The ubiquitous peptide endothelin is currently under investigation as a modulatory factor of autonomic responses to acute emotional stress. Baseline plasma levels of endothelin alter blood pressor responses, but it remains unclear whether autonomic activity and arrhythmogenesis are affected. We recorded sympathetic and vagal indices (derived from heart rate variability analysis), rhythm disturbances, voluntary motion, and blood pressure after acute emotional stress in conscious rats with implanted telemetry devices. Two strains were compared, namely wild-type and ETB-deficient rats, the latter displaying elevated plasma endothelin. No differences in heart rate or blood pressure were evident, but sympathetic responses were blunted in ETB-deficient rats, contrasting prompt activation in wild-type rats. Vagal withdrawal was observed in both strains at the onset of stress, but vagal activity was subsequently restored in ETB-deficient rats, accompanied by low voluntary motion during recovery. Reflecting such distinct autonomic patterns, frequent premature ventricular contractions were recorded in wild-type rats, as opposed to sinus pauses in ETB-deficient rats. Thus, chronically elevated plasma endothelin levels blunt autonomic responses to acute emotional stress, resulting in vagal dominance and bradyarrhythmias. Our findings provide further insights into the pathophysiology of stress-induced tachyarrhythmias and syncope.

Background: Previous research studies have suggested the importance of studying the relationship between emotional regulation and sleep habits. Some investigations have especially focused on how emotional regulation could impact sleep habits in children and adolescents. Therefore, these researchers have stated there exists a two-way direction in this relationship. Objective: This study aimed to analyze the influence of emotional regulation on sleep habits in Spanish children and adolescents, and the mediating role of anxiety in this relationship. Method: Participants were 953 Spanish parents who completed the assessment protocol according to their children and adolescents’ information. Results: The results revealed moderate-strong correlations between emotional regulation problems and sleep habits disturbances (r=0.375, p<0.001), trait (r=0.488, p<0.001) and state (r=0.589, p<0.001) anxiety. Also, emotional regulation showed a direct impact on sleep habits (β=0.011, p=0.005). Trait and state anxiety demonstrated a significant mediating role in the relationship between emotional regulation and sleep habits. Conclusions: Emotional regulation may have an impact on sleep habits during childhood and adolescence, suggesting the importance of early intervention focused on the emotions management and the prevention of sleep habits disturbances.

The study aimed to investigate how distributed leadership influences adolescents' social and emotional competence, considering the roles of student-centered instructional practices and teacher self-efficacy. Utilizing survey data from 7,246 Suzhou adolescents enrolled in the SESS program, the study employed multilevel structural equation modeling for analysis. The findings indicated a positive correlation between distributed leadership and adolescents' social and emotional competence, as evaluated by teachers. Moreover, distributed leadership was observed to exert an indirect impact on adolescents' self-assessment and teacher-rated social and emotional competence. This influence operated through several mediators: student-centered instructional practices, teacher self-efficacy, and the sequential mediating pathway of student-centered instructional practices → teacher self-efficacy. This study underscores the significance of supportive elements in fostering students' social and emotional competence. It offers valuable insights into the everyday practices of teachers, principals, and administrators. Additionally, it sheds light on how distributed leadership contributes to enhancing adolescents' overall social and emotional development.

How people recognize linguistic and emotional prosody in different listening conditions is essential for understanding the complex interplay between social context, cognition, and communication. The perception of both lexical tones and emotional prosody depends on prosodic features including pitch, intensity, duration, and voice quality. However, it is unclear which aspect of prosody is perceptually more salient and resistant to noise. This study aimed to investigate the relative perceptual robustness of emotional prosody and lexical tone recognition in quiet and in the presence of multi-talker babble noise. Forty young adults with normal hearing listened to monosyllables either with or without background babble noise and completed two identification tasks, one for emotion recognition and the other for lexical tone recognition. Compared with emotional prosody, lexical tones were more perceptually salient in multi-talker babble noise. Native Mandarin Chinese participants identified lexical tones more accurately and quickly than vocal emotions at the same signal-to-noise ratio. Lexical tone perception is also more robust against babble speech noise degradation than emotional prosody perception for native Mandarin Chinese listeners. Acoustic and cognitive dissimilarities between linguistic prosody and emotional prosody may have led to the phenomenon, which calls for further explorations into the underlying psychobiological and neurophysiological mechanisms.

One of the current challenges in Higher Education is the development of students’ emotional competencies, and consequently, how these competencies can be trained. Moreover, this must be addressed within the UN framework of inclusive, equitable, quality education (United Nations Agenda 2030) (SDG 4). To address this challenge, the present study set the following objectives: (1) to analyze pre-service teachers’ level of interest in EI and their perceived level of general EI knowledge, (2) to examine their self-perception of certain variables of emotional knowledge, according to their degree program and year of studies, (3) to analyze the relationship between these emotional knowledge variables and perceived emotional intelligence (EI); and (4) to study the predictive capacity of the study variables on future teachers' emotional knowledge variables. The study sample contained a total of 434 university students from three degree programs at two universities in Spain, of which 82.70% were women, and the mean age was 20.91 years. Two instruments were used: an ad hoc questionnaire, which assessed perceived emotional knowledge according to three variables (General knowledge of EI, where level of training in EI is considered; Intrapersonal knowledge of EI; and Theoretical-practical knowledge related to teaching), and the Trait Meta-Mood Scale (TMMS-24), which assesses metaknowledge of emotional states across three variables (Attention, Clarity, and Repair). Results of the study suggest that there are differences in perceived EI knowledge according to students' year of studies and according to their degree, and indicate that students present high interest, while their perceived level of knowledge is low. In addition, emotional clarity is the EI variable that was identified as being important in the emotional knowledge of future teachers. This study shows evidence of the importance of social-emotional competencies in initial teacher training.

Humans can recombine thousands of different facial expressions. This variability is due to the ability to voluntarily or involuntarily modulate emotional expressions, which, in turn, depends on the existence of two anatomically separate pathways. The Voluntary (VP) and Involuntary (IP) pathways mediate the production of posed and spontaneous facial expressions, respectively, and might also affect the left and right sides of the face differently. This is a neglected aspect in the emotion literature, where posed expressions instead of genuine expressions are often used as stimuli. Two experiments with different induction methods were specifically designed to inves-tigate the unfolding of spontaneous and posed facial expressions of happiness along the facial vertical axis (left, right) with a high-definition 3D optoelectronic system. The results showed that spontaneous expressions were distinguished from posed facial movements as revealed by relia-ble spatial and speed key kinematic patterns in both experiments. Moreover, VP activation pro-duced a lateralization effect: compared with the felt smile, the posed smile involved an initial acceleration of the left corner of the mouth, while an early deceleration of the right corner oc-curred in the second phase of the movement, after the velocity peak.

Emotional intelligence can contribute to quality of life and as a health predictor. The aim of this study is to analyze emotional intelligence, quality of life and the correlation factors associated in patients undergoing chronic hemodialysis. A quantitative, observational, cross-sectional design was performed, and one hundred and thirty-eight multi-centers hemodialysis patients were recruited. A battery of questionnaires, including Trait Meta-Mood Scale (TMMS-24), Kidney Disease Quality of Life-Short Form (KDQOL-SF), and an ad-hoc sociodemographic questionnaire, were answered. Sex differences existed when assessing the three dimensions of emotional intelligence: ranked by order, the highest scores in males were in clarity, repair, and attention. However, in females were in repair, clarity, and attention. Males had higher scores than females in emotional role (p=0.045). Younger participants had better scores in all physical functions (p=0.001) and vitality (p=0.038) than older. Moreover, those who had a higher level of education presented better physical function (p=0.027) and higher scores in emotional wellbeing (p=0.036). Finally, in females, emotional attention (p=0.046) and repair (p<0.001) were strongly associated with general health perception. The assessment of emotional intelligence considering sex differences in patients undergoing chronic hemodialysis can be an indicator of quality of life including the use in health interventions.

This study examined infants' neural responses to emotional prosody in natural speech. A multi-feature oddball paradigm was used with 34 3~11 month-old infants. Results showed distinct early (100-200 ms) and late (300-500 ms) mismatch responses to different emotional prosodies. Older infants had more negative early responses with happy and angry prosodies evoking stronger responses compared to sad prosody while younger infants showed a clearer distinction between angry and sad prosodies. In the late time window, angry prosody elicited more negative responses than sad prosody with younger infants showing more distinct responses between these two prosodies. Males exhibited stronger early mismatch responses than females. These findings call for further research on the implications for socio-emotional and language development.

With the increasingly online exposure of urban public spaces, the new concept of "Internet-celebrity cities" has emerged in China. The online internet-famous sites are the main characteristics of "Internet-celebrity cities". To fully understand online users' preferences in such kind of public spaces, this article took 27 typical riverfront internet-famous sites (RIFS) in Changsha city (China), as an example. Through the online images and review comments on social media platform "Xiaohongshu", the study analyzed users’ perception of RIFS specially on visual and emotional preferences. It revealed the following findings:(1) The popularity of RIFS had a significant head effect and there were far more positive emotions than neutral and negative emotions in review comments. (2) According to 5 different categories of RIFS: modern buildings with river views, restaurants with strong visual impact became the main attractions on commercial RIFS. The art exhibition RIFS attracted visitors to experience traditional culture and highlight their aesthetic pursuits. In the historical and cultural RIFS, people preferred to see the historical buildings with surrounding natural environment, as well as river and mountains views. Ecological Recreational RIFS showed the similar results with the uncultivated RIFS, for the main focus was on the ecological environment, a broader vision and the specific atmosphere. Moreover, the uncultivated RIFS showed more diversified attraction points. This study can provide a new perspective on the waterfront vitality and can offer a targeted and attractive manner for waterfront regeneration that are different from traditional methods.

Quantitative research on positive aspects of work-life integration and the well-being of families with children with disabilities is scarce, especially in the national context. The aim of this study was to examine the contributions of some personal and environmental resources in explaining work-to-family (WFF) and family-to-work (FWF) facilitation and mental health of parents of children with disabilities residing in Croatia. The mediational role of WFF and FWF in the relationship between the resources and mental health was tested, while controlling for some general socio-demographic variables. A total of 571 employed parents of a child/children with disabilities completed an online self-assessment questionnaire. The results showed higher WFF (19%) was predicted by higher levels of social support at work, a higher level of education, posttraumatic growth (PTG) of personal strength, and recovery management. Higher FWF (46%) was predicted by higher levels of social support in the family, PTG of personal strength, the emotional regulation strategy of reorienting to planning, optimism, a lower age, the male gender, a greater number of children, and a higher level of education. A higher level of mental health (47%) was predicted directly by higher levels of optimism, recovery management, FWF, emotional regulation strategies of positive refocusing and planning, and a greater number of children, and indirectly by all the predictors of FWF, through a higher level of FWF (but not WFF).

The increasing complexity of the space flight program and the increase in the duration of missions require improvement of psychological monitoring tools for astronauts in orbit. The article summarizes the experience of using quantitative content analysis of communication between the crews and the Mission control center (MCC). This method allows to assess dynamics of astronaut’s psycho-emotional state, to identify the communicative style, and to detect the communication phenomena of board-MCC communication. The method is based on a combination of coping strategies approach by Lazarus and Folkman as well as B.F. Lomov’s concept about the three functions of communication. We found influence of workload on the structure and volume of communication, defined the main stable communication styles of crewmembers, and confirmed presence of the emotional transfer phenomenon. We detected that astronauts successfully solve problems that arise in orbit using the capabilities of their communication style. An ineffective MCC communication style the leads to the psycho-emotional ill-being manifesting in emotional transfer phenomenon. The presence of “third quarter” phenomenon was not confirmed by materials from six-month space flights.

Research has shown that emotional states may influence the subjective experience of time. The present study involved 111 healthy adult participants and examined the impact of emotional stimuli on time perception, using a time estimation task with four conditions: in one of the conditions, participants estimated the exposure time of a black screen, wherein the duration could vary be-tween 2 to 7 s (condition without emotional interference); in the other conditions, participants es-timated the exposure time (also ranging from 2 to 7 s) of images that would induce pleasant, un-pleasant, or neutral emotions, to which participants were instructed to focus their attention (pleasant, unpleasant, or neutral emotions). The results showed that participants estimated “shorter” time intervals (underestimation) for pleasant and unpleasant images compared to the condition without interference, but no significant differences were found between the neutral condition and the condition without interference. It is suggested that increased attention to an ex-ternal stimuli, regardless of its emotional valence, produces an underestimated perception of time.

Speech emotion recognition (SER) is a technology that can be applied in distance education to analyze speech patterns and evaluate speakers’ emotional states in real-time. It provides valuable insights and can be used to enhance the learning experience by enabling the assessment of instructors’ emotional stability, a factor that significantly impacts information delivery effectiveness. Students demonstrate different engagement levels during learning activities, and assessing this engagement is an important aspect of controlling the learning process and improving e-learning systems. An important aspect that may influence student engagement is the emotional states of their instructors. Accordingly, this research uses deep learning techniques to create an automated system for recognizing instructors’ emotions in their speech when delivering distance learning. This methodology entails integrating Transformer, convolutional neural network, and long short-term memory architectures into an ensemble to enhance SER. Feature extraction from audio data used Mel-frequency cepstral coefficients, chroma, Mel spectrogram, zero crossing rate, spectral contrast, centroid, bandwidth, roll-off, and root-mean square, with subsequent optimization processes adding noise to, conducting time stretching, and shifting the audio data. Notably, several Transformer blocks were incorporated, and a multi-head self-attention mechanism was employed to identify the relationships between the input sequence segments. The pre-processing and data augmentation methodologies significantly enhanced the precision of the results in that the model achieved accuracy rates of 96.3%, 99.86%, 96.5%, and 85.3% on the Ryerson Audio-Visual Database of Emotional Speech and Song, Berlin Database of Emotional Speech, Surrey Audio-Visual Expressed Emotion, and Interactive Emotional Dyadic Motion Capture datasets. Furthermore, it achieved 83% accuracy on another dataset created for this research—the Saudi Higher Education Instructor Emotions dataset. The results demonstrate this model’s considerable accuracy in detecting emotions in speech data across different languages and datasets.

Improving the capabilities of faculty members, including competencies of emotional intelligence in professors, can play a major role in various education levels of success and achievement, adjustment, and mental health in students, and is a fundamental solution to the promotion of higher education quality. For accurate examination of the issue, the present study aimed to determine the association between basic science professors' emotional intelligence and the ability to teach at the School of Medicine of Iran University of Medical Sciences. The present descriptive-analytical study was conducted at the School of Medicine of Iran University of Medical Sciences by census sampling of faculty members of the basic sciences. We included 98 faculty members in the study. The research tools included Dr. Haghani's "Emotional Intelligence in Teaching" questionnaire and Dr. Akbari's "Teaching Ability" questionnaire. We analyzed data through descriptive statistics and analytical tests, including Spearman's correlation test, Pearson test, t-test, and two-way analysis of variance. The mean score of faculty members' emotional intelligence was 111.51±9.3 equal to 89.93±7.5 percent, and the median score of total teaching ability of the questionnaire was 101.89±8.59 equal to 87.84±7.4 percent. There was a positive correlation between faculty members' emotional intelligence and teaching ability. (p= 0.0001, r= 0.71). The faculty members' emotional intelligence can be a determinant in their teaching ability. Their emotional intelligence was evaluated as good and there was a positive relationship between emotional intelligence and teaching ability.