Can ‘Emotionally Intelligent’ Coping Promote Adaptation in Young People?

A growing body of research supports a link between emotional intelligence (EI) and better educational and health outcomes in young people. However, little is known about the processes underpinning this association. Literature suggests that EI may promote adaptation by influencing coping processes. This article evaluates how far extant research supports these claims. It is concluded that whilst EI appears to make an adaptive contribution to the mental health of young people and has the potential to do so for educational achievement, effects appear context-specific. Gaps in current knowledge are highlighted together with recommendations for progression of the field

Multidimensional Pathways to Adolescent Resilience: The Case for Emotional Intelligence

Emotional intelligence (EI) has been reliably associated with better mental health (Martins, Ramalho, & Morin, 2010) however the nature of this relationship in adolescence remains largely unexplored. The small body of existing adolescent research is disproportionately focussed upon the ‘trait’ versus ‘ability’ EI perspective and the association with mood (versus behavioural) disorders in the form of simple, descriptive relationships that reveal little about the processes underpinning such adaptive outcomes. This research redresses this imbalance and advances the field by examining how (whether directly or indirectly linked to known stress-illness processes) and when (under which stress conditions) EI (in both ‘forms’) might be associated with better adolescent mental health, whilst simultaneously exploring the conceptualisation of EI within this developmental period. Adult literature is equivocal on both fronts. Firstly, evidence points to differential incremental contributions from ability and trait EI in the prediction of internalising versus externalising symptomatology beyond known correlates of performance, i.e., personality and cognitive ability (e.g., Gardner & Qualter, 2010; Peters, Kranzler, & Rossen, 2009). Secondly, whilst there is some evidence to suggest that trait EI may directly attenuate the effects of chronic and acute stressors to promote adaptation (e.g., Mikolajczak, Roy, Luminet, Fillée, & de Timary, 2007), the role of ability EI in this regard appears unclear (e.g., Matthews et al., 2006). Indirect links to adjustment are also hinted at; coping mediates trait EI-health outcomes in youth though not all EI-influenced ‘adaptive’ coping styles (e.g., problem-focussed) appear to contribute to this effect (e.g., Downey, Johnston, Hansen, Birney, & Stough, 2010). Using cross-sectional, self-reported data from 1,170 adolescents (mean age = 13.03 years; SD = 1.26) the present research aimed to address this lack of clarity. Preliminary regression analyses found that collectively, EI made a significant, incremental contribution to the prediction of depression and disruptive behaviour in youth beyond the influence of higher-order personality dimensions and general cognitive ability. However, of the two, trait EI appeared the stronger predictor. Structural equation modelling of conditional indirect effects found that whilst both forms of EI can buffer the effects of stressors (family dysfunction, negative life events, socio-economic adversity) on disorder, the mechanisms by which this beneficial effect operates differs substantially according to context - effects appear contingent on stressor, health outcome and level of EI. For depression, ability EI influences the selection of avoidant coping when facing family dysfunction and negative life events, whilst trait EI modifies the effectiveness of active coping under family dysfunction only. In contrast, EI directly attenuates the effects of stressors on disruptive behaviour. Nevertheless, the results of supplementary path analyses augur for the importance of both forms of EI in adaptational processes; actual emotional skill (as ability EI) appears dependent on perceived competency (trait EI) to realise advantageous outcomes. Implications for the EI construct and related intervention programmes are discussed together with recommendations for progression of the field

Does Emotional Intelligence have a “Dark” Side? A Review of the Literature

Emotional intelligence (EI) was once touted as the ‘panacea’ for a satisfying and successful life. Consequently, there has been much emphasis on developing interventions to promote this personal resource in applied settings. Despite this, a growing body of research has begun to identify particular contexts when EI does not appear helpful and may even be deleterious to a person, or those they have contact with, suggesting a ‘dark’ side to the construct. This paper provides a review of emergent literature to examine when, why and how trait and ability EI may contribute to negative intrapersonal (psychological ill-health; stress reactivity) and interpersonal outcomes (emotional manipulation; antisocial behaviour). Negative effects were found to operate across multiple contexts (health, academic, occupational) however these were often indirect, suggesting that outcomes depend on pre-existing qualities of the person. Literature also points to the possibility of ‘optimal’ levels of EI – both within and across EI constructs. Uneven profiles of self-perceptions (trait facets) or actual emotional skills contribute to poorer outcomes, particularly emotional awareness and management. Moreover, individuals who possess high levels of skill but have lower self-perceptions of their abilities fare worse that those with more balanced profiles. Future research must now improve methodological and statistical practices to better capture EI in context and the negative corollary associated with high levels

Ability Versus Trait Emotional Intelligence: Dual Influences on Adolescent Psychological Adaptation

Emotional intelligence (EI) is reliably associated with better mental health. A growing body of evidence suggests that EI acts as a protective buffer against some psychosocial stressors to promote adaptation. However, little is known about how the two principle forms of EI (trait and ability) work together to impact underlying stressor-health processes in adolescence. One thousand one hundred and seventy British adolescents (mean age = 13.03 years; SD = 1.26) completed a variety of standardized instruments assessing EI; coping styles; family dysfunction; negative life events; socioeconomic adversity; depression and disruptive behavior. Path analyses found that trait and ability EI work in tandem to modify the selection and efficacy of avoidant coping to influence the indirect effect of stressors on depression but not disruptive behavior. Nevertheless, actual emotional skill (ability EI) appears dependent on perceived competency (trait EI) to realize advantageous outcomes. Findings are evaluated and discussed with reference to theoretical and practical implications

Effect of pig weaning age and commingling after the nursery phase on humoral and behavioral indicators of well-being and on growth performance

Two hundred and sixteen pigs were weaned at 14 or 21 d of age to determine the effect of weaning age and commingling after the nursery phase on growth and behavior of pigs in a wean-tofinish facility. Pigs were divided into older and younger age groups and allotted 12 pigs/pen with nine replications of each group. At the end of the nursery phase (d 34 after weaning), one-half of the pigs in each group were removed and commingled for the grower/finisher phase and the other half remained in their original pens. Beginning at weaning (d 0), pigs were monitored via camera surveillance following weaning, commingling, and on d 65 after weaning. While in the nursery phase, older pigs had greater gain and feed intake than younger pigs, however, younger pigs were more efficient throughout the nursery phase than older pigs. Toward the end of the grower/finisher period, younger pigs had greater gain, feed intake, and gain:feed than older pigs and reached a common weight 4 d sooner. Younger pigs spent more time standing or moving during the nursery phase than older pigs. Immediately following commingling, the younger, unmixed pigs spent more time feeding. However on d 65 after weaning, the older, commingled pigs and younger, unmixed pigs spent more time feeding than older, unmixed pigs and younger, commingled pigs. In conclusion, younger pigs grew slower than older pigs during the nursery phase; however, younger pigs gained more during the finishing period. Additionally, weaning age and commingling influenced feeding behavior during the grower/finisher period

Exploring differences in psychological well-being and self-regulated learning in university student success

Worldwide, there are increasing concerns about postsecondary students’ mental health and how student success is implicated. Previous research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflection tools. Students planned for a study session, completed an academic engagement and a psychological well-being measure, then reflected on a challenge faced and described the strategy chosen to overcome that challenge. Findings revealed (a) students who reported always attaining their goals also reported higher overall psychological well-being, and (b) within-person patterns of psychological well-being and academic engagement over time may affect regulatory responses to challenge or vice versa. Implications for theory, research, and practice are discussed. 

Molecular manipulation of keratin 8/18 intermediate filaments: modulators of FAS-mediated death signaling in human ovarian granulosa tumor cells

Background: Granulosa cell tumors (GCT) are a rare ovarian neoplasm but prognosis is poor following recurrence. Keratin intermediate filaments expressed in these tumors are a diagnostic marker, yet paradoxically, may also constitute a target for therapeutic intervention. In the current study, we evaluated keratin 8/18 (K8/18) filament expression as a mechanism of resistance to apoptosis in GCT, specifically focusing on regulation of the cell surface death receptor, Fas (FAS). Methods: The GCT cell line, KGN, was transiently transfected with siRNA to KRT8 and KRT18 to reduce K8/18 filament expression. Expression of K8/18, FAS, and apoptotic proteins (PARP, cleaved PARP) were evaluated by fluorescence microscopy, flow cytometric analysis, and immunoblotting, respectively. The incidence of FAS-mediated apoptosis in KGN cells was measured by caspase 3/7 activity. All experiments were performed independently three to six times, using a fresh aliquot of KGN cells for each experiment. Quantitative data were analyzed by one- or two-way analysis of variance (ANOVA), followed by a Tukey’s post-test for multiple comparisons; differences among means were considered statistically significant at P \u3c 0.05. Results: Control cultures of KGN cells exhibited abundant K8/18 filament expression (~90 % of cells), and minimal expression of FAS (\u3c25 % of cells). These cells were resistant to FAS-activating antibody (FasAb)-induced apoptosis, as determined by detection of cleaved PARP and measurement of caspase 3/7 activity. Conversely, siRNA-mediated knock-down of K8/18 filament expression enhanced FAS expression (\u3e 70 % of cells) and facilitated FasAb-induced apoptosis, evident by increased caspase 3/7 activity (P \u3c 0.05). Additional experiments revealed that inhibition of protein synthesis, but not MEK1/2 or PI3K signaling, also prompted FasAb-induced apoptosis. Conclusions: The results demonstrated that K8/18 filaments provide resistance to apoptosis in GCT by impairing FAS expression. The abundance of keratin filaments in these cells and their role in apoptotic resistance provides a greater mechanistic understanding of ovarian tumorgenicity, specifically GCT, as well as a clinically-relevant target for potential therapeutic intervention

‘A double-edged sword. This is powerful but it could be used destructively’: Perspectives of early career education researchers on learning analytics

Learning analytics has been increasingly outlined as a powerful tool for measuring, analysing, and predicting learning experiences and behaviours. The rising use of learning analytics means that many educational researchers now require new ranges of technical analytical skills to contribute to an increasingly data-heavy field. However, it has been argued that educational data scientists are a ‘scarce breed’ (Buckingham Shum et al., 2013) and that more resources are needed to support the next generation of early career researchers in the education field. At the same time, little is known about how early career education researchers feel towards learning analytics and whether it is important to their current and future research practices. Using a thematic analysis of a participatory learning analytics workshop discussions with 25 early career education researchers, we outline in this article their ambitions, challenges and anxieties towards learning analytics. In doing so, we have provided a roadmap for how the learning analytics field might evolve and practical implications for supporting early career researchers’ development

The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience of psychology students across different levels of their programme. Across two studies, first year students’ experience of using Turningpoint clickers and second year students’ experience of using Poll Everywhere was investigated. Evaluations of both studies revealed that SRS has a number of positive impacts on learning, including enhanced engagement, active learning, peer interaction, and formative feedback. Technical and practical issues emerged as consistent barriers to the use of SRS. Discussion of these findings and the authors’ collective experiences of these technologies are used to provide insight into the way in which SRS can be effectively integrated within undergraduate psychology programmes

Technology Enhanced Learning in Psychology: Current Direction and Perspectives

Contemporary use of digital technologies has rapidly transformed the learning and teaching environment within higher education (Beetham and White, 2013; Jordan, 2013). When used effectively, technology can improve the usefulness and quality of feedback to support learning and create unique opportunities for active, independent learning (Trapp et al., 2011; Higher Education Academy, 2012; UoW, 2015). However, identifying appropriate technology and effectively embedding this within teaching practices can be challenging. Here we outline the way in which Psychology staff at the University of Worcester have used technology to enhance the student learning experience in four key areas: promoting engagement in large groups, enhancing participation in research, teaching via blended learning and fostering a learning community. We hope that sharing our experiences will be of value to colleagues interested in using technology for similar purposes