. In this study, a reciprocal causation model was tested between two affective factors: enjoyment and anxiety, and organic chemistry course performance. Each variable was measured three times in four…

Extending research on teachers' emotions beyond general educational contexts and Western samples, we examined how teachers' emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions…

The present study examined possible interactive links between empathy (cognitive and affective), moral disengagement (MD) and various bullying forms using a mediation model in 301 Greek early adolescents (10-12 years old). Results indicated that both dimensions of empathy were significantly negatively correlated, whereas MD was positively…

Emotional designing describes the elicitation of positive affect during learning through specific design elements of the learning environment to enhance learning. This experimental study examined the effectivity of an emotional design procedure on learning performance. Moreover, the learner's affective states before learning were taken into…

Performance at school is affected not only by students' achievement goals but also by emotional exchanges among classmates and their teacher. In this study, we investigated relationships between students' achievement goals and emotion perception ability and class affect and performance. Participants were 949 Greek adolescent students in 49 classes…

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

Students' motivation is known to be influenced by both internally referenced and externally referenced factors. Internally referenced factors include self-processes (sense of competence and affect), whereas externally referenced factors include significant others (parents, peers and teachers). Using the Facilitating Conditions Questionnaire, the…