Affective Variables Research Articles

Using media accessibility as a stimulus for teaching audio-visual translation: a Singapore case study

ABSTRACT Despite attempts to integrate media accessibility components into audio-visual translation courses, consensus is lacking on the content, aims and orientation of the paradigmatic implementation of the curriculum, with inadequate attention given to the empirical assessment of pedagogical effectiveness. This article describes an exploratory endeavour in curriculum design that aimed to enhance beginner students’ awareness of accessibility by using technology-enabled multimodal translation as teaching materials (i.e. subtitling, dubbing, audio description, live subtitling and social media and website translation). We adopted a tripartite model to evaluate pedagogical efficacy, conducting a pre-course psychosocial assessment of learner-specific affective variables and personal propensities, evaluating process data based on the trainees’ progressive and summarised assessments and triangulating the results with students’ post-course feedback from questionnaire surveys and semi-structured interviews. This article advocates for teaching audio-visual translation with a strong accessibility-centred and technology-driven learning orientation, which is challenging but viable in general translator training.

The roles of task-specific self-efficacy and enjoyment in EFL learners’ development of speaking CALF: A longitudinal study

This longitudinal study adopts a person-centred approach to examine EFL learners’ development of speaking CALF; the fluctuating correlations of affective ID variables (self-efficacy and enjoyment), as well as their impacts on oral task performance over time. Thirty-one Chinese EFL learners completed eight oral tasks bi-weekly over six months, followed by post-task scales to measure task-specific self-efficacy and enjoyment. Data were subjected to group-based multi-trajectory modelling (GBMM) to discern the development of speaking CALF, moving correlation analysis to explore the interactions between task-specific self-efficacy and enjoyment, and panel data regression to examine the longitudinal impact of task-specific self-efficacy and enjoyment on oral task performance. GBMM results revealed variability at both the group and individual levels, despite similar educational backgrounds and learning contexts, as evidenced by differing speaking CALF patterns. Moving correlation analyses revealed dynamic, non-linear trends between self-efficacy and enjoyment. Panel data regression analyses suggested that higher levels of affective ID variables would generate better oral performance, as evidenced by speaking CALF patterns. This study successfully integrated ID variables into TBLT research within a CDST framework for enhancing our understanding of the complex nature of EFL learners’ speaking competence and underscoring the interconnectivity between task-specific self-efficacy and enjoyment.

Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.

Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one's conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy and to what extent reflecting on one's conceptions requires additional (meta-)cognitive resources. Thus, we conducted an experimental intervention study using a 2×2 factorial design with N = 602 upper secondary biology students. Becoming metaconceptually aware of one's (intuitive) conceptions did not lower students' self-efficacy but enabled more accurate beliefs about their abilities. However, the self-assessment increased mental load, which partly suppressed the beneficial effect of the self-assessment on conceptual knowledge. In contrast, the instruction on conditional metaconceptual knowledge did not result in higher mental load and, thus, aligned more with students' cognitive capacities. Furthermore, students with more pronounced general metaconceptual thinking reported lower mental load, implying that regular instruction focusing on metaconceptual thinking may reduce load. Thus, it is suggested to continuously promote students' metaconceptual thinking and to embed metaconceptual activities (e.g., self-assessments) repeatedly across longer instructional units.

The Impact of AI Usage on University Students' Willingness for Autonomous Learning.

As artificial intelligence (AI) technology becomes increasingly integrated into education, understanding the theoretical mechanisms that drive university students to adopt new learning behaviors through these tools is essential. This study extends the Expectation-Confirmation Model (ECM) by incorporating both cognitive and affective variables to examine students' current AI usage and their future expectations. The model includes intrinsic and extrinsic motivations, focusing on three key factors: positive emotions, digital efficacy, and willingness for autonomous learning. A survey of 721 valid responses revealed that positive emotions, digital efficacy, and satisfaction significantly influence continued AI usage, with positive emotions being particularly critical. Digital efficacy and perceived usefulness also impact satisfaction, but long-term usage intentions are more effectively driven by positive emotions. Furthermore, digital efficacy strongly affects the willingness for autonomous learning. Therefore, higher education institutions should promote AI technology, enhance students' expectation-confirmation levels, and emphasize positive emotional experiences during AI use. Adopting a "human-machine symbiosis" model can foster active learning, personalized learning pathways, and the development of students' digital efficacy and innovation capabilities.

Designing and Learning With Pedagogical Agents: An Umbrella Review

Pedagogical agents are virtual characters that instructional designers include in learning environments to help students learn. Research in the area has flourished for thirty years, yet there are still critical questions about the efficacy of pedagogical agents for influencing learning and affect. As such, we conducted an umbrella review to synthesize the field. We located 17 systematic reviews or meta-analyses focused on the use of pedagogical agents in educational settings. We found that agents can have small positive effects on learning, motivation, and other affective variables. However, we still cannot say how one should design a pedagogical agent for any given educational context. We highlight the limitations of existing theory in the area, as well as existing reviews from a practical and methodological perspective, and highlight productive areas for future research.

A Gamified Learning Environment (Moodle) to Enhance English Language Learning at University Level

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students’ perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students’ mere perceptions.

Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia

Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants’ texts were analyzed using genre analysis. The analysis results were triangulated to obtain valid findings. The results show that scaffolding, explicit teaching, and customized teaching stages could help develop the participants' writing skills. Then, the participants’ texts followed the schematic structure of the academic genre and implemented relevant linguistic features. These findings provide insight into how genre-based academic writing activities could enhance public school teachers' writing skills who are adult learners, an area with scant research. Furthermore, it is proposed that this methodology be applied across different regions and abroad to better assess its effects on the professional growth of teachers.

Examining the relationships between cognitive load, anxiety, and story continuation writing performance: a structural equation modeling approach

Previous studies have left a significant gap in researching the relationships among affective variables, cognitive factors, and learning outcomes in second language (L2) writing. To fill in this research gap, the present study set out to unveil the relationships between L2 writers’ cognitive load, anxiety, and writing performance. A total of 197 Grade 12 students from a Chinese public high school were recruited. Participants were required to complete a story continuation writing task (SCWT), the L2 Writing Cognitive Load Scale, and the L2 Writing Anxiety Scale. Structural equation modeling showed that: 1) L2 learners’ cognitive load had a direct effect on writing anxiety which in turn directly impacted SCWT performance; 2) L2 writing anxiety fully mediated the effect of cognitive load on SCWT performance; and 3) Cognitive load mainly influenced cognitive anxiety, a subcomponent of writing anxiety. The implications of the findings for L2 teaching and learning are discussed.

Unpacking the components of positive affect variability: Implications for psychological health across contexts.

Prior research suggests variability of positive affect (PA), or the degree to which an individual's experience of PA is variable rather than stable, is associated with worse psychological health. However, it is unclear whether different aspects of PA variability serve different psychological functions. One possibility is that changes in PA in response to rewarding contexts, or PA reactivity, serve a healthy function, while general instability of PA from one moment to the next serves an unhealthy function. The current investigation separated out PA reactivity to pleasant activities from general PA instability. We tested associations in three experience-sampling studies collected between 2012 and 2020 (N = 323). An internal meta-analysis revealed a significant association between PA reactivity to pleasant activities and less well-being. Moderation by average levels of PA was present but inconsistent across studies. We discuss how PA reactions to rewarding contexts may not necessarily reflect healthy emotion regulation and consider that "mood brightening" effects in daily life may indicate ill-being rather than well-being. Caution is warranted when interpreting the primary findings, as the indirect effect of PA reactivity was significant in only one of the three individual studies, and the effect was only found for the outcome of well-being and not distress. Results can be most confidently generalized to White adults living in the Midwest region of the United States. Future research should test not only the intensity of PA reactivity to rewarding contexts but also how long a person can sustain elevated PA-in relation to psychological health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cognitive control processes and emotion regulation in adolescence: Examining the impact of affective inhibition and heart-rate-variability on emotion regulation dynamics in daily life

Cognitive control processes likely influence the extent to which adolescents can successfully regulate their emotions. This study examined whether individual differences in affective inhibition and heart rate variability (HRV), as a peripheral index of cognitive control, moderated the association between momentary emotion regulation and negative affect (NA). Ecological Momentary Assessments (EMA) over 14 days were obtained in 235 adolescents (Mage = 13.48 years; 106 females). At each assessment, participants reported their current NA and the extent to which they used cognitive reappraisal and rumination. Moreover, at three time points (approximately 1 year, 6 months, and just before the EMA), affective inhibition was assessed using an affective go/no-go task and HRV was recorded at rest. Results indicate that adolescents with lower affective inhibition reported lower average levels of daily rumination. However, affective inhibition did not moderate the association between either daily cognitive reappraisal or rumination and momentary NA. Consistent with hypotheses, the association between momentary rumination and NA was weaker in adolescents showing higher levels of resting HRV. Overall, findings may underscore the importance of interventions targeting HRV as a malleable factor for enhancing adolescents’ affective well-being.

A novel method for objectively classifying sequential emotion within dreams: a proof-of-concept pilot study.

Traditionally, emotions in dreams have been assessed using subjective ratings by human raters (e.g., external raters or dreamers themselves). These methods have extensive support and utility in dream science, yet they have certain innate limitations due to the subjective nature of the rating methodologies. Attempting to circumvent several of these limitations, we aimed to develop a novel method for objectively classifying and quantifying sequential (word-for-word) emotion within a dream report. We investigated whether sentiment analysis, a branch of natural language processing, could be used to generate continuous positive and negative valence ratings across a dream. In this pilot, proof-of-concept study, we used 14 dream reports collected upon awakening following overnight polysomnography. We also collected pre- and post-sleep affective data and personality metrics. Our objectives included demonstrating that (1) valence ratings derived from sentiment analysis (Valence Aware Dictionary for sEntiment Reasoning [VADER]) could be used to visualize (plot) positive and negative emotion fluctuations within a dream, (2) how the visual properties of emotion fluctuations within a dream (peaks and troughs, area under the curve) can be used to generate novel "emotion indicators" as proxies for emotion regulation throughout a dream, and (3) these emotion indicators correlate with sleep, affective, and personality variables known to be associated with dreaming and emotion regulation. We describe 6 novel, objective dream emotion indicators: Total number of Peaks, total number of Troughs, Positive, Negative, and Overall Emotion Intensity (composites from an "area under the curve" method using the trapezoid rule applied to the peaks and troughs), and the Emotion Gradient (a polynomial trendline fitted to the emotion fluctuations in the dream chart). The latter signifies the overall direction of sequential emotion changes within a dream. Results also showed that ⅚ emotion indicators correlated significantly with at least one existing sleep, affective, or personality variable known to be associated with dreaming and emotion regulation. We propose that the novel emotion indicators potentially serve as proxies for emotion regulation processes unfolding within a dream. These preliminary findings provide a methodological foundation for future studies to test and refine the method in larger and more diverse samples.

Make or Break: The Influence of Expected Challenges and Rewards on the Motivation and Experience Associated with Cognitive Effort Exertion.

Challenging goals can induce harder work but also greater stress, in turn potentially undermining goal achievement. We sought to examine how mental effort and subjective experiences thereof interact as a function of the challenge level and the size of the incentives at stake. Participants performed a task that rewarded individual units of effort investment (correctly performed Stroop trials) but only if they met a threshold number of correct trials within a fixed time interval (challenge level). We varied this challenge level (Study 1, n = 40) and the rewards at stake (Study 2, n = 79) and measured variability in task performance and self-reported affect across task intervals. Greater challenge and higher rewards facilitated greater effort investment but also induced greater stress, whereas higher rewards (and lower challenge) simultaneously induced greater positive affect. Within intervals, we observed an initial speed up then slowdown in performance, which could reflect dynamic reconfiguration of control. Collectively, these findings further our understanding of the influence of task demands and incentives on mental effort exertion and well-being.

Multimodal analysis of temporal affective variability within treatment for depression.

Affective flexibility, the capacity to respond to life's varying environmental changes in a dynamic and adaptive manner, is considered a central aspect of psychological health in many psychotherapeutic approaches. The present study examined whether affective two-dimensional (i.e., arousal and valence) temporal variability extracted from voice and facial expressions would be associated with positive changes over the course of psychotherapy, at the session, client, and treatment levels. A total of 22,741 mean vocal arousal and facial expression valence observations were extracted from 137 therapy sessions in a sample of 30 clients treated for major depressive disorder by nine therapists. Before and after each session, the clients self-reported their level of well-being on the outcome rating scale. Session-level affective temporal variability was assessed as the mean square of successive differences between consecutive two-dimensional affective measures. Session outcome was positively associated with temporal variability at the session level (i.e., within clients, between sessions) and at the client level (i.e., between clients). Importantly, these associations held when controlling for average session- and client-level valence scores. In addition, the expansion of temporal variability throughout treatment was associated with steeper positive session outcome trajectories over the course of treatment. The continuous assessment of both vocal and facial affective expressions and the ability to extract measures of affective temporal variability from within-session data may enable therapists to better respond and modulate clients' affective flexibility; however, further research is necessary to determine whether there is a causal link between affective temporal variability and psychotherapy outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Influence of Social Mass Environmental Cognition on Consumption Intentions in Green Stadiums from the Perspective of CAC Modeling

The green transformation of sports stadiums has now become an inevitable trend for the sustainable development of sports. This study synthesized consumer behavior research and green consumption research, based on the CAC model, to explore the role of cognitive and affective interactions on the promotion of the intention behind green sports stadium consumption , discussing the role of environmental cognition at the cognitive level and subdividing its connotations into the three categories of a sense of environmental responsibility, environmental protection awareness, and green self-efficacy, introducing at the same time a natural connection into the field of green sports consumption, based on which the green perceived value and green trust fusion are jointly used as affective factor variables. The data from 463 questionnaires were used to construct a structural equation model for empirical analysis, and the following results were shown: First, environmental cognition, environmental responsibility, environmental awareness, and green self-efficacy have a positive effect on green stadium consumption; second, green building perceived value and trust play a mediating role in the relationship between environmental cognition and green stadium consumption intention; third, nature connection and green building perceived value and trust play a positive role in the relationship between environmental cognition and green stadium consumption intention. The purpose of this study was to explore the interaction between cognition and emotion on the the intention behind the consumption of green stadiums from the psychological level of consumers, so as to provide a reference for improving consumers’ green sports consumption and accelerating the development of the green sports industry.

Make or break: The influence of expected challenges and rewards on the motivation and experience associated with cognitive effort exertion.

Challenging goals can induce harder work but also greater stress, in turn potentially undermining goal achievement. We sought to examine how mental effort and subjective experiences thereof interact as a function of challenge level and the size of the incentives at stake. Participants performed a task that rewarded individual units of effort investment (correctly performed Stroop trials) but only if they met a threshold number of correct trials within a fixed time interval (challenge level). We varied this challenge level (Study 1, N = 40), and the rewards at stake (Study 2, N = 79), and measured variability in task performance and self-reported affect across task intervals. Greater challenge and higher rewards facilitated greater effort investment but also induced greater stress, while higher rewards (and lower challenge) simultaneously induced greater positive affect. Within intervals, we observed an initial speed up then slowdown in performance, which could reflect dynamic reconfiguration of control. Collectively, these findings further our understanding of the influence of task demands and incentives on mental effort exertion and wellbeing.

Resting vagally-mediated heart rate variability in the laboratory is associated with momentary negative affect and emotion regulation in daily life.

Vagally-mediated heart rate variability (vmHRV) is a physiological index reflecting parasympathetic activity that has been linked to emotion regulation (ER) capacity. However, very limited research has examined associations of physiological indices of regulation such as vmHRV with emotional functioning in daily life. The few studies that exist have small samples sizes and typically focus on only a narrow aspect of ER or emotional functioning. In this study, we examined associations between vmHRV assessed in the laboratory and emotional/mental health functioning in daily life using a 7-day ecological momentary assessment design in 303 adult community participants. We hypothesized that higher resting vmHRV would be associated with higher positive affect (PA), lower negative affect (NA), less affective variability, greater well-being, fewer dysphoria symptoms, greater use of engagement ER strategies, and less use of avoidance ER strategies, as assessed in daily life. Results revealed that higher resting vmHRV in the laboratory (as indexed by both high frequency heart rate variability, HF-HRV, and the root mean of successive square deviations between heart beats, RMSSD) was significantly associated with less frequent use of avoidance ER strategies in daily life. Theoretical and clinical implications are discussed, including the association of vmHRV with negatively valenced, rather than positively valenced, daily life experiences.

The effects of combining visual-auditory stimuli with exercise on short-term affect improvement: a randomized controlled trial

Abstrac tPrior research has explored the effects of engaging with real or virtual natural landscapes and listening to music during aerobic exercise on short-term affect, however, the specific differences in the improvement of short-term affect by different combinations of Virtual Reality (VR) and music rhythm require further investigation. The objective of this study is to investigate the effects of various combinations of VR and music on short-term mood, thereby providing a reference for future research on public fitness. This study recruited 132 valid participants (mean age 24.0 ± 0.9 years), with a gender distribution of 68 males and 64 females. Participants were randomly assigned to one of four groups: Visual-Music (V-M), Music-Visual (M-V), Visual-only (V), and Music-only (M). The exercise mode was 15 min of aerobic power cycling with 2 min of low-intensity power cycling intervals in the middle. After the exercise, the participants were asked to sit and then performed either a VR intervention or a music intervention for 15 min. The collected indicators included blood pressure, positive/negative affect, and heart rate variability indicators (RMSSD, SDNN, LF/HF). Data analysis included descriptive statistics, repeated measures ANOVA, and multifactor ANOVA. The effect of different VR and Music combined with exercise interventions on the improvement of short-term affect was analyzed based on the effect size (ɳp2) and combined with the significance p-value. Intra-group results showed that DBP, positive and negative affect, SDNN, RMSSD indicators in V-M group were significant differences (p < 0.05), while SBP, positive affect, negative affect, SDNN, RMSSD, LF/HF indicators in M-V group were significant differences (p < 0.05). Only SDNN and RMSSD indicators in M group had significant differences (p < 0.05), and only SBP and RMSSD indicators in V group had significant differences (p < 0.05). The results between groups showed that only SDNN and LH/HF groups had a significant difference (p < 0.05), other indicators had a trend of improvement or positive promotion to a certain extent, but the statistical difference was not significant (p > 0.05). Aerobic exercise with consistent intensity and the combined visual-auditory interventions (M-V and V-M) significantly improved blood pressure, and the short-term affect of physiological responses (LF/HF, SDNN, RMSSD), along with subjective affect measures, compared to other groups. These findings suggest that incorporating VR and music with exercise can effectively enhance short-term affect, recommending an integrated approach to aerobic exercise and relaxation through music and visual exposure to natural environments.

Assessing the Intention to Use a First-Generation Vaccine against COVID-19 Using Quantile Regression: A Cross-Sectional Study in Spain

Understanding the factors that influence the intention to use vaccines is crucial for implementing effective public health policies. This study examined the impact of various cognitive, affective, normative, and sociodemographic variables on the intention to be vaccinated against COVID-19 with the first-generation AstraZeneca vaccine. A survey of 600 residents of Spain was used to assess the influence and hierarchy of the drivers of the intention to vaccinate via least-squares and quantile regressions. The most significant factors were the perceptions of efficacy and social influence, both of which had positive impacts (p &lt; 0.0001). The positive influence of fear of COVID-19 and the negative influence of fear of the vaccine were also significant in shaping the central tendency toward vaccination. However, these fear-related variables, particularly the fear of COVID-19, lost importance in quantile adjustments outside the central tendency. Among the sociodemographic variables, only the negative impact of income was statistically significant. These results are valuable for the development of vaccination policies because they measure the sensitivity of attitudes toward vaccination to exogenous variables not only in the central values, as is common in similar studies, but also across the entire range of responses regarding the intention to vaccinate. This additional analysis, which is not commonly performed in studies on vaccine acceptance, allows us to distinguish between variables which are consistently related to the intention to vaccinate and those that influence only expected responses.

How did New Zealanders decide to get vaccinated against COVID-19? Developing a novel comprehensive model of vaccination intention

ABSTRACT This research introduces and validates the Comprehensive Model of Vaccination Intention (CMVI) to offer a holistic understanding of COVID-19 vaccination uptake in New Zealand. The CMVI excels by presenting a highly explanatory model, incorporating trust in the government's vaccination policy along with and a spectrum of social, cognitive, contextual, and affective variables from theories of Interpersonal Behavior, Planned Behavior, and Health Belief Model. A nationally representative sample of 993 participants was analyzed using confirmatory factor analysis and structural equation modeling. The findings underscore the positive impact of subjective norms and societal perceptions of vaccination, attitude toward vaccination, trust in government, and vaccination habits on COVID-19 vaccination intention. This study highlights the importance of normalizing vaccination to boost intention and shows how emotions shape attitudes. It also finds that better vaccine accessibility and trust in the government lower perceived costs and raise perceived benefits, improving overall attitude and strengthening vaccination intention.

Negative affect variability as a potential mechanism of behavior change in alcohol use disorder treatment.

Negative affect and affect variability figure prominently in models of addictive behaviors but are not without controversy. Negative affect variability may better capture a mechanism of behavior change in alcohol use disorder (AUD) treatment because it contains information about affect regulation, a common clinical target. The aims of this study are to examine the change in: (a) trajectory of negative affect variability, (b) association of negative affect variability and abstinence, and (c) association of negative affect variability and heavy drinking during AUD treatment. This article is a secondary analysis of data drawn from a randomized clinical trial. N = 181 participants diagnosed with Diagnostic and Statistical Manual of Mental Disorders, fifth edition AUD (Mage = 50.8, SDage = 10.6; 51.4% female) received 12 sessions of Cognitive Behavioral Coping Skills Therapy for AUD. Participants completed one daily diary prompt per day for 84 consecutive days. Each day, participants reported on negative affect and number of alcoholic drinks consumed the previous day. Time-varying effect models examined changes in negative affect variability and its associations with abstinence and heavy drinking. Negative affect variability decreased throughout treatment. The positive association between negative affect variability and heavy drinking became nonsignificant (decoupled) midway through treatment. The inverse association between negative affect variability and daily abstinence became nonsignificant (decoupled) at approximately day 75 of 84. When mean levels of NA were added as a covariate, the effects were in the same direction but no longer statistically significant. Reductions in negative affect variability may capture an important change mechanism of behavioral treatments for AUD because it contains information about affect regulation as compared with mean levels of negative affect. Negative affect variability warrants further consideration as a mechanism of behavior change. (PsycInfo Database Record (c) 2024 APA, all rights reserved).