Trends in Neuroscience and Education最新文献

{"title":"The role of resilient coping as a mediator between trait emotional intelligence and academic motivation in university students","authors":"Sara González-Yubero ,&nbsp;Raquel Palomera ,&nbsp;Marta Mauri ,&nbsp;Carolina Falcón","doi":"10.1016/j.tine.2025.100272","DOIUrl":"10.1016/j.tine.2025.100272","url":null,"abstract":"<div><h3>Introduction</h3><div>The lack of motivation among university students has become a key challenge in the current European Higher Education Area, reflected in high dropout rates and low academic performance. The aim of this study is to analyze the direct and indirect relationships between emotional intelligence, resilient coping, and academic motivation in university students. These three variables are relevant as they facilitate adaptation to academic and social challenges, enhancing students' performance and overall well-being.</div></div><div><h3>Method</h3><div>Questionnaires assessing EI, resilient coping, and academic motivation were administered to 693 education students with an average age of 19.65 years (SD = 2.8). Descriptive analyses, Pearson correlation analyses, and mediation models using structural equations were performed.</div></div><div><h3>Results</h3><div>The results suggest that resilient coping is a partial mediator in the relationship between EI and academic motivation, indicating that students with higher emotional skills tend to employ more effective coping strategies, which reinforces their intrinsic motivation toward learning. On the other hand, resilient coping was a partial mediator in the relationship between emotional repair and academic amotivation.</div></div><div><h3>Conclusions</h3><div>From a neuroscience perspective, emotional intelligence involves key processes such as self-regulation, attention, and executive control, which are fundamental for learning and academic performance. In this context, the findings of this study highlight the importance of integrating emotional intelligence development into curriculum design, not only to enhance well-being but also to promote resilient coping and strengthen academic motivation.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"41 ","pages":"Article 100272"},"PeriodicalIF":3.0,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of solving contextualized physics problems among men and women: A psychophysiological approach.","authors":"Isaac Bouhdana, Patrick Charland, Hugo G Lapierre, Lorie-Marlène Brault Foisy, Geneviève Allaire-Duquette, Patrice Potvin, Steve Masson, Martin Riopel, Pierre-Majorique Léger, Shang Lin Chen","doi":"10.1016/j.tine.2025.100268","DOIUrl":"https://doi.org/10.1016/j.tine.2025.100268","url":null,"abstract":"<p><strong>Introduction: </strong>This study investigates the psychophysiological effects of contextualized physics problems during the problem's solving stage, expanding upon earlier findings (Bouhdana et al., 2023) on the problem's reading stage.</p><p><strong>Methods: </strong>Participants (university students, both men and women) solved problems presented in three contexts - no context, technical, and humanistic - while measures of cognitive (pupillometry, EEG) and affective (electrodermal activity, valence) situational interest were collected.</p><p><strong>Results: </strong>Key findings revealed that context significantly influenced pupillometry (p = 0.035) and the context*gender interaction significantly affected valence (p = 0.037), though post-hoc comparisons were not significant. Men exhibited higher emotional valence when solving decontextualized problems compared to humanistic problems, aligning with trends observed during the reading stage, though significance was not maintained in the solving stage (p = 0.096). Notably, cognitive situational interest, as indicated by pupillometry, increased during the solving stage, suggesting a shift from affective to cognitive engagement. However, cognitive situational interest during the solving stage did not predict accuracy, contrasting with our prior findings where affective situational interest (electrodermal activity) during reading significantly predicted accuracy.</p><p><strong>Discussion: </strong>This shift may stem from the higher cognitive load associated with problem-solving tasks. These findings suggest that cognitive situational interest during the solving stage is a reflection of cognitive load rather than a predictor of success, while underscoring the importance of fostering affective situational interest during the reading stage to enhance performance and engagement. Future research should explore longitudinal effects, cultural influences on situational interest, and inclusive curriculum design.</p><p><strong>Conclusion: </strong>Our results highlight the need for balanced and context-sensitive approaches to curriculum development to optimize student motivation, performance, and long-term interest in physics.</p>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"100268"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autonomic stress responses in oral examination simulations: Neuroscientific insights from comparing peer-led and lecturer-led approaches","authors":"Morris Gellisch ,&nbsp;Martin Bablok ,&nbsp;Gabriela Morosan-Puopolo ,&nbsp;Thorsten Schäfer ,&nbsp;Beate Brand-Saberi","doi":"10.1016/j.tine.2025.100270","DOIUrl":"10.1016/j.tine.2025.100270","url":null,"abstract":"<div><div>It is well established in cognitive psychology that stress impairs the retrieval of stored information, often leading to the phenomenon commonly known as a 'blackout' during high-stakes oral examinations. Thus, this mixed-methods study investigated how peer-led and lecturer-led oral examination simulations impact physiological stress responses and students’ self-perceptions. Using heart rate variability (HRV) markers (RMSSD, pNN50, SDNN, LF/HF), we assessed autonomic activation during the simulations. Linear Mixed Models (LMMs) revealed a significant effect of the exam condition on HRV parameters (RMSSD: β = -14.16, p &lt; .001; LF/HF: β = 19.52, p &lt; .001), indicating reduced parasympathetic activation in both simulation types. However, lecturer-led simulations elicited a stronger sympathetic shift (LF/HF interaction: β = -19.33, p &lt; .001), suggesting a higher stress response than peer-led simulations.</div><div>Students' competence and confidence significantly improved post-simulation (lecturer-led: t = -8.41, p &lt; .001; student-led: t = -5.82, p &lt; .001), while test anxiety significantly decreased after participating in the simulation (p &lt; .05). Qualitative follow-up data supported the perceived value of simulations for exam preparation and provided insights into the underlying emotional dynamics.</div><div>These findings suggest that peer-led simulations may offer a scalable, resource-efficient alternative to lecturer-led training. The positive results highlight the potential of integrating peer-led simulations longitudinally and encourage further research on their cumulative effects over multiple exam cycles.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100270"},"PeriodicalIF":3.0,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China","authors":"Lisha Liu ,&nbsp;Saidi Yu ,&nbsp;Mengyuan Liu ,&nbsp;Chunjiang Li ,&nbsp;Xiaodan Feng ,&nbsp;Xintong Lin","doi":"10.1016/j.tine.2025.100269","DOIUrl":"10.1016/j.tine.2025.100269","url":null,"abstract":"<div><div>Teacher neuroscience knowledge has gained global attention. This study comparatively examined the neuroscience knowledge and attitudes of diverse pre-service and in-service teacher groups among 436 Chinese educators (180 pre-service and 256 in-service teachers) participating in diverse teacher education programs across China. Key findings indicate that: (1) Chinese teachers generally hold positive attitudes towards neuroscience and its educational applications, but had limited neuroscience knowledge, with in-service teachers showing more pronounced limitations. (2) In-service teachers critically lacked systematic opportunities to acquire neuroscience knowledge, primarily relying on informal media channels which posed risks. (3) Higher general brain knowledge positively predicted stronger neuromyth beliefs among pre-service teachers. Other influencing factors on knowledge and attitudes varied distinctly between the groups. These findings suggest the more structured neuroscience education in teacher training programs.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100269"},"PeriodicalIF":3.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The componential nature of school mathematics and associative cognitive factors: The case of young children with mathematical learning disabilities","authors":"Sarit Ashkenazi ,&nbsp;Sonia Hasson","doi":"10.1016/j.tine.2025.100267","DOIUrl":"10.1016/j.tine.2025.100267","url":null,"abstract":"<div><div>The current understanding of mathematical and numerical processes indicates that mathematical abilities are not singular. Instead, they consist of multiple components that can be linked to various domain-general abilities. We used network analysis to test the componential nature of school mathematics and the effect of mathematical proficiency on the relations between mathematical tasks. Two groups of typically developing children (TD, <em>N</em> = 64, 40 females, mean age = 9.87) and children with mathematical learning disabilities (MD, <em>N</em> = 64, 47 females, mean age = 9.87) were tested.</div><div>Most of the mathematical subjects were closely related. These results suggest that most school mathematical tasks are strongly associated, especially in TD children. Among MDs, we found a more diverse network, with comparison and number line estimation partly separate from other mathematical topics, and negatively associated with reading, thus indicating that number comparison and number line estimation is a focus of weakness in children suffering from MD. These results suggest that most of the school mathematical tasks are strongly associated, especially in TD children. Across groups, it was also discovered that verbal working memory was strongly linked to reading and non-numerical fluency, hence, the connections between mathematical subject matters and reading or non-numerical fluency could be explain by the shared correlation with verbal working memory. Hence, among all the domain-general factors, only verbal working memory was directly associated with mathematics.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100267"},"PeriodicalIF":3.0,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Physiological correlates of math ability in higher education","authors":"Maristella Lunardon ,&nbsp;Tania Cerni ,&nbsp;Marco Zanon ,&nbsp;Raffaella Ida Rumiati","doi":"10.1016/j.tine.2025.100266","DOIUrl":"10.1016/j.tine.2025.100266","url":null,"abstract":"<div><h3>Background</h3><div>Physiological responses offer a promising avenue for investigating emotional states associated with task performance. Yet, studies examining the physiological correlates of mathematical performance remain limited and conflicting.</div></div><div><h3>Method</h3><div>Here we investigated the relationship between math ability and three measures of physiological arousal (salivary cortisol, skin conductance, and heart rate variability) among 130 university students. We aimed to determine whether these associations varied across different levels of trait math anxiety and neuroticism.</div></div><div><h3>Results</h3><div>Results reveal that enhanced math ability was linked to an increase in cortisol overall and to either increase or decrease in skin conductance in students with low neuroticism depending on their field of study. Furthermore, distinct profiles of math anxiety, neuroticism, and physiological response emerged, displaying different math ability. No modulation by math anxiety and gender was found.</div></div><div><h3>Conclusions</h3><div>These findings emphasise the importance of incorporating neuroticism and students’ field of study for a comprehensive interpretation of physiological arousal in relation to math ability.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100266"},"PeriodicalIF":3.0,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Belief in neuromyths among primary school teachers: A cross-national study of 11 countries","authors":"Oktay Cem Adiguzel ,&nbsp;Patrice Potvin ,&nbsp;Jérémie Blanchette Sarrasin ,&nbsp;Cédric Vanhoolandt ,&nbsp;Anaïs Corfdir ,&nbsp;Nursultan Japashov ,&nbsp;Aizhan Mansurova ,&nbsp;Chin-Chung Tsai ,&nbsp;Ching-Lin Wu ,&nbsp;Ridvan Elmas ,&nbsp;Derya Atik-Kara ,&nbsp;Sibel Kucukkayhan ,&nbsp;Abdel-Karim Zaid ,&nbsp;Ihsane Kouchou ,&nbsp;Alexandra Voulgari ,&nbsp;Ousmane Sy ,&nbsp;Ibrahima Sakho ,&nbsp;Soo Boon Ng ,&nbsp;Patrick Charland ,&nbsp;Angélique Létourneau","doi":"10.1016/j.tine.2025.100264","DOIUrl":"10.1016/j.tine.2025.100264","url":null,"abstract":"<div><h3>Background</h3><div>This study compares primary school teachers' beliefs in neuromyths related to brain function and learning across different cultural and linguistic contexts. Two main research questions are explored and analyzed: “Which neuromyths are believed by primary school teachers?” And “What are the formal and informal sources of these neuromyths among primary school teachers?”</div></div><div><h3>Methods</h3><div>Data were collected from 1257 primary school teachers in 11 countries using the Multilingual Neuromyths Identification Questionnaire, available in eight languages. The descriptive survey design explored the prevalence of neuromyths and the sources that shape teachers' understanding of learning and intelligence.</div></div><div><h3>Results</h3><div>The findings indicate that 13 out of 21 neuromyths are prevalent in all of the countries that were surveyed. Notably, over 90 % of participants agreed with the theories of multiple intelligences and learning styles. These misconceptions are primarily acquired through formal sources, such as teacher training programmes and professional seminars, as well as through professional experience and personal intuition. In contrast, informal sources, such as the media and popular culture, appear to play a minor role in developing these beliefs.</div></div><div><h3>Conclusions</h3><div>The persistence of neuromyths among teachers underscores a critical need for evidence-based neuroscience and cognitive psychology content in teacher education. This study underscores the urgent need to integrate evidence-based neuroscience and cognitive psychology into teacher education programs. The widespread belief in neuromyths highlights serious gaps in current educational policy and practice. To address this, coordinated national and international strategies are needed to inform ministries of education and policy makers about the prevalence and impact of these misconceptions.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100264"},"PeriodicalIF":3.4,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting neuromyths among counselors and counselor educators","authors":"So Rin Kim ,&nbsp;Eric T. Beeson ,&nbsp;Carlos P. Zalaquett ,&nbsp;Fí D. Fonseca ,&nbsp;L. Thomas Belcher","doi":"10.1016/j.tine.2025.100263","DOIUrl":"10.1016/j.tine.2025.100263","url":null,"abstract":"<div><h3>Background</h3><div>Neuromyths are prevalent in counseling and counselor education, potentially promoting harmful, unproven methods. This study examines the factors that predict the prevalence of neuromyths among counselors.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted with 415 participants, including counselors-in-training, practitioners, educators, and supervisors. The survey measured neuromyth endorsement using a 15-item questionnaire and assessed demographic characteristics, neuroscience knowledge, and the use of nine information sources. Hierarchical linear regression analysis was used to identify predictors of neuromyths.</div></div><div><h3>Results</h3><div>Predictors accounted for 9.0% of the variation in neuromyths (<em>F</em> = 4.775, <em>p</em> &lt; .001). Counselors with higher educational levels endorsed fewer neuromyths compared to those with bachelor’s degrees. The use of books was associated with fewer neuromyths (β = .144, <em>p</em> &lt; .01), whereas reliance on TV predicted higher neuromyth endorsement (β = -.187, <em>p</em> &lt; .001).</div></div><div><h3>Conclusion</h3><div>Promoting accurate neuroscience knowledge through credible sources can reduce neuromyths in the counseling profession.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100263"},"PeriodicalIF":3.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Executive functions and key competencies in secondary education students. Can we improve the teaching-learning process?","authors":"María Caballero-Cobos,&nbsp;Mariano Núñez-Flores,&nbsp;Vicente J. Llorent","doi":"10.1016/j.tine.2025.100265","DOIUrl":"10.1016/j.tine.2025.100265","url":null,"abstract":"<div><div>Executive functions play a crucial role in the social and academic development of students. This study aimed to examine the relations of students’ executive functions with their reading competence, mathematical competence, and social, emotional, and moral competencies. The sample was made up of 198 students (50.50 % girls, and 4 % did not report their sex) aged between 11 and 15 years (<em>M</em> = 12.53, <em>SD</em> = 1.08). This quantitative, cross-sectional ex-post-facto study was conducted using a self-report survey. Data were collected at the end of the 2018–2019 academic year. Bivariate Pearson correlations and linear regression analyses were performed. Students’ executive functions were positively related to their reading competence, mathematical competence, and social, emotional, and moral competencies. However, they only significantly predicted social and emotional competencies. The main conclusion of this study highlights the need to explicitly develop reading competence, mathematical competence, and social, emotional and moral competencies, considering the role of executive functions. Implications for the curriculum and school systems are debated.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100265"},"PeriodicalIF":3.4,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144711439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"It’s time to reconsider: the neuropsychology of belief change","authors":"Bobby Hoffman ,&nbsp;Aditi Subramaniam ,&nbsp;Kendall Hartley","doi":"10.1016/j.tine.2025.100261","DOIUrl":"10.1016/j.tine.2025.100261","url":null,"abstract":"<div><h3>Purpose</h3><div>The consequences of students harboring false beliefs that contradict scientific evidence include reasoning difficulties and applying inaccurate information to problem solving. Relying on unsupported beliefs undermines judgment, fosters irrational reasoning, and is detrimental to the best interests of society. However, many belief change initiatives fail, presumably because conventional approaches to belief change conflict with how the brain processes instrumental and valenced information.</div></div><div><h3>Method</h3><div>To provide a more reliable and objective explanation as to why some knowledge reconstruction efforts are transitory, fragmented, and superficial, neuropsychology evidence was investigated to supplement existing behavioral belief-change research. Neuroscience findings related to belief change were summarized by describing the biology of knowledge reconstruction and why some research-based practices (particularly refutational texts) may stand in direct contrast to neuropsychological interpretations of knowledge revision. Specific applied strategies were advanced.</div></div><div><h3>Findings</h3><div>The success of changing minds depends on effectively modifying false beliefs by focusing on the prospective gains from belief revision rather than emphasizing the risks associated with maintaining existing beliefs. Additionally, cognitive, not affective processing should be emphasized using refutations that employ information that generates positive perceptions, not forecasts of doom and debilitation. All recommendations align with neurological findings that suggest positive and rewarding information enhances the probability of adaptive neuromodulation leading to brain plasticity.</div></div>","PeriodicalId":46228,"journal":{"name":"Trends in Neuroscience and Education","volume":"40 ","pages":"Article 100261"},"PeriodicalIF":3.4,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144469955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}