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What an instructor does on the first day of a course can impact students' motivation in the course. To build upon these prior research findings, we implemented a first-day intervention to influence students' motivation by increasing their perceptions of course interest, course usefulness, and instructor caring. The participants were undergraduate students ("n" = 111) enrolled in either an introductory or an upper-level psychology class. The instructor implemented an experimental intervention to some sections but not to others. The intervention allowed students to discuss the usefulness of and their interest in the course with one another and to interact with a caring instructor. As hypothesized, students' perceptions of course interest and instructor caring increased significantly; although perceptions of course usefulness did not.

The COVID-19 pandemic has impacted many people’s standard operating procedures in ways that require behavioral and psychological adjustments. Research indicates widespread stress and anxiety during the pandemic. What is still less known is which pandemic-influenced factors are most directly impacting psychological wellbeing, and whether emotion regulation abilities are moderating this impact. Two-hundred thirty participants were recruited through Amazon Mechanical Turk (MTurk) to complete an online survey composed of assessments of perceived stress, state anxiety, emotion regulation abilities, and pandemic-related behavioral and lifestyle impacts. Multiple behavioral and lifestyle impacts were predictors of both stress and anxiety. Additionally, emotion regulation difficulty moderated the relationship between several pandemic-related predictors and stress and anxiety. The current study provides evidence that emotion regulation moderates the degree to which pandemic-related changes impact stress and anxiety. Emphasizing adaptive emotion regulation strategies may strengthen one’s ability to cope with these pandemic-related changes and increase mental wellbeing, although even these strategies might have limited efficacy during periods of greater disruption. [ABSTRACT FROM AUTHOR]

Vagal flexibility describes the ability to modulate cardiac vagal responses to fit a dynamic range of challenges. Extant theory on vagal function implies that vagal flexibility is a mediating mechanism through which resting vagal activity, a putative individual difference related to self-regulation, affects adaptive behavior and cognition. Nevertheless, little research has directly tested this hypothesis, thereby leaving fundamental mechanisms of vagal function and adaptability unclear. To this end, 47 healthy subjects completed a 5 min baseline followed by Stroop tasks combined with concurrent auditory distractors. There were four different Stroop task conditions that varied the social and emotional content of the auditory distractors. Electrocardiogram was continuously recorded to assess vagal responses to each condition as heart rate variability [root mean square of successive differences (RMSSDs)] reactivity. Vagal flexibility significantly mediated the association between resting vagal activity and stability of inhibition performance (Stroop interference) scores. In particular, higher resting RMSSD was related to higher standard deviation of RMSSD reactivity scores, reflecting greater differences in RMSSD reactivity between distractor conditions (i.e., greater vagal flexibility). Greater vagal flexibility was in turn related to more stability in Stroop interference across the same conditions. The mean of RMSSD reactivity scores across conditions was not significantly related to resting RMSSD or stability in Stroop performance, and mean RMSSD reactivity did not mediate relations between resting RMSSD and stability in Stroop performance. Overall, findings suggest that vagal flexibility may promote the effects of resting vagal activity on stabilizing cognitive inhibition in the face of environmental perturbations. [ABSTRACT FROM AUTHOR]

Empathy is a construct with a long history of definitional variability, which is reflected in the variety of scales designed to measure it. A recent investigation involved a series of analyses to explore constructs assessed in the self-report of empathy and to illuminate the inconsistency in measurement across multiple scales. The current investigation was designed to extend this line of inquiry by focusing solely on cognitive and affective subscales of empathy. A sample of 855 undergraduates completed empathy questionnaires that contained both an affective and a cognitive subscale. A confirmatory factor analysis revealed poor fit for affective and cognitive empathy factors while an exploratory factor analysis revealed several factors that are not essential for empathy. To navigate current barriers for building a cohesive body of literature, future empathy researchers are encouraged to clearly define their conceptualization of empathy and carefully select a measure to best reflect their definition. [ABSTRACT FROM AUTHOR]

Dynamic intra-individual variability (IIV) in cardiac vagal control across multiple situations is believed to contribute to adaptive cognition under stress; however, a dearth of research has empirically tested this notion. To this end, we examined 25 U.S. Army Soldiers (all male, mean age = 30.73, standard deviation (SD) = 7.71) whose high-frequency heart rate variability (HF-HRV) was measured during a resting baseline and during three conditions of a shooting task (training, low stress, high stress). Response inhibition was measured as the correct rejection (CR) of friendly targets during the low and high stress conditions. We tested the association between the SD of HF-HRV across all four task conditions (IIV in vagal control) and changes in response inhibition between low and high stress. Greater differences in vagal control between conditions (larger IIV) were associated with higher tonic vagal control during rest, and stronger stress-related decreases in response inhibition. These results suggest that flexibility in vagal control is supported by tonic vagal control, but this flexibility also uniquely relates to adaptive cognition under stress. Findings are consistent with neurobehavioral and dynamical systems theories of vagal function. [ABSTRACT FROM AUTHOR]

Asymmetry in central nervous system ( CNS) control of autonomic nervous system ( ANS) activity, a widely debated topic, was investigated via lateralized presentation of two ANS challenges: cold pressor, which elicits primarily sympathetic activation, and facial cooling, a predominantly vagal task. Seventy-three university students (37 female) engaged in these tasks while cardiovascular and electrodermal measures were acquired. Compared to right-side cold pressor, left cold pressor elicited generally larger cardiac, blood pressure, and skin conductance responses, but did not evoke asymmetric changes in heart rate variability. Facial cooling elicited significant increases in vagally mediated heart rate variability, but they were also not lateralized. These findings are consistent with reports of right hemisphere dominance in sympathetic regulation, but indicate that CNS vagal control is relatively symmetric. These results are framed in terms of polyvagal theory and neurovisceral integration two influential models of CNS-ANS integration in the service of adaptive environmental engagement. [ABSTRACT FROM AUTHOR]

What an instructor does on the first day of a course can impact students’ motivation in the course. To build upon these prior research findings, we implemented a first-day intervention to influence students’ motivation by increasing their perceptions of course interest, course usefulness, and instructor caring. The participants were undergraduate students (n = 111) enrolled in either an introductory or an upper-level psychology class. The instructor implemented an experimental intervention to some sections but not to others. The intervention allowed students to discuss the usefulness of and their interest in the course with one another and to interact with a caring instructor. As hypothesized, students’ perceptions of course interest and instructor caring increased significantly; although perceptions of course usefulness did not. [ABSTRACT FROM PUBLISHER]