First-Graders' Allocation of Attentional Resources in an Emotional Stroop Task: The Role of Heart Period Variability and Classroom Climate

Autor/inn/en	Scrimin, Sara; Moscardino, Ughetta; Mason, Lucia
Titel	First-Graders' Allocation of Attentional Resources in an Emotional Stroop Task: The Role of Heart Period Variability and Classroom Climate
Quelle	In: British Journal of Educational Psychology, 89 (2019) 1, S.146-164 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12228
Schlagwörter	Grade 1; Elementary School Students; Attention Control; Psychological Patterns; Classroom Environment; Reaction Time + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Aufmerksamkeitstest; Klassenklima; Unterrichtsklima; Reaktionsvermögen
Abstract	Background: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance. Aims: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' self-regulation, as indexed by heart period variability, observed classroom climate, or their interaction. Sample: Seventy-two-first graders took part in the study. Methods: To assess allocation of attentional resources, students' reaction times on an emotional Stroop task were registered by recording response times to colour frames placed around pictures of distracting emotional, school-related social interaction stimuli (i.e., emotional interference index). Moreover, heart period variability was measured by recording children's electrocardiogram at rest during an individual session, whereas classroom climate was observed during class activities by a trained researcher. Results: Images representing negative social interactions required greater attentional resources than images depicting positive ones. Heart period variability and classroom climate were each significantly and independently associated with the emotional interference index. A significant interaction also emerged, indicating that among children experiencing a negative classroom climate, those who had a higher basal heart period variability (higher self-regulation) were less distracted by negative emotional material and remained more focused on a task compared to those with lower heart period variability (lower self-regulation). Conclusions: 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01