First‐graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate

Scrimin, Sara; Moscardino, Ughetta; Masón, Lucía

doi:10.1111/bjep.12228

Cited by 9 publications

(14 citation statements)

References 60 publications

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“…Data reported in this study were collected as part of a larger study aimed at investigating the links between self‐regulation and psychological functioning in primary school students (Scrimin et al., 2017, 2019; Scrimin, Patron, et al., 2019). In the present study, we report on the data collected in four of the six sessions, which took place between September 2015 and December 2018.…”

Section: Methodsmentioning

confidence: 99%

The longitudinal negative impact of early stressful events on emotional and physical well‐being: The buffering role of cardiac vagal development

Patron

Calcagnì

Thayer

et al. 2020

Developmental Psychobiology

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Early stressful events negatively affect emotional and physical well‐being. Cardiac vagal tone (CVT), which is associated with better emotional and physical well‐being, usually gradually increase in early childhood. Nonetheless, children's CVT developmental trajectories are greatly variable, such that CVT can increase or decrease across the years. The present study examines the longitudinal effects of early stressful events and the role of 4 years CVT developmental trajectory on children's emotional and physical well‐being. Forty‐two 4‐year‐old children were enrolled. Number of stressful events and resting electrocardiogram (ECG) were collected at T1. ECG was registered again after one (T2), two (T3) and three (T4) years. Children's emotional and physical well‐being were assessed at T4 through the Child Health and Illness Profile – Child Edition (CHIP–CE). CVT development was calculated as the angular coefficient, reflecting the developmental trajectory of CVT across the four timepoints. Results yielded that higher experienced stressful events predicted poorer emotional and physical well‐being after 4 years. The interaction between the number of stressful events and CVT development emerged on physical well‐being. Early stressful events negatively affect long‐term children's emotional and physical well‐being while a positive CVT development seems to mitigate the negative effects of early stressful events on physical well‐being.

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Section: Methodsmentioning

confidence: 99%

The longitudinal negative impact of early stressful events on emotional and physical well‐being: The buffering role of cardiac vagal development

Patron

Calcagnì

Thayer

et al. 2020

Developmental Psychobiology

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“…Studies with children have demonstrated that their physiological regulation positively relates to effortful control that includes both attentional focusing and shifting [ 28 ]. To our knowledge, only one study has investigated the role of HRV in an emotional Stroop task in the school context, and the focus was on classroom climate [ 29 ]. The study provided evidence that HRV is a physiological correlate of students’ self-regulation in response to environmental demands.…”

Section: Introductionmentioning

confidence: 99%

“…RQ1: Do children’s allocation of attentional resources as indexed by reaction times in an emotional Stroop task differ in relation to the stimulus valence and the environmental context in which they are situated? Based on the aforementioned literature on attention bias and negative emotionality, we hypothesized that response times would be longer for emotionally negative than positive stimuli as the former can tax attentional and processing resources more than the last ones [ 21 , 29 ]). The difference in response times (and thus in the amount of allocated attention) between the positive and negative stimuli is considered as the emotional interference index.…”

Section: Introductionmentioning

confidence: 99%

Children’s Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation

Masón

Zagni²,

Bacchin³

et al. 2022

IJERPH

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Previous research has documented that exposure to green spaces has the beneficial effects of attention restoration and stress reduction. This study investigated the effects of indoor (classroom) and outdoor (green school garden) environments on attentional processes in interaction with emotion and physiological self-regulation. Children in third and fourth grades (n = 42) completed a school-related emotional Stroop task assessing the effects of outdoor and indoor classroom backgrounds when facing positive and negative stimuli. Children’s attentional patterns in a task completed in both environments were also assessed. Heart rate variability was registered at rest as an index of physiological self-regulation. The results revealed that children were less distracted from negative emotional materials when presented with outdoor compared with indoor background stimuli. Greater selective attention and sustained attention were shown in the green than in the classroom environment. Moreover, sustained attention varied in relation to physiological self-regulation but only when performing the task indoor.

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“…However, findings with children are mixed. Preschool and school‐age children seem to display a pattern similar to adults in relation to parasympathetic activity with a withdrawal in response to negatively appraised emotional challenges (Buss, Goldsmith, & Davidson, 2005; Scrimin, Moscardino, & Mason, 2018) and cognitively demanding tasks (Bush, Alkon, Obradović, Stamperdahl, & Boyce, 2011; Zeytinoglu et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal

Mastromatteo

Zaccoletti

Masón

et al. 2021

Brit J of Edu Psychol

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Background. To be successful, students must learn to deal with socially and cognitively demanding tasks. Much remains unknown about the effects of previous classroom experiences and of students' emotional appraisal of a task on their physiological adaptive responses to it.Aims. To investigate how children's physiological response to a social and cognitive task would be directly and interactively influenced by the perceived student-teacher relationship and by children's emotional appraisal of what reaction they expect to have while completing the task.Methods. One hundred and sixteen second and third graders took part in the study. Children completed a cognitive and social stress task. Before the task, they were interviewed on their emotional appraisal of the task and on student-teacher relationships. Children's cardiac activity was registered at rest and during the task to measure physiological activation (heart rate) and self-regulation (heart rate variability). Results. Heart rate variability during the task was positively correlated with the appraised emotional valence of the task and of being observed while doing it. Regression analyses showed that children's physiological self-regulation during the task was affected by the interaction between student-teacher relationships and appraised emotional valence of being observed. Only among children who had experienced negative studentteacher relationships, an active physiological self-regulation was observed in response to the task when they expected it to be positive compared to when they perceived it as negative.Conclusions. Children's emotional appraisal of tasks and the quality of student-teacher relationships are important to promote a functional physiological response of selfregulation that underlies academic functioning and well-being at school.When entering primary school, children face a multitude of events that can be socially, emotionally, or cognitively demanding, and in order to be academically successful, they must learn how to deal with them. Every day, students are required to place cognitive effort on tasks while both teachers and peers socially evaluate the way they behave or perform. Children can expect and evaluate these common experiences to be positive or

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First‐graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate

Abstract: Negative interactions require greater attentional resources than positive scenes. Moreover, with a negative classroom climate, higher basal heart period variability is a protective factor. Implications for theory and practice are discussed.

Cited by 9 publications

References 60 publications

The longitudinal negative impact of early stressful events on emotional and physical well‐being: The buffering role of cardiac vagal development

The longitudinal negative impact of early stressful events on emotional and physical well‐being: The buffering role of cardiac vagal development

Children’s Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation

Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal

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