Arlene Egan

TL;DR: In this paper, the authors present a protocol for a new review that will identify the characteristics of the frameworks as well as the tools being used by educators to formally develop students' creativity in higher education.

TL;DR: In this article, the authors explored whether emotional intelligence (EI) could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland and found that TEI was a positive predictor of both cognitive and affective student engagement.

TL;DR: This paper applied a bifactor model to the Rosenberg Self-Esteem Scale (RSES) to provide a theoretical and methodologically satisfying resolution to the inconsistency in the empirical literature.

TL;DR: These results provide the first piece of evidence that older adolescents cognitively respond to trauma in a similar manner to adults, that the PTCI is factorially invariant between genders, and that trauma cognitions are correlated with feelings of loneliness.

TL;DR: In this paper, the authors present a discussion on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice, and conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.