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Multimodal assessment of best possible self as a self-regulatory activity for the classroom

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dc.contributor.author Sayis, Batuhan
dc.contributor.author Beardsley, Marc
dc.contributor.author Portero Tresserra, Marta
dc.date.accessioned 2024-02-12T14:04:23Z
dc.date.available 2024-02-12T14:04:23Z
dc.date.issued 2023
dc.identifier.citation Sayis B, Beardsley M, Portero-Tresserra M. Multimodal assessment of best possible self as a self-regulatory activity for the classroom. In: 11th International Conference on Affective Computing and Intelligent Interaction (ACII); 2023 Sept. 10-13; Cambridge, USA. USA: IEEE; 2023. 7 p. DOI 10.1109/ACII59096.2023.10388153
dc.identifier.isbn 9798350327434
dc.identifier.issn 2156-8103
dc.identifier.uri http://hdl.handle.net/10230/59086
dc.description Comunicació presentada a 2021 9th International 11th International Conference on Affective Computing and Intelligent Interaction (ACII), celebrat del 10 al 13 de setembre de 2023 a Cambridge, Estats Units.
dc.description.abstract 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 timematched 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.
dc.description.sponsorship This work has been partially funded by Universitat Pompeu Fabra Initiatives (Planetary Wellbeing: PLAWB00321, PLAWB00322; PlaCLIK: E2022014338), Erasmus+ program (2021-1-ES01-KA220-SCH000032801, RemixED), Spanish Ministry of Science and Innovation (PID2020-112584RB-C33 granted by MICIN/AEI/ 10.13039/ 501100011033) and European Union-NextGenerationEU, Ministry of Universities and Recovery, Transformation and Resilience Plan, through a call from Universitat Pompeu Fabra (Barcelona).
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Institute of Electrical and Electronics Engineers (IEEE)
dc.relation.ispartof 11th International Conference on Affective Computing and Intelligent Interaction (ACII); 2023 Sept. 10-13; Cambridge, USA. USA: IEEE; 2023. 7 p.
dc.rights © 2023 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works. http://dx.doi.org/10.1109/ACII59096.2023.10388153
dc.title Multimodal assessment of best possible self as a self-regulatory activity for the classroom
dc.type info:eu-repo/semantics/conferenceObject
dc.identifier.doi http://dx.doi.org/10.1109/ACII59096.2023.10388153
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion

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