Multimodal assessment of best possible self as a self-regulatory activity for the classroom
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arXiv
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| Main Authors: | , , |
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| Format: | Preprint |
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2024
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| _version_ | 1866917568574390272 |
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| author | Sayis, Batuhan Beardsley, Marc Portero-Tresserra, Marta |
| author_facet | Sayis, Batuhan Beardsley, Marc Portero-Tresserra, Marta |
| contents | Best possible self (BPS) is a positive psychological intervention shown to enhance well-being which involves writing a description of an ideal future scenario. This paper presents a comparison of psychophysiological effects of a BPS activity that has been adapted for classroom settings and a time-matched control activity (NA). Thirty-three undergraduate students participated in the study that assessed state anxiety (State-Trait Anxiety Inventory, STAI), affect (Affective Slider, AS), and cardiac vagal activity (heart-rate variability, HRV) as an indicator of self-regulatory resource usage, at three time periods (PRE, DURING, POST). Results show that BPS led to a significantly greater increase in positive valence (DURING) and overall higher levels of cardiac vagal activity (HRV) compared to NA. These findings suggest that BPS has promising characteristics as a self-regulatory technique aimed at fostering positive affect and positively impacting self-regulatory resources. As BPS does not require expert knowledge nor specialized technology to administer, it may be a suitable activity for educators to use when teaching and having students practice self-regulation. This study presents evidence collected in a replicable multimodal approach of the self-regulatory effects of a brief BPS activity on undergraduate students. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2401_08424 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Multimodal assessment of best possible self as a self-regulatory activity for the classroom Sayis, Batuhan Beardsley, Marc Portero-Tresserra, Marta Human-Computer Interaction Best possible self (BPS) is a positive psychological intervention shown to enhance well-being which involves writing a description of an ideal future scenario. This paper presents a comparison of psychophysiological effects of a BPS activity that has been adapted for classroom settings and a time-matched control activity (NA). Thirty-three undergraduate students participated in the study that assessed state anxiety (State-Trait Anxiety Inventory, STAI), affect (Affective Slider, AS), and cardiac vagal activity (heart-rate variability, HRV) as an indicator of self-regulatory resource usage, at three time periods (PRE, DURING, POST). Results show that BPS led to a significantly greater increase in positive valence (DURING) and overall higher levels of cardiac vagal activity (HRV) compared to NA. These findings suggest that BPS has promising characteristics as a self-regulatory technique aimed at fostering positive affect and positively impacting self-regulatory resources. As BPS does not require expert knowledge nor specialized technology to administer, it may be a suitable activity for educators to use when teaching and having students practice self-regulation. This study presents evidence collected in a replicable multimodal approach of the self-regulatory effects of a brief BPS activity on undergraduate students. |
| title | Multimodal assessment of best possible self as a self-regulatory activity for the classroom |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2401.08424 |