"I must make the grade!": the role of cognitive appraisals, irrational beliefs, exam anxiety, and affect, in the academic self-concept of undergraduate students.

BACKGROUND AND OBJECTIVES: Examination anxiety is a common occurrence, and is potentially detrimental to student attainment. In recent theorizing, it has been suggested that cognitive appraisals, as put forth in cognitive appraisal theory, and irrational beliefs, as put forth in rational emotive behavior therapy, may interact to predict affectivity. The current research examines the antecedents and associates of examination affect and academic self-concept in undergraduate students. DESIGN: A preliminary study applied confirmatory factor analysis (CFA) to test the factor structure of an irrational beliefs inventory. Study 1 utilized a cross-sectional and correlational approach to testing core theoretical assumptions. Study 2 took a two-wave longitudinal and path analytical approach to examine temporal effects between target variables. METHOD: All self-report data collection took place in the United Kingdom with university students. We recruited n = 1150, n = 362, n = 662 for preliminary, study 1, and study 2, respectively. RESULTS: Across studies, data indicated that a pattern of adaptive cognitive appraisal was associated with more advantageous affectivity, and better academic self-concept. CONCLUSIONS: Reciprocal temporal relationships were revealed between many variables, supporting an interactive and bidirectional view of how cognition and affect are related pertaining to examination anxiety.

Pleasure attainment or self-realization: the balance between two forms of well-beings are encoded in default mode network.

What is a good life and how it can be achieved is one of the fundamental issues. When considering a good life, there is a division between hedonic (pleasure attainment) and eudaimonic well-being (meaning pursuing and self-realization). However, an integrated approach that can compare the brain functional and structural differences of these two forms of well-being is lacking. Here, we investigated how the individual tendency to eudaimonic well-being relative to hedonic well-being, measured using eudaimonic and hedonic balance (EHB) index, is reflected in the functional and structural features of a key network of well-being-the default mode network (DMN). We found that EHB was positively correlated with functional connectivity of bilateral ventral medial prefrontal cortex within anterior DMN and bilateral precuneus within posterior DMN. Brain morphometric analysis showed that EHB was also positively correlated with gray matter volume in left precuneus. These results demonstrated that the relative dominance of one form of well-being to the other is reflected in the morphometric characteristics and intrinsic functions of DMN.

Illness Perception and Well-Being Among Persons with Multiple Sclerosis and Their Caregivers.

This study jointly examined illness beliefs held by persons with multiple sclerosis (PwMS) and caregivers in relation to well-being. A group of 68 PwMS and their caregivers completed the Revised Illness Perception Questionnaire, Psychological Well-being Scales, Satisfaction with Life Scale and Positive Affect and Negative Affect Schedule. Findings revealed that PwMS' well-being was primarily predicted by their own illness beliefs, and that also caregivers' well-being was primarily predicted by their own beliefs. Across the two groups, well-being was positively associated with their belief that they understood the disease, and inversely associated with their representations of negative emotions. In addition, among PwMS, well-being was inversely associated with the number of symptoms they specifically attributed to their illness, while among caregivers, well-being was positively associated with beliefs that treatment could control the disease. Based on the study findings, psychoeducational and cognitive-behavioral strategies are suggested to promote well-being among PwMS and caregivers.