The Relationship among Young Children’s Effortful Control, Emotional Reactivity, and Basic Learning Ability

2018 ◽  
Vol 22 (1) ◽  
pp. 275-295
Author(s):  
Youl-Mi Bae ◽  
Kwang-Hyun Cho
Keyword(s):  
Effortful Control ◽  
Emotional Reactivity ◽  
Learning Ability ◽  
The Relationship ◽  
Basic Learning

scholarly journals Control and Emotional Reactivity Levels: Which One, Positive or Negative Emotional Reactivity Links with Effortful Control?

Humaniora ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 35
Author(s):  
Evi Afifah Hurriyati ◽  
Efi Fitriana ◽  
Surya Cahyadi ◽  
Wilis Srisayekti
Keyword(s):  
Significant Relationship ◽  
Effortful Control ◽  
Emotional Reactivity ◽  
Short Form ◽  
Female Students ◽  
Self Report ◽  
Male Students ◽  
Low Levels ◽  
High Level ◽  
The Relationship

The research investigated the relationship between effortful control and emotional reactivity in students. It also analyzed the description of each variable descriptively based on the levels of effortful control and the level of emotional reactivity. The method was by self-report through questionnaires distributed to students aged 18-30 years. There were 357 participants that were consisting of 94 male students and 263 female students. The measuring instrument was the Effortful Control from the Adult Temperament Scale Questionnaire (ATQ) Scale-Short form, and the Perth Emotional Reactivity Scale-Short Form scale. The result shows that there is a positive significant relationship between effortful control and positive emotional reactivity. However, the research shows that there is a negatively significant relationship between effortful control and negative emotional reactivity. It states that students with high levels of effortful control have high positive emotional reactivity. Likewise, students who have low levels of effortful have low positive emotional reactivity. However, individuals who have a high level of effortful control have low negative emotional reactivity and vice versa.   

Parenting Behaviors and Anxiety in Young Adults

2015 ◽  
Vol 36 (3) ◽  
pp. 170-176 ◽  
Author(s):  
Erin N. Stevens ◽  
Joseph R. Bardeen ◽  
Kyle W. Murdock
Keyword(s):  
Effortful Control ◽  
Parenting Behaviors ◽  
Protective Role ◽  
Anxiety Symptoms ◽  
Interactive Effects ◽  
Parental Overprotection ◽  
High Control ◽  
Development Of Anxiety ◽  
The Relationship

Parenting behaviors – specifically behaviors characterized by high control, intrusiveness, rejection, and overprotection – and effortful control have each been implicated in the development of anxiety pathology. However, little research has examined the protective role of effortful control in the relation between parenting and anxiety symptoms, specifically among adults. Thus, we sought to explore the unique and interactive effects of parenting and effortful control on anxiety among adults (N = 162). Results suggest that effortful control uniquely contributes to anxiety symptoms above and beyond that of any parenting behavior. Furthermore, effortful control acted as a moderator of the relationship between parental overprotection and anxiety, such that overprotection is associated with anxiety only in individuals with lower levels of effortful control. Implications for potential prevention and intervention efforts which specifically target effortful control are discussed. These findings underscore the importance of considering individual differences in self-regulatory abilities when examining associations between putative early-life risk factors, such as parenting, and anxiety symptoms.

scholarly journals 0262 An Exploratory Examination of the Relationship Between Negative Affect, Stress and Emotional Reactivity, Mindfulness, and Sleep Incompatible Behaviors

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A100-A100
Author(s):  
S Nagy ◽  
S M Pickett ◽  
J Sosa ◽  
A Garcell
Keyword(s):  
Negative Affect ◽  
Stress Management ◽  
Emotional Reactivity ◽  
Rating Scale ◽  
Negative Emotion ◽  
Sleep Hygiene ◽  
Poor Sleep ◽  
Dispositional Mindfulness ◽  
Sleep Behaviors ◽  
The Relationship

Abstract Introduction Stress has been identified as a barrier to engaging in positive health behaviors. Sleep interventions, including sleep hygiene recommendations, highlight stress management as an important treatment component. However, the relationship between negative emotion, stress management or emotion regulation, and positive sleep behaviors has largely been unexamined. Therefore, the current study, through secondary analyses, examined the relationships between negative affect, stress and emotional reactivity and sleep incompatible behaviors. Lastly, the indirect effect that dispositional mindfulness, as a possible self-regulatory mechanism, may have on the relationship was also examined. It was hypothesized that greater levels of stress, emotional reactivity, and negative arousal along with lower levels of dispositional mindfulness would predict higher engagement in sleep incompatible behaviors. Methods Participants (n=308) identified mostly as female (55.8%) and White/Caucasian (83.2%) and with an average age of 36.76 (SD = 12.20). Participants completed the Perceived Stress and Reactivity Scale (PSRS), the Positive and Negative Affect Scale (PANAS), the Sleep Behaviors Self-Rating Scale, and the Five Facet Mindfulness Questionnaire (FFMQ). A multiple regression analysis was conducted using the relevant subscales from the PSRS, PANAS, and FFMQ to predict the occurrence of behaviors incompatible with healthy sleep. Results The hypothesis was partially supported. Results indicated that the model significantly predicted sleep incompatible behavior (R2= .108, F(9, 299) = 4.042, p < .001), with only negative affect (β= .163, t(299) = 2.555, p = .011) and nonreactivity (β= -.219, t(299) = -2.484, p = .014) remaining significant when all variables were entered in the model. Conclusion The findings demonstrate that negative affect and reactivity are significant predictors of engagement in poor sleep hygiene practices. They also suggest that certain facets of dispositional mindfulness has an indirect relationship with sleep incompatible behaviors. The results may contribute to the development of sleep health interventions and highlight the need for future research. Support N/A

scholarly journals Children’s Label-Learning Experience within Superordinate Categories Facilitates their Generalization of Labels for Additional Category Members

2017 ◽  
Vol 21 (1) ◽  
pp. 51-83
Author(s):  
Emily E. Russell
Keyword(s):  
Perceptual Organization ◽  
Learning Experience ◽  
Experimental Designs ◽  
Learning Ability ◽  
Future Research ◽  
Learning Biases ◽  
Quasi Experimental ◽  
Multiple Accounts ◽  
The Relationship ◽  
Specific Label

Abstract In two studies, we tested the relationship between children’s label-learning experience and label-learning ability within diverse superordinate categories with complex perceptual organization (animals, clothing, foods). Using both quasi-experimental and experimental designs, we examined 18- and 24-month-old children’s ability to generalize labels for novel members of superordinate categories as a product of their previous experience in learning labels for members of those categories. As predicted, children properly generalized more labels for members of the categories within which they had more label-learning experience than for members of the categories within which they had less label-learning experience. Results are consistent with the idea that children develop category-specific label-learning biases through their experience in learning labels for category members; they carry implications for multiple accounts of vocabulary acquisition and identify directions for future research.

Frequency of Stimulation during Early Life and Subsequent Emotionality in the Rat

1966 ◽  
Vol 18 (3) ◽  
pp. 695-701 ◽  
Author(s):  
Robert Ader
Keyword(s):  
Electric Shock ◽  
Early Life ◽  
Emotional Reactivity ◽  
Daily Frequency ◽  
The Relationship ◽  
Frequency Of Stimulation

Between 1 to 10 and 22 to 32 days of age rats were subjected to 3 min. of handling or electric shock at frequencies of 0, ½, 1, 2, or 4 times daily. Frequency of stimulation exerted significant effects either independently or in interaction with the age at which the manipulation occurred. For animals manipulated during the first 10 days of life, the relationship between magnitude of stimulation and emotional reactivity was curvilinear; stimulation at frequencies of up to 2 periods per day reduced emotionality, whereas emotionality in animals receiving 4 periods of stimulation per day tended to return to the level shown by control animals.

Predictors of employees’ self-reported future learning ability and disengagement at work

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Debora Jeske ◽  
Sonia Lippke
Keyword(s):  
Job Characteristics ◽  
Path Model ◽  
Learning Ability ◽  
Cross Sectional ◽  
Content Type ◽  
Work Meaningfulness ◽  
Learning At Work ◽  
Employee Disengagement ◽  
The Relationship ◽  
Future Learning

Purpose The purpose of this study is to examine the relationship between job characteristics that foster learning (experience with and demand for continuous learning at work, skills variety and autonomy) as potential predictors of self-reported outcomes, such as future learning ability and employee disengagement at work for a cohort of employees with no or very limited job change experience. Further consideration was given to employees’ experiences at work (meaningfulness and recognition at work) as potential mediators in this relationship between job characteristics and employee outcomes. Design/methodology/approach A cross-sectional design was applied. Participants (N = 284) were recruited from Northern Germany and asked to complete a paper-and-pencil survey. The results were subsequently analyzed using path models to examine direct and indirect effects associated with mediation. Findings Path model analysis indicated that job characteristics promoting learning at work are positive predictors of self-reported future learning ability and negative predictors of disengagement. Both meaningfulness and recognition predict future learning ability as well. However, these variables only operated as significant mediators in the relationship between job characteristics and employee disengagement (but not self-reported future learning ability). Originality/value The study outlines the importance of job characteristics and employee experience to understand employees’ beliefs about their learning ability and engagement at work. The findings highlight the importance of meaningfulness and recognition for employees, as well as the role of learning-supportive job characteristics.

Demystifying Unlearning and Innovation in Higher Education Institutions

2019 ◽  
pp. 185-200
Author(s):  
Isabel Martins ◽  
Ana Martins ◽  
Orlando P. Pereira
Keyword(s):  
Organizational Learning ◽  
Dynamic Capabilities ◽  
Organizational Innovation ◽  
Learning Ability ◽  
Dominant Logic ◽  
Organizational Forgetting ◽  
Constructivist Perspective ◽  
The Relationship ◽  
Innovation In Higher Education ◽  
Vital Resource

This chapter analyzes human and emotional capitals as the main source for organizational change, innovation, and learning. Individuals and teams thus have the aptitude to revitalize their learning ability. The purpose of this chapter is to explore the relationship between intentional unlearning and forgetting. Dynamic capabilities and knowledge management emphasize that organizational innovation depends on knowledge considered to be the vital resource. The old dominant logic must be unlearned for organizations to embrace innovation and creativity. Organizational learning models are critiqued and the capacity for unlearning in organizational learning processes is highlighted. Unlearning typologies and related barriers of organizational forgetting are critiqued. Furthermore, unlearning leads to innovation as re-learning is based on initiative and experimentation between individuals in a blameless culture. The organizational learning social constructivist perspective is adopted in a dynamic capability theoretical framework. Furthermore, the notion of transdisciplinarity embraces a new age mindset which refutes the old dominant logic.

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