Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa.
Br J Educ Psychol. 2023 Apr;93 Suppl 1:113-129. doi: 10.1111/bjep.12534. Epub 2022 Jul 22.
This study explored the physiological correlates of students' self-reported emotions in ecologically valid settings by combining biosignal data (on physical and cardiac activity) and experience sampling method (ESM) data.
The aim was to examine the concurrent associations between self-reported excitement, calmness, anxiety, and boredom (adopted from the dimensional model of emotions) and students' heart rate (HR) and heart rate variability (HRV) (indicators of physiological arousal and the activation of the autonomous nervous system). Students' physical activity was controlled in the models via the metabolic equivalent of task (MET) values (actigraphy data). A second objective was to explore how to combine the information stored by these three sources of ambulatory assessment.
The study comprised 136 high school students with multiple repetitive data points.
For three consecutive days, students wore biometric sensors and wristbands collecting their HR, HRV, and MET signals, and answered the ESM questionnaires five times a day on smartphones.
When MET values were controlled for, self-reported excitement was related to higher HR as well as lower HRV during a specific moment, indicating stronger sympathetic activity (i.e., physiological arousal/activation). Self-reported boredom was related to lower HR but was unrelated to HRV. Self-reported calmness and anxiety were unrelated to HR and HRV after controlling for MET.
A 5-min time window with a Gaussian weighted mean seemed to be an appropriate data processing method for capturing the physiological arousal (or abate) of self-reported excitement and boredom. The findings suggest that the physiological stimulus of elevated HR could be interpreted by students as an adaptive state of excitement. Combining the experience sampling approach and the physiological measures revealed how the mind and body function in interplay and can therefore provide objective evidence of emotional and motivational processes as they unfold in students' daily lives.
本研究通过结合生物信号数据（身体和心脏活动）和经验采样法（ESM）数据，探索了学生在生态有效环境中自我报告情绪的生理相关性。
旨在检验自我报告的兴奋、平静、焦虑和无聊（源自情绪的维度模型）与学生的心率（HR）和心率变异性（HRV）（生理唤醒和自主神经系统激活的指标）之间的并发关联。在模型中通过代谢当量（MET）值（活动记录仪数据）控制学生的身体活动。第二个目的是探索如何结合这三种动态评估信息源存储的信息。
该研究包括 136 名高中生，他们具有多个重复的数据点。
连续三天，学生佩戴生物传感器和腕带，收集 HR、HRV 和 MET 信号，并在智能手机上每天五次回答 ESM 问卷。
当控制 MET 值时，自我报告的兴奋与特定时刻更高的 HR 和更低的 HRV 相关，表明更强的交感神经活动（即生理唤醒/激活）。自我报告的无聊与较低的 HR 相关，但与 HRV 无关。在控制 MET 后，自我报告的平静和焦虑与 HR 和 HRV 无关。
5 分钟的时间窗口和高斯加权均值似乎是一种合适的数据处理方法，用于捕捉自我报告的兴奋和无聊感的生理唤醒（或减弱）。研究结果表明，升高的 HR 带来的生理刺激可能被学生解释为兴奋的适应状态。结合经验采样方法和生理测量揭示了思维和身体是如何相互作用的，因此可以为情绪和动机过程提供客观证据，因为这些过程在学生的日常生活中展开。
