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Although teacher empathy has an important influence on adolescents' positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interpersonal emotion regulation plays a mediating role in the relationship between perceived teacher empathy and teenagers' positive academic emotions. A total of 755 teenagers completed the Interpersonal Reactivity Index, the Adolescents' Academic Emotions Questionnaire, and the Interpersonal Regulation Questionnaire. The results revealed significant correlations between two subscales of the Interpersonal Reactivity Index, perspective-taking and empathic concern; two dimensions of the Adolescents' Academic Emotions Questionnaire, high and low positive arousal; and two dimensions of the Interpersonal Regulation Questionnaire, positive and negative emotion interpersonal emotion regulation. Perceived teacher empathy positively predicted teenagers' positive academic emotions, and interpersonal emotion regulation played a mediating role.

Counter-empathy may have more serious negative effects on women than on men. Sixty-four female Chinese university students participated in this study. Based on the counter-empathy model in a competitive setting, we examined how forgiveness affects counter-empathy. We manipulated the degree of participants' forgiveness toward their opponents by changing the type of information they received from their opponents. We also measured counter-empathy through self-reported pleasantness caused by opponents' facial expressions (smiles or frowns). We found that forgiveness can effectively alleviate women's counter-empathy, restraining their emotional experience from being inconsistent with the offender and enhancing their empathic concern toward the offender. We preliminarily explored how forgiveness works on counter-empathy and provided insight into the use of forgiveness to maintain global women's emotional health. [ABSTRACT FROM AUTHOR]

Deviant peer affiliation (DPA) and moral disengagement (MD) play a vital role in adolescents' cyberbullying perpetration (CP). However, moderating mechanisms underlying this association remain largely unknown. Based on the Social-ecological conceptual framework of cyberbullying (SECF-C), we tested a moderated mediating model to examine whether MD mediated the relationships between DPA and CP and whether these mediating processes were moderated by neuroticism and gender. A sample of 777 adolescents (aged from 11 to 16 years) participated in our survey. The results revealed that MD partially mediated the connections between DPA and CP. Also, neuroticism moderated the relationship between DPA and CP in adolescent boys. Finally, neuroticism and gender moderated the relationship between MD and CP, revealing the conditional indirect effects of DPA on CP via MD. The indirect impact was more pronounced for boys and high neuroticism. These mechanisms have potential implications for developing tailored interventions and preventive strategies. [ABSTRACT FROM AUTHOR]

Extending studies on emotional design in multimedia learning beyond college samples and further considering individual differences, we examined the effects of emotional design on middle school students' learning and whether this relationship is moderated by learners' prior knowledge, using a computer-based lesson covering the topic "the formation of lightning." Participants were middle school students (N=124; 58 females; age range 13 to 16) who volunteered to participate with permission. Learners with high prior knowledge (n=63) and learners with low prior knowledge (n=61) were randomly assigned to one of two instructional design conditions: positive emotional design (colourful and anthropomorphic features) and neutral emotional design (grey and non-anthropomorphic features). The results showed that the positive emotional design operationalised via visual elements did not induce more positive emotions than the neutral design group, although there was a trend towards facilitating more learning transfer ([eta][superscript 2][subscript p]=0.02, p=0.098) and increasing the mental effort of learners with low prior knowledge ([eta][superscript 2][subscript p]=0.03, p =0.06). There was a tendency for learners with high knowledge to perceive higher mental effort ([eta][superscript 2][subscript p]=0.03, p=0.06), satisfaction ([eta][superscript 2][subscript p]=0.05, p=0.01) and achieve better transfer scores ([eta][superscript 2][subscript p]=0.03, p=0.087) compared with those learners with low knowledge. These findings suggest that positive emotional design should be cautiously applied in multimedia learning for middle school students. Individual differences must be considered in instructional design in a multimedia learning environment.

In the context of examination‐oriented education and the pressure of college entrance examinations (known as the "Gaokao"), Chinese high school students often experience academic burnout. Previous research has shown that effort–reward imbalance (ERI) is an important predictor of academic burnout among high school students, but the underlying psychological mechanisms are not yet clear. To address this research gap, we surveyed 415 Chinese high school students (226 males and 189 females, mean age = 15.82 years, SD = 0.87), and a self‐report questionnaire including the ERI scale, school connectedness scale, academic buoyancy scale, and academic burnout scale was completed by all participants. The data were analyzed by SPSS 24.0 and the PROCESS macro and developed a moderated mediation model incorporating school connectedness and academic buoyancy. The results showed that (1) ERI was significantly and positively associated with academic burnout among high school students; (2) school connectedness partially mediated the relationship between ERI and academic burnout; (3) academic buoyancy moderated the link between ERI and school connectedness, as well as between ERI and academic burnout. These findings are not only valuable for understanding the underlying mechanisms linking ERI and academic burnout but also contribute to the development of intervention programs (e.g., interventions based on academic buoyancy) aiming at reducing high school students' academic burnout. Practitioner points: Effort‐reward imbalance (ERI) can contribute to academic burnout among high school students.School connectedness can serve as a mediating variable linking ERI to academic burnout.Academic buoyancy may buffer the effects of ERI on school connectedness and academic burnout. Educators and policymakers should improve high school students' academic buoyancy to promote their academic development. [ABSTRACT FROM AUTHOR]

The neural mechanism underlying creativity has been identified and confirmed by numerous studies. This current exploratory study compared the neural basis between social creativity and general creativity and explored the effect of creative personality on their neural basis by employing multiple regression analysis. The EEG activities of 34 participants were recorded during social or general creative tasks. The results indicated that a stronger alpha event-related synchronization (ERS) was presented during the social creative task than during the general creative task. High creative personality individuals were found to exhibit higher event-related desynchronization (ERD) only for the upper alpha band. Additionally, high creative personality individuals revealed no significant task differences regarding the alpha ERS. However, low creative personality individuals exhibited a stronger alpha ERS for social creative tasks than they did for general creative tasks. The current investigation could lead to new approaches for examining the brain correlates of creativity from different domains and their correlations with respect to creative personality.

Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching, the main mood of teacher and students varies spirally from unbalance through balance to unbalance, ultimately attains affective balance on the higher level, and the teacher steps well together with students. Moreover, the dynamic synchronization is analyzed in detail from induction, edification, activation, and adjustment of basic factors in instruction, and contributes to affective instruction goals.

Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions show differences; GT groups' reading time, reading material types, and level of interests are higher than or different from non-GT, but their use of library is not. Furthermore, teacher-student relationships of GT groups are better than those of non-GT, but their attitudes toward school show no differences. Results of "t"-tests reveal that two learning methods are employed significantly more often by GT than by non-GT, but a third method is used less by GT students.

Using Program for International Student Assessment (PISA) 2012, an international education database, this study analyzed the evaluations of computer use for academic learning by 15-year-old students from seven Edu-systems (unit in PISA) in Eastern Asia. Six variables were identified in association with students' evaluations of computer use including whether it is (a) useful, (b) fun, (c) resourceful, (d) troublesome, (e) unsuitable, and (f) unreliable. The results revealed differences not only among the Edu-systems but also between males and females. In addition, differences related to students' access to computer and Internet at home and family education levels were also noted in the study. Some aspects of the evaluations were significantly correlated with students' abilities, attitudes, interests, popularity, achievements, time spent on information technology (IT) at home, and use of IT at school. The results showed how middle and high school students in these countries and regions perceived the use of computer for learning. It was hoped that the findings would provide meaningful implications for practitioners in the fields of education, computer and IT, and instructional equipment development.

We used a 30-day daily diary assessment method to examine the within-person associations between social rejection, emotional experiences, and emotion regulation strategies in a sample of 34 college students. Taking emotional experience as the dependent variable, we explored and analyzed cumulative and hysteresis effects using a random regression coefficient model. The results showed that situations of social rejection tended to induce negative emotional experiences, for which college students mostly adopted attention transfer strategies. In contrast, positive emotional experience increased in situations of social acceptance, and college students mostly adopted cognitive reappraisal strategies in this setting. Further, cognitive reappraisal strategies had time accumulation and overlapping effects on individual positive emotional experiences, and attention transfer strategies had a lag effect on individual emotional experiences. These findings advance understanding of the negative affect–emotion regulation association among individuals exposed to social rejection. [ABSTRACT FROM AUTHOR]

Emotional expressive flexibility (EEF) is an important social ability that has prompted scholars to examine its benefits to human mental health. However, the neural underpinnings of individual differences in the EEF remain unclear. In neuroscience, frontal alpha asymmetry (FAA) is regarded as a sensitive indicator of certain emotional modalities and affective styles. To the best of our knowledge, no study has linked FAA with EEF to examine whether FAA could be a potential neural indicator of EEF. In the present study, 47 participants (Mage = 22.38 years, 55.3% women) underwent a resting electroencephalogram and completed the flexible regulation of emotional expression scale (FREE). The results revealed that after controlling for gender, resting FAA scores positively predicted EEF, with relative left frontal activity associated with higher EEF. Additionally, this prediction was reflected in both the enhancement and suppression dimensions of EEF. Furthermore, individuals with relative left frontal activity reported greater enhancement and EEF than individuals with relative right frontal activity. The present study indicated that FAA may be a neural marker of EEF. In the future, more empirical studies are needed to provide causal evidence that the improvement in FAA can enhance EEF. [ABSTRACT FROM AUTHOR]