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Neta Shaby; Christian Bokhove – International Journal of Research & Method in Education, 2024
Physiological measures associated with emotional expressions have been used extensively in lab- and, more recently, digital-learning settings. However, the portable and ubiquitous nature of hardware that measures these physiological features makes them particularly useful in situations where you do not want the hardware to be too obtrusive, like…
Descriptors: Psychological Patterns, Emotional Response, Physiology, Psychophysiology
Matthew Moreno; Earl Woodruff – Instructional Science: An International Journal of the Learning Sciences, 2024
This present study examines the psycho-emotional and psychophysiological effects that variations in the tempo of background music have on learners who are completing reading comprehension tests while being monitored used multi-modal computer technology. Results of seventy-four (N = 74) participants indicated that listening to fast tempo music…
Descriptors: Adolescents, Students, Music, Educational Therapy
Moreno, Matthew; Schnabel, Rose; Lancia, Gabriella; Woodruff, Earl – Education and Information Technologies, 2020
Literature indicates that both academic tasks (Deater-Deckard et al. 2013; Skinner et al. "Educational and Psychological Measurement," 69(3): 493-525, 2009) and video gaming (Irwin "The Journal of Psychology," 133, 157-164, 1999; Laffan et al. "Computers in Human Behavior," 65, 544-549, 2016; Whitton "Simulation…
Descriptors: Video Games, Emotional Response, Psychophysiology, Psychological Patterns
Gellisch, Morris; Wolf, Oliver T.; Minkley, Nina; Kirchner, Wolfgang H.; Brüne, Martin; Brand-Saberi, Beate – Anatomical Sciences Education, 2022
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning…
Descriptors: Medical Students, Electronic Learning, In Person Learning, Stress Variables
Yang, Xiao; Ram, Nilam; Lougheed, Jessica P.; Molenaar, Peter C. M.; Hollenstein, Tom – Developmental Psychology, 2019
An individual's emotions system can be conceived of as a synchronized, coordinated, and/or emergent combination of physiology, experience, and behavioral components. Together, the interplay among these components produce emotional experiences through coordinated excitatory positive feedback (i.e., the mutual amplification of emotion concordance)…
Descriptors: Foreign Countries, Adolescents, Psychological Patterns, Emotional Response
Fondevila-Gascón, Joan-Francesc; Gutiérrez-Aragón, Óscar; Copeiro, Meritxell; Villalba-Palacín, Vicente; Polo-López, Marc – Comunicar: Media Education Research Journal, 2020
The impact of media and social networks on users is growing. The fact that commercial activity is flooding most social networks motivates us to enquire about the success factors of posts, and to try to determine if the impact is greater or lesser depending on gender. Attracting attention and exciting the user or customer are the main objectives of…
Descriptors: Social Media, Gender Differences, Social Networks, Advertising
Baker, Jason K.; Fenning, Rachel M.; Erath, Stephen A.; Baucom, Brian R.; Messinger, Daniel S.; Moffitt, Jacquelyn; Kaeppler, Alexander; Bailey, Alyssa – Autism: The International Journal of Research and Practice, 2020
Children with autism spectrum disorder exhibit significant difficulties with emotion regulation. Respiratory sinus arrhythmia is a biomarker for processes related to emotion regulation, with higher baseline rates linked to beneficial outcomes. Although reduction in respiratory sinus arrhythmia in response to challenge can index adaptive processes…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Children
Stiller, Anne-Kathrin; Kattner, M. Florian; Gunzenhauser, Catherine; Schmitz, Bernhard – Educational Psychology, 2019
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…
Descriptors: Self Control, Learning Strategies, Films, College Students
Jamieson, Jeremy P.; Hangen, Emily J.; Lee, Hae Yeon; Yeager, David S. – Grantee Submission, 2018
Regulating affective responses to acute stress has the potential to improve health, performance, and well-being outcomes. Using the biopsychosocial (BPS) model of challenge and threat as an organizing framework, we review how appraisals inform affective responses and highlight research that demonstrates how appraisals can be used as regulatory…
Descriptors: Stress Variables, Stress Management, Arousal Patterns, Coping
Jamieson, Jeremy P.; Hangen, Emily J.; Lee, Hae Yeon; Yeager, David S. – Grantee Submission, 2018
Regulating affective responses to acute stress has the potential to improve health, performance, and well-being outcomes. Using the biopsychosocial (BPS) model of challenge and threat as an organizing framework, we review how appraisals inform affective responses and highlight research that demonstrates how appraisals can be used as regulatory…
Descriptors: Stress Variables, Stress Management, Arousal Patterns, Coping
Trimmer, Emily; McDonald, Skye; Rushby, Jacqueline Ann – Autism: The International Journal of Research and Practice, 2017
While there is a general consensus in the literature that individuals with autism spectrum disorder have difficulty with cognitive empathy, much less is known about emotional empathy processing in these individuals. Most research has employed subjective self-report measures, which can often be misinterpreted or under-reported/over-reported. More…
Descriptors: Empathy, Pervasive Developmental Disorders, Autism, Emotional Response
Baukal, Charles E.; Martens, Jon B.; Ausburn, Lynna J.; Dionne, Robert; Agnew, Ina – Journal of Educational Technology, 2017
This paper presents a comprehensive review and a specific example implementation of a minimally invasive technique that can be used to make quantitative measurements of a subject's Electro-Dermal Activity (EDA) in educational technology studies. The Q sensor is a low-cost wireless sensor that can be worn on the wrist to measure a subject's…
Descriptors: Measurement Techniques, Educational Technology, Measurement Equipment, Educational Environment
South, Mikle; Taylor, Katherine M.; Newton, Tiffani; Christensen, Megan; Jamison, Nathan K.; Chamberlain, Paul; Johnston, Oliver; Crowley, Michael J.; Higley, J. Dee – Journal of Autism and Developmental Disorders, 2017
We measured skin conductance response (SCR) to escalating levels of a direct social threat from a novel, ecologically-relevant experimental paradigm, the Intruder Threat Task. We simultaneously evaluated the contribution of social symptom severity and behavioral movement. Children with AS group showed less psychophysiological reactivity to social…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Arousal Patterns
Baker, Jason K.; Fenning, Rachel M.; Howland, Mariann A.; Baucom, Brian R.; Moffitt, Jacquelyn; Erath, Stephen A. – Journal of Autism and Developmental Disorders, 2015
The theory of biobehavioral synchrony proposes that the predictive power of parent-child attunement likely lies in the manner with which behaviors are aligned with relevant biological processes. Symptoms of autism spectrum disorder (ASD) may challenge the formation of behavioral and physiological synchrony, but maintenance of such parent-child…
Descriptors: Autism, Pervasive Developmental Disorders, Pilot Projects, Parent Child Relationship
Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Scrimin, Sara; Altoè, Gianmarco; Moscardino, Ughetta; Pastore, Massimiliano; Mason, Lucia – Mind, Brain, and Education, 2016
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity-GPA link and to assess whether self-esteem and psychological distress moderate this…
Descriptors: Individual Differences, Emotional Response, Academic Achievement, Psychophysiology