NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1091331
Record Type: Journal
Publication Date: 2016-Mar
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1751-2271
Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Scrimin, Sara; Altoè, Gianmarco; Moscardino, Ughetta; Pastore, Massimiliano; Mason, Lucia
Mind, Brain, and Education, v10 n1 p34-46 Mar 2016
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity-GPA link and to assess whether self-esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self-esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self-esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self-esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self-esteem in relation to academic success.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A