Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study

Autor/inn/en	Scrimin, Sara; Altoè, Gianmarco; Moscardino, Ughetta; Pastore, Massimiliano; Mason, Lucia
Titel	Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Quelle	In: Mind, Brain, and Education, 10 (2016) 1, S.34-46 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12097
Schlagwörter	Individual Differences; Emotional Response; Academic Achievement; Psychophysiology; Grade Point Average; Self Esteem; Stress Variables; Anxiety; Undergraduate Students; Pictorial Stimuli; Multivariate Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Individueller Unterschied; Emotionales Verhalten; Schulleistung; Psychophysiologie; Self-esteem; Selbstaufmerksamkeit; Angst; Fantasieanregung; Multivariate Analyse; Regression; Regressionsanalyse
Abstract	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 relationship. Eighty undergraduate students reported on their GPA, self-esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self-esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self-esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self-esteem in relation to academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01