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Relationships among Emotional and Intellectual Overexcitability, Emotional IQ, and Subjective Well-Being
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Beduna, Kerry; Perrone-McGovern, Kristin M. – Roeper Review, 2016
This study focuses on intellectual and emotional overexcitabilities and their relationship to emotional intelligence and subjective well-being. Dabrowski's (1964) theory of positive disintegration (TPD), which proposes that optimum personality development involves the breaking down of current psychological structures, in which individuals…
Descriptors: Emotional Response, Cognitive Processes, Emotional Intelligence, Well Being
Exploring the Spatial Ability of Undergraduate Students: Association with Gender, STEM Majors, and Gifted Program Membership
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Yoon, So Yoon; Mann, Eric L. – Gifted Child Quarterly, 2017
Spatial ability has been valued as a talent domain and as an assessment form that reduces cultural, linguistic, and socioeconomic status biases, yet little is known of the spatial ability of students in gifted programs compared with those in general education. Spatial ability is considered an important indicator of potential talent in the domains…
Descriptors: Spatial Ability, Undergraduate Students, Cognitive Processes, Gender Differences
How to Reason with Economic Concepts: Cognitive Process of Japanese Undergraduate Students Solving Test Items
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Asano, Tadayoshi; Yamaoka, Michio – Studies in Higher Education, 2015
The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles…
Descriptors: Foreign Countries, Undergraduate Students, Cognitive Processes, Economic Factors
To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning
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Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M. – British Journal of Educational Psychology, 2013
Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…
Descriptors: Goal Orientation, Academic Achievement, Cognitive Processes, Protocol Analysis
Action Control and Dispositional Hope: An Examination of Their Effect on Self-Regulated Learning
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Papantoniou, Georgia; Moraitou, Despina; Katsadima, Effie; Dinou, Magda – Electronic Journal of Research in Educational Psychology, 2010
Introduction: The present study examined the effect of action control (i.e., disengagement, initiative, and persistence) and dispositional hope (i.e., pathways thought, and agency thinking) on self-regulated learning strategy use (i.e., cognitive, metacognitive, and resource management) and course achievement. Method: A total of 275 undergraduate…
Descriptors: Undergraduate Students, Academic Persistence, Learning Strategies, Measures (Individuals)
Exploring Sex Differences in Worry with a Cognitive Vulnerability Model
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Zalta, Alyson K.; Chambless, Dianne L. – Psychology of Women Quarterly, 2008
A multivariate model was developed to examine the relative contributions of mastery, stress, interpretive bias, and coping to sex differences in worry. Rumination was incorporated as a second outcome variable to test the specificity of these associations. Participants included two samples of undergraduates totaling 302 men and 379 women. A path…
Descriptors: Females, Path Analysis, Gender Differences, Depression (Psychology)