The Portuguese version of the Basic Empathy Scale (BES): Dimensionality and measurement invariance in a community adolescent sample

Empathy is the heightened ability to cognitively perceive and/or affectively share the emotions of others, which has been consistently associated with desirable social interactions. This paper aimed to test the bi-factorial structure of a Portuguese version of the Basic Empathy Scale and examine its variation by gender and age using a large community sample (n = 1029) of adolescents. The two-factor model, originally developed and supported by other cross-cultural validations, presented good fit indicators which was similar across genders and adolescent age groups. Girls were more empathic than boys and younger adolescents were more empathic than the older ones. Further support for the validity of the new scale comes from its relations to measures of social skills and aggression which were similar to theoretical predictions. In conclusion, the Portuguese version of the BES is a consistent and valid instrument for the assessment of empathy in samples of adolescents aged 12–18 years old in Portugal, which can now be used in cross-cultural studies of this important psychological construct.     

A qualitative analysis of emotional effector patterns and their feedback

This paper is devoted to the study of the relationship between the subjective component (feelings) and the behavioral aspect of emotions. The following emotions were studied: fear-anxiety, anger-aggression, joy-laughter, love-eroticism, love-tenderness, and sadness-tears. The observations were performed with three different groups of people: patients with anxiety neurosis, students under hypnosis, and drama students. Each emotion was characterized by a specific set of reactions in the respiratory pattern, heart activity, muscular activity, and facial expression. The feelings were correlated with the behavioral patterns and each time the behavioral patterns were interfered with a concomitant modification of the subjectivity component was observed. The direct performance of the behavioral emotional patterns in the absence of the emotogenic stimulus produced the feeling corresponding to the mimicked emotion. If the subjects were stimulated with an emotogenic stimulus during the direct performance of the behavioral patterns of another emotion, they confessed to have the feeling corresponding to the mimicked emotion, and not to the emotion belonging to the emotogenic stimulus. The role played by the feedback from the effector organs in the determination of the subjective emotional states is discussed.     

Hope and the Academic Trajectory of College Students

Previous longitudinal studies of student hope have established a connection between how people think about the future and their college achievement. This study examined the role of hope in predicting the achievement and retention of college students while controlling for educational history and two other psychological constructs, academic self-efficacy and engagement. Hope, self-efficacy, engagement were all correlated with both the number of semesters enrolled and cumulative grade point averages (GPAs) for the first 4 years of college. Hope was the only factor that had unique effects when examining predictors simultaneously and controlling for academic history. Hope uniquely predicted the number of enrolled semesters, whether students returned for the 2nd semester of college, whether students graduated in 4 years, and students’ GPAs across 4 years of college. Results therefore indicate that hope was the most robust predictor of academic achievement in college after controlling for educational history. These findings point to a need to help students develop the capacity to initiate and sustain movement toward goals in the pursuit of higher academic achievement.     

Flow at Work: Evidence for an Upward Spiral of Personal and Organizational Resources*

The present 2-wave study among 258 secondary school teachers investigates the relationship between personal and organizational resources on the one hand, and work-related flow on the other hand. On the basis of Hobfoll’s (1988) conservation of resources theory, Bandura’ social cognitive theory (1997; 2001), and Fredrickson’s (1998) “broaden-and-build” theory of positive emotions, we formulated two hypotheses: (1) personal resources (i.e., self-efficacy beliefs) and organizational resources (including social support climate and clear goals) facilitate work-related flow (work absorption, work enjoyment, and intrinsic work motivation); and (2) work-related flow has a positive influence on personal and organizational resources. The results of a series of structural equation modeling analyses offer clear support for both hypotheses. The theoretical and practical implications of these findings are discussed. *This research was supported by a grant from the Bancaixa Foundation (#11232.01/1) and the Spanish Ministry of Science & Technology (CICYT #SEC2000-1031).     

Self-regulated profiles and academic achievement

To date, research on the relation between learning self-regulation and academic achievement has generally show disparate results. This work intends to look into this relation from a new perspective, which consists in classifying the students as more or less self-regulated depending on diverse indicators and using cluster analysis. The aim of this work was to identify the possible self-regulated learning profiles in a sample of university students. By means of stepwise linear regression analysis, we determined which of the selected variables better predicted metacognitive self-regulation. Then, three significantly different self-regulated learning profiles were obtained by two-step cluster analysis with those variables. Lastly, ANOVA was used to analyse the relation between the self-regulated learning profiles and academic achievement. The implications of these data for the educational practice at university are discussed.     

BOLD activation varies parametrically with corner angle throughout human retinotopic cortex

The Alternating Brightness Star (ABS) is an illusion that provides insight into the relationship between brightness perception and corner angle. Recent psychophysical studies of this illusion have shown that corner salience varies parametrically with corner angle, with sharp angles leading to strong illusory percepts and shallow angles leading to weak percepts. It is hypothesized that the illusory effects arise because of an interaction between surface corners and the shape of visual receptive fields: sharp surface corners may create hotspots of high local contrast due to processing by center-surround and other early receptive fields. If this hypothesis is correct, early visual neurons should respond powerfully to sharp corners and curved portions of surface edges. Indeed, the primary role of early visual neurons may be to localize the discontinuities along the edges of surfaces. If so, all early visual areas should show greater BOLD responses to sharp corners than to shallow corners. On the other hand, if corner processing is exclusively constrained to certain areas of the brain, only those specific areas will show greater responses to sharp vs shallow corners. To address this we explored the BOLD correlates of the ABS illusion in the human visual cortex using fMRI. We found that BOLD signal varies parametrically with corner angle throughout the visual cortex, offering the first neurophysiological correlates of the ABS illusion. This finding provides a neurophysiological basis for the previously reported psychophysical data that showed that corner salience varied parametrically with corner angle. We propose that all early visual areas localize discontinuities along the edges of surfaces, and that specific cortical corner-processing circuits further establish the specific nature of those discontinuities, such as their orientation.