Affective Aspects Research Articles

Animasi Kitab Suci sebagai Upaya Meningkatkan Kecintaan Anak dan Remaja terhadap Kitab Suci

One of the concerns raised in the pastoral panorama during the Eighth Pastoral Assembly (Muspas) of the Archdiocese of Ende is the lack of interest among children and teenagers in activities related to the Holy Scriptures. This reality is also keenly felt in the pastoral work of the Quasi-Parish of St. Charles Borromeo in Orakeri. Generally, Catholic children and teenagers lack enthusiasm and quickly become bored with Sekami activities that are too monotonous and lacking in variety. Furthermore, the limited number of competent leaders at the parish level and the lack of knowledge about the Scriptures contribute to the decreasing interest and affection of children and teenagers towards the Holy Scriptures. This service activity is conducted for the target groups of Catholic children and teenagers in the Quasi-Parish of St. Charles Borromeo in Orakeri Ende. The main objective is to enrich knowledge about the Holy Scriptures, hone skills in relation to Scripture literacy, and enhance the love of children and teenagers for the Holy Scriptures. The method used in this activity is a qualitative method that involves participatory action research in the form of lectures and simple yet meaningful practices, involving many participants. Activities include: introducing the Holy Scriptures with the help of cheers, movements, songs, and animated videos; Scripture literacy through training in reading and speaking the Scriptures, composing scripts and dramatizing the Scriptures, as well as various competitions related to the Scriptures. This combination of methods is aimed at minimizing participant boredom while simultaneously encouraging the development of cognitive, affective, and psychomotor aspects among the participants. Consequently, the results achieved are that Catholic children and teenagers have a deeper understanding of the Holy Scriptures, sharpen skills related to Scripture literacy, and grow in their love for the Holy Scriptures.

The Micropolitical Literacy of a Novice Principals to Promote International Education

<p>本研究探討初任校長在國際教育推動的學校變革行動中，如何運用微觀政治素養。研究者選取一所致力推動國際教育，且以其為學校願景的國民小學。研究結果發現，儘管推動國際教育有其挑戰與優勢，初任校長本著過去執行經驗，在學校變革行動中，涵育微觀政治素養：認知面秉著「國際教育」經驗，以之為學校願景，通盤了解工作分配的內容、行銷策略、教學內涵；技能面，初任校長正向尊重和負向控制的策略，無可避免學校內部勢力消長，教學管理策略創造親師生多贏局勢；情意面，關懷弱勢學生，增強教師使命感，強化家長歸屬感。</p> <p> </p><p>This study investigates the micropolitical literacy of a novice principal who lead the organizational change to promote International Education as a vision for the school. The researcher interviews the principal, the director of Teaching Affairs Division, a teacher with administrative duty, an English teacher, and a homeroom teacher. Despite of challenges and opportunities associated with a school’s readiness for change, novice principal mobilizes change for the first time. The main findings are as follows: from cognitive aspect, the novice principal with International Education experience is awareness of school aims, work loading, colleagues’ ability, internet marketing, and teaching knowledge. From skill aspect, he respects and controls with strength along with weakness of different parties. His teaching management creates win-win situation for students, teachers, and parents. From affective aspect, his concern to the disadvantaged students triggers positive emotions and fulfillment of teachers and students’ parents as well.</p> <p> </p>

Time-sensitive “teacher”: A longitudinal model of follower contributions on educational social media influencers based on S–O-R framework

Social media influencers (SMIs) always garner considerable attention from academia and industry. Within this group, however, educational social media influencers (Edu-SMIs) are facing challenges brought by their followers. Thus, this study considered the followers' perspective to explore how Edu-SMIs manage their relationships with followers and activate their followers’ value in order to achieve successful commercialization. After utilizing an S–O-R framework, this study conducted a longitudinal model analysis to explain how followers contribute to their Edu-SMIs. The findings demonstrate that Edu-SMIs emphasize the cognitive and affective aspects of their followers simultaneously in both the short term and the long term. The strategies of relationship management and commercialization vary depending on the time factors. Based on such findings, this study extends the current studies on SMIs and discusses several practical implications related to how Edu-SMIs sustain a stable relationship with their followers and achieve successful commercialization.

Corona virus anxiety and Chinese students’ cognitive, affective, and behavioral engagement, and academic resilience: correlations and perceptions

BackgroundThis study delves into the correlation between Corona Virus Anxiety (CVA) and the engagement as well as academic resilience of Chinese students. The context is set against the backdrop of the global pandemic, highlighting the potential psychological impact of COVID-19 on students’ well-being and academic performance.ObjectivesThe primary objectives of this research are to investigate the relationship between CVA and various dimensions of student engagement, including affective, behavioral, and cognitive aspects. Additionally, the study aims to explore how CVA influences academic resilience, with a focus on persistence and self-regulation. The dual-objective approach employs both quantitative and qualitative methods to provide a comprehensive understanding of the subject matter.MethodologyA mixed-methods approach is employed, combining quantitative data from scales measuring CVA, engagement, and academic resilience with qualitative insights obtained through interviews. The research sample consists of 390 students from Mudanjiang Medical University. Quantitative data are analyzed using Pearson correlation tests, while thematic analysis is applied to interpret the qualitative findings from interviews.ResultsQuantitative data analysis reveals significant negative correlations between CVA and multiple dimensions of student engagement, indicating that higher CVA levels are associated with lower engagement levels. Academic resilience, though relatively high among participants, also exhibits negative correlations with CVA, particularly in terms of persistence and self-regulation. The qualitative findings uncover six main themes elucidating the impact of CVA on students, ranging from emotional and cognitive engagement to the social and technological challenges posed by the pandemic.Conclusions and implicationsThe research concludes that CVA significantly influences students’ engagement and academic resilience. The qualitative insights contribute to a nuanced understanding of the diverse challenges students face during the pandemic. These findings have broad implications for students, university administrators, educators, and educational psychologists, highlighting the importance of addressing mental health concerns and providing adequate support systems in the context of global crises.

Analysis Of The Influence Of Social Demographics, Financial Knowledge, And Financial Attitude On Investment Decisions (Case Study On Employees Of The Republic Of Indonesia Financial Audit Agency)

Behavioral finance is a science that studies how humans respond and react to existing information which is then used to make investment decisions by paying attention to the risks inherent therein. The aim of this research is to find out how socio-demographic factors, financial literacy and financial attitude influence investment decisions among employees of the Supreme Audit Agency. The research method uses a quantitative approach with a questionnaire instrument, purposive sampling data collection techniques with 100 respondents, and Structural Equation Modeling (SEM) analysis methods. Based on the results of this research, it confirms: First, Social Demographic factors have a positive influence on investment decisions. Statistical test results show that 78% of investment decisions are influenced by socio-demographic factors. From several indicator variables studied, it shows that the income factor is an important factor in the socio-demographic variables, then the age maturity and education factors. Second, financial knowledge (financial literacy) has a positive and significant influence on investment decisions. Statistical test results show that 85% of investment decisions are influenced by financial knowledge. In this case, the investment knowledge factor is the strongest factor of financial knowledge for investment decision purposes. It is clear that financial attitude has a positive effect on investment decisions. Statistical test results show that 63% of investment decisions are influenced by the respondent's financial attitude. In this case, the cognitive aspect makes an important contribution to financial attitudes. This means that the individual's beliefs or attitudes towards finances are quite good. Then the behavioral aspect in applying finance and finally the affective aspect or the individual's emotional attitude towards finance. Keywords: Social Demographics, Financial Knowledge, Financial Attitudes, Investment Decisions.

Walking borders, risk and belonging: the walking interview as biographical method and doing mobility justice

ABSTRACT This paper engages with the long history of work in Mobilities research and makes a contribution from a different angle, by introducing and discussing creative applications of biographical research using the walking interview as biographical method (WIBM), that captures the sensory, embodied, affective aspects of lived lives and lived experiences, the intersecting oppressions and possibilities for praxis, focusing upon research on borders, risk and belonging, funded by the Leverhulme Trust. It argues that applying the WIBM opens up possibilities for doing “mobility justice”, through a relational, cultural and socio-spatial examination and analysis of lived lives, in the context of geo-political, cultural worlds (and scales). In doing so, the paper examines, through two short examples, creative applications of walking as an arts-based practice through the walking interview as biographical method (WIBM) to contribute to doing “mobility justice” as a transdisciplinary practice, as an “ethical and just” process and practice. Methodologically, the paper opens a space for dialogue on the transformative role of walking, listening as partial understanding, (partial understanding because although incredibly powerful, the biographical method can never give us total knowledge/understanding of the lives of others and this is not its aim) “resonance” and the potential for solidarity, as part of an ethics of listening, including possible impact on policy and practice, especially in diverse research and social contexts.

Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries

Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context, examining how different teachers’ beliefs may affect student outcomes in mathematics is imperative. The current study examines teachers’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrinsic value, utility value and perceived competence) and enjoyment of mathematics across different settings by considering students’ mathematics achievement, gender and classroom composition (i.e. socioeconomic and behavioural). Data were collected from 3rd- and 4th-grade mathematics teachers (N = 686) and their students (N = 11,782) in six countries (i.e. Norway, Finland, Sweden, Portugal, Estonia and Serbia). A two-level structural equation modelling technique (TSEM) (i.e. student level and classroom level) with random slopes was employed to address our research questions. The results indicate that students’ intrinsic value and perceived competence positively relate to their enjoyment of mathematics in all six countries. Teachers’ beliefs about the nature and learning of mathematics moderate the within-classroom relationship between boys and girls and the motivation and enjoyment of learning mathematics in Portugal and Norway. Unlike boys, girls consistently perceive themselves as less competent in mastering mathematics, even in primary school. Classroom socioeconomic composition had a more pronounced influence on teachers’ beliefs in Sweden, Norway and Serbia. In relation to teachers’ beliefs, classroom behavioural composition was relevant in Estonia and Sweden. In Finland and Norway, classroom composition was essential to boys’ and girls’ differential motivation and enjoyment of mathematics learning.

How do Math Anxiety and Self-Confidence Affect Mathematical Problem Solving?

Problem-solving performance requires both cognitive and affective aspects related to math anxiety and self-confidence. This study aims to determine the effect of math anxiety and self-confidence on geometry problem-solving skills and then explore students' geometry problem-solving based on their level of math anxiety and self-confidence. This study utilized a mixed-methods approach with a sequential explanatory design and involved 106 students. The quantitative portion of the study employed a multiple linear regression test to examine the influence of math anxiety and self-confidence on problem solving. Furthermore, qualitative research was done to thoroughly examine the effect through in-depth interviews. The results demonstrate that math anxiety and self-confidence influenced geometry problem-solving (R = 0.476; p = 0.000) and contributed 22.6% based on the value of R-square. Furthermore, the present study also found differences in the performance of a subject with low math anxiety and high self-confidence and a subject with high math anxiety and low self-confidence.

Perbedaan Konsep Tasawuf Al Ghozali Dan Ibnu Athoillah dalam Pendidikan Karakter

The recent decline in student human resources with character and morality is one of the weaknesses in the development of student education in the field of character education. Character and morals education which is one of the reasons for producing quality generations who have character and morals as well as good social skills have recently been neglected in the world of education. This may be due to the difficulty of implementing character education for students because there is no reference to a concept that can guarantee the creation of students with good character and good morals. The progress of the world of Islamic education during the Abasiyah dynasty, to be precise in the leadership of the caliph al-Mamun, should be a role model and example for educators in this modern era so that today's education does not only prioritize cognitive and affective aspects, but also puts forward aspects of moral education that can print generation of human beings with character and virtuousness. From here we know that the deepening and study of models, as well as the concepts used by the salaf scholars in conducting character education.

Freezing Effect and Bystander Effect: Overlaps and Differences

The present article provides a detailed comparison of two psychological phenomena, the freezing effect and the bystander effect, across their neurobiological, cognitive, emotional, and behavioral dimensions. This study focuses on identifying and analyzing the similarities and differences between these two responses to stressful and traumatic events. While the freezing effect is characterized by an involuntary neurobiological response to immediate threats, resulting in temporary immobilization or paralysis, the bystander effect describes a cognitive and social phenomenon where individuals refrain from offering help in emergencies when others are present. The study explores affective aspects, including emotional responses and trauma-related impacts associated with both phenomena. Through a comparative analysis, this research unveils important understandings regarding the distinctions among these responses, including their triggers, underlying mechanisms, and observable behaviors. It also highlights overlapping aspects, particularly in how both phenomena can lead to inaction in critical moments. This comparative study contributes to a deeper understanding of the complex interaction between the brain, individual cognition, and social dynamics in the face of danger and stress. The findings of this research have significant implications for understanding human behavior in emergencies, offering valuable perspectives that can be applied in the domains of psychology, training for emergency response, and trauma therapy.

Evaluation of Deaf Employees' Work Ability on Cognitive, Affective and Psychomotor Aspects in a Cigarette Factory PT. Cakra Guna Cipta Malang Regency

Special Schools are formal institutions that are responsible for the quality of human resources for deaf people so that they can be accepted in the job market, especially labor-intensive industries. The learning process is expected to produce quality human resources in cognitive, affective and psychomotor aspects that influence work ability. This work ability will have an impact on the level of satisfaction of the company that employs them. This research aims to evaluate the work abilities of deaf people in cognitive, affective and psychomotor aspects. This research uses a qualitative exploratory case study methodology with an instrumental case study research design type. The research results prove that deaf employees who work at the Cakra Cigarette Factory must be able to communicate both orally and in writing. They generally have low literacy skills, poor receptive and expressive communication skills, resulting in a lack of understanding of the work contract text. In terms of discipline, they are much more disciplined than normal employees. Socially, they are able to establish good relationships with fellow colleagues. In terms of work skills, deaf employees have higher productivity than normal employees.

Developing students’ chemical literacy through the integration of dilemma stories into a STEAM project on petroleum topic

The aim of this study was to develop students’ chemical literacy by integrating dilemma stories into a Science, Technology, Engineering, Arts, and Mathematics (STEAM) project on petroleum. Chemical literacy can help students face future challenges by applying what they learn at school to solve problems in their daily lives. A qualitative research method was employed that included interviews, observations, reflective journals, chemical literacy tests, and student activity sheets, as data collection tools. 106 secondary school students participated in the research using a project-based approach consisting of five steps: value reflection, problem-solving, project monitoring and evaluation, project development, and transformation. The five indicators of chemical literacy by Shwartz, Ben-Zvi, and Hofstein (2006); general scientific ideas, characteristics of chemistry, chemistry in context, higher-order learning skills, and affective aspect, the research found that the students’ chemical literacy abilities were significantly developed. This study uses a dilemma story to understand chemistry concepts whereby students can develop a project by integrating chemistry and STEAM principles. The STEAM Project involved making alternative fuel to find a solution to a problem presented in the dilemma story. The researchers were challenged by the need to find a suitable chemistry-based dilemma story to integrate with a STEAM project while also empowering students and managing time resources.

The Effect of using the Connectivist Approach on Developing Secondary Stage Students’ Cross-cultural Awareness and Translation Performance

The present study attempted to examine the effect of using the connectivist approach on developing secondary-stage students' cross-cultural awareness and translation performance. The study comprised thirty-two first-year secondary stage students enrolled in El-Jalawea Institute, Sohag Governorate. The study adopted the quasi-experimental design. Thirty-two participants were randomly assigned to one group, and they were taught through a suggested web-based program. Data were gathered and analysed using both quantitative and qualitative instruments. A pre-post online translation and cross-cultural awareness test, an online questionnaire, and a web-based training program/blog were used in the study. Findings indicated that participants showed significantly higher levels of translation performance samples in the areas of reading comprehension, writing fluency, Computer-assisted Translation (CAT) tool usage, text analysis, and terminology search. Findings also showed significantly higher levels of cross-cultural awareness in both cognitive and affective aspects compared to students' achievement before the treatment. Participants also showed evidence of transition from word-for-word to meaning-for-meaning translation. The development of the students' performance was demonstrated by multiple measures that imply that the suggested web-based program is effective for developing secondary-stage students' translation performance and cross-cultural awareness skills.

Colonoscopy and the psyche – pain and discomfort associations with affect and cognitive functions

Introduction: Colonoscopy is an important diagnostic and therapeutic procedure, however it causes considerable discomfort in patients. Their psychological functioning is sometimes not sufficiently taken into account by the medical staff, preoccupied with somatic conditions. The aim of this study was to reveal affective and cognitive aspects of how patients undergoing colonoscopy function in order to better understand periprocedural discomfort and pain and suggest interventions to reduce them. Material and methods: A total number of 101 patients, undergoing colonoscopy during their stay at the internal ward, were asked to participate in this prospective, observational study. Three measurements were made: the day before the examination, on the colonoscopy day (after bowel cleansing, before the procedure) and the following day. The State-Trait Anxiety Inventory, Beck Depression Inventory II, Montreal Cognitive Assessment, short version of The Illness Perceptions Questionnaire , as well as analog scales (measuring pain, sadness, anxiety, irritability, general discomfort and distress) were used. Ultimately, 50 people completed the study. Results: It has been shown that pain and discomfort on the colonoscopy day correlate positively with all measured aspects of negative affect. On the colonoscopy day 18% of the subjects revealed depressive symptoms matching a depressive episode, while 56.6% of the subjects displayed a high level of state anxiety. The worse the patient's understanding of the disease, the more periprocedural pain he/she experiences. Their cognitive functioning is worse on the colonoscopy day. Conclusions: The results suggest that it is advisable to educate patients early enough (not on the day of the procedure) about their ailments and planned colonoscopy. Keywords: psychiatry, colonoscopy, pain, emotions, cognitive function

The Impact of Social Presence on Online Student Engagement

Purpose: The main objective of this study was to explore the impact of social presence on online student engagement.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of social presence on online student engagement. Preliminary empirical review revealed that the vital role of social presence in online education. It confirms that a strong sense of social presence fosters a connected and engaged online learning community, impacting both cognitive and affective aspects of student engagement. Effective course design, drawing upon theoretical frameworks, and intentional efforts by instructors contribute to enhancing social presence and, consequently, improving the overall online student engagement experience.
 Unique Contribution to Theory, Practice and Policy: The Social Cognitive Theory (SCT), Community of Inquiry (CoI) Framework and Transactional Distance Theory (TDT) may be used to anchor future studies on online student engagement. To enhance online student engagement in the context of the study, several key recommendations emerge. Educators should actively promote social interaction within online courses, provide clear expectations and guidelines, incorporate synchronous interactions, implement peer interaction and feedback mechanisms, leverage technology tools for social engagement, offer timely and supportive feedback, monitor and assess social presence, and invest in professional development opportunities for instructors. By following these recommendations, instructors and institutions can create a more interactive and engaging online learning environment, fostering a strong sense of social presence and ultimately improving the overall educational experience for online students.

Affective aspects of parenthood and their intergenerational effects on fertility

This study examines how mothers’ affective experience of motherhood impacts daughters’ fertility intentions; the goal is to understand how adult daughters’ fertility intentions are influenced by their perception of how much their mothers enjoyed mothering and loved their children. A survey of 2000 married women in Japan aged 25–35 with either no children or one child provides data to test hypotheses regarding the impact of daughters’ experience of mothers’ mothering. Regression and structural equation modeling reveal that those who think their mothers enjoyed being a mother and loved children have greater fertility intentions than those who sense strain in their mother’s experience. This article concludes that fertility intentions are long in the making. In addition to being a product of immediate life circumstances, women’s fertility intentions are partly a function of childhood and adolescence experience including affective aspects of the parenting they received.

창의적인 교사에 대한 한국과 중국 중학교 교사의 암묵적 지식 비교 연구

Objectives This research was to investigated the implicit knowledge of creative teachers possessed by middle school teachers in Korea and China. the study aimed to analyzed the cross-country variances and contribute to comprehension of the educational systems and cultural characteristics of both nations.
 Methods A survey was administered to a total of 174 middle school teachers in Korea and 187 middle school teachers in China. Participants were requested to freely crticulate the characteristics of creative teachers. The col-lected responses were subsequently analyzed from both cognitive and affective perspectives.
 Results The results revealed that Korean teachers ranked fluency, communication skills, originality, expertise, flexibility, respect, openness, consideration, breaking stereotypes, and encouragement as the foremost charac-teristics of creative teachers, in that order. Conversely, Chinese teachers mentioned originality, communication skills, expertise, applicability, flexibility, progressiveness, passion for education, fluency, respect, and humor as the key traits. While certain cognitive characteristics of creative teachers displayed similarities across both coun-tries, disparities were observed in their affective characteristics. Additionally, both countries placed greater em-phasis on the cognitive aspect of identifying a creative teacher, rather than the affective aspect. Chinese teachers exhibited a higher emphasis on the cognitive aspect than their Korean counterparts.
 Conclusions This study has effectively demonstrated dissimilarties in implicit perceptions regarding creative teachers between Korean and Chinese educators. The findings of this research are anticipates to enhance the un-derstanding of the educational systems and cultural characteristics prevalent in both countries.

Navigating EMI learning through note-taking in higher education

ABSTRACT Note-taking, as a valuable learning strategy, can enhance students’ comprehension and application of knowledge while contributing to their cognitive processing and development. This qualitative case study explores the forms and functions of note-taking as well as its influencing factors in English-medium-instruction (EMI) learning environments in China. The findings from the perspectives and experiences of two university students demonstrate that they deliberately and strategically utilised various resources (e.g. symbols and diagrams) and strategies (e.g. codeswitching and using cognitive reminders) in their note-taking. These practices encompassed cognitive, motivational, and affective aspects in accordance with either product or process orientation. The study sheds light on the potential of note-taking as a mediating means for students to navigate the intricacies of EMI, thus offering practical implications for effective EMI teaching in higher education.

Decoding algorithmic literacy among journalists

Recent developments in generative Artificial Intelligence (AI) have revitalized academic discourse on algorithmic systems, particularly on their potential, ethical considerations, risks, and regulatory challenges. Extensive research has examined how algorithms affect communication processes, focusing on their influence on news organizations, journalistic practices, public-media dynamics, media literacy, and combating disinformation and filter bubbles. An emergent strand of research defines and measures the multidimensional concept of algorithmic literacy. However limited research exists on the intersection of algorithmic literacy and journalism. This gap is particularly concerning given the pivotal role of journalism in shaping public discourse, informing citizens, upholding democratic values and contrasting disinformation. Understanding how journalists perceive and engage with algorithms is essential, as these technologies significantly influence their professional tasks, including content production and distribution. In Portugal, where newcomer journalists work in precarious conditions and digital media transformation is rapidly evolving, understanding how journalists interact with and perceive algorithms is vital. Our study, through a multi-phased approach, aims to fill this gap questioning how can algorithmic literacy, encompassing cognitive, attitudinal and behavioural dimensions, be effectively assessed among professional journalists? The exploratory results present a validated methodological tool, instrument based on a multi-dimensional analytical framework and specifically designed to measure algorithmic literacy levels and to assess journalists’ experiences. Critical discussion addresses the methodological procedures and preliminary findings from the pre-test, offering insights into Portuguese journalists' understanding, perceptions, and competencies regarding algorithmic systems. By shedding light on the cognitive, affective, and behavioural aspects of journalists’ engagement with algorithms, this study contributes to a deeper understanding of the algorithmic literacy among journalists, which is essential to sustain the quality of their work and for an effective counteraction against disinformation. It also opens avenues for similar studies in other geographical or professional contexts.

Higher emotion regulation flexibility predicts more stable negative emotions and faster affective recovery in early psychosis: an experience sampling study.

While evidence shows that people with early psychosis are flexible in using different emotion regulation (ER) strategies to manage the varying contextual demands, no studies have examined the effectiveness of such regulatory flexibility in this population. We addressed this issue by investigating whether and how ER flexibility relate to different dynamic aspects (variability, instability, inertia, and recovery) of negative affect (NA) in a combined early psychosis sample, consisting of both individuals at high clinical risk for psychosis and those diagnosed with first-episode psychosis. Participants were 148 individuals from the INTERACT project, a multi-center randomized controlled trial on the efficacy of acceptance and commitment therapy in early psychosis. We utilized data from the baseline assessment, during which all participants completed six days of experience sampling assessment of momentary NA, as well as end-of-day assessments of ER strategy use. Multilevel models of within-person associations showed that greater ER flexibility was associated with more stable NA, and quicker recovery of NA from stressors during the day. Linear regression analyses of between-person associations showed that people who had more variable and unstable NA reported greater ER flexibility generally. No evidence was found for associations with NA inertia. The current study identified unique within-person and between-person links between ER flexibility and dynamics of NA in early psychosis. These findings further provide evidence for ER flexibility in early psychosis, emphasizing the adaptive nature of regulatory flexibility in relation to reduced instability in NA and faster recovery from NA in everyday life.