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31.
Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Sara Scrimin Gianmarco Alto Ughetta Moscardino Massimiliano Pastore Lucia Mason 《Mind, Brain, and Education》2016,10(1):34-46
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. 相似文献
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Michael Dunn 《Exceptionality》2013,21(4):224-237
Many students struggle with writing skills. This study focuses on three students (second and fourth grades) who were classified with a learning disability by their school. These children had writing goals and objectives (i.e., characteristics of having dysgraphia) included in their Individual Education Plan. In a single case design format, each student was taught the Ask, Reflect, Text (ART) mnemonic strategy to help improve story content and quality. The components of ART include students Ask themselves a series of seven questions; the students then Reflect on their answers and illustrate their story-content responses with art media (e.g., paints, colored markers, play dough); and from this prewrite illustration, students generate their Text. All participants improved greatly in story content. They also improved in story quality but to a lesser extent. 相似文献
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This article describes how the National Science Foundation's support of information research has evolved from NSF's original mission of improving the dissemination of scientific and technical information to its present interest in information robotics and intelligent systems. The pattern of grant support, since a major reorganization of the information science division in 1978, is analyzed in terms of the institutions, the investigators, and the disciplines that have been major grant recipients. 相似文献
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Takei Y Dunn JH Blucker E 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):141-162
The 16 highest-scored Roche vaults (G1) performed during the 2000 Olympic Games were compared with those receiving the 16 lowest-scores (G2). A 16-mm motion picture camera operating at 100 Hz recorded the vaults during the competition. The results of t tests (p < .05) indicated G1, compared to G2, had (a) shorter time of board support, greater normalised average upward vertical force and backward horizontal force exerted by the board, greater change in the vertical velocity while on the board, and greater vertical velocity at board take-off, (b) comparable linear and angular motions in pre-flight, (c) smaller backward horizontal impulse exerted by the horse, smaller loss of the horizontal velocity while on the horse, and greater horizontal and vertical velocities at horse take-off, (d) greater height and larger horizontal distance of post-flight, (e) higher body mass centre at knee release, and (f) higher mass centre, greater normalised moment of inertia, and smaller vertical velocity at mat touchdown. Therefore, gymnasts and coaches should focus on sprinting the approach; blocking and pushing-off the take-off board rapidly and vigorously; departing the board with a large vertical velocity; exerting large downward vertical force and small forward horizontal force from the hand-stand position while on the horse; departing the horse with large horizontal and vertical velocities; and completing the majority of the double salto forward near the peak of trajectory and releasing the knees above the top of the horse to prepare for a controlled landing. 相似文献
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