Surprise is often defined in terms of disconfirmed expectations, whereby the surprisingness of an event is thought to be dependent on the degree to which it contrasts with a more likely, or expected, outcome. The authors investigated the alternative hypothesis that surprise is more accurately modeled as a manifestation of an ongoing sense-making process. In a series of experiments, participants were given a number of scenarios and rated surprise and probability for various hypothetical outcomes that either confirmed or disconfirmed an expectation. Experiment 1 demonstrated that representational specificity influences the relationship that holds between surprise and probability ratings. Experiment 2 demonstrated that the inclusion of an enabling event lowers surprise ratings for disconfirming outcomes. Experiment 3 explored the reason for this effect, revealing that enabling events lower surprise by reducing uncertainty, thus enhancing ease of integration. Experiment 4 evaluated the contrast hypothesis directly, showing that differences in contrast are not correlated with differences in surprise. These results provide converging support for the view that the level of surprise experienced for an event is related to the difficulty of integrating that event with an existing representation.

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Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or affective engagement in a sample of undergraduate psychology students in Ireland. Ninety-one students completed two forms of the student engagement instrument, rating current engagement and retrospective secondary school engagement, along with the trait EI (TEI) questionnaire. After controlling for academic ability, gender and school engagement, multiple regression analyses found TEI to be a positive predictor of both cognitive and affective engagement. Previous academic performance acted as an additional predictor of cognitive engagement, while retrospective affective school engagement predicted current affective engagement. These results suggest that interventions aimed at increasing EI may have positive implications for many aspects of student engagement, and hence performance at third level.

There is an abundance of literature highlighting the need to focus on enhancing students' creativity in higher education. However, currently there is a gap in awareness of evidencebased initiatives being employed in institutions to address this need. The debate on how to best characterise creativity has not yet reach consensus therefore, we 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. It will also provide insight into how these educators are defining creativity. This knowledge will enhance understanding of how creativity, a necessary skill for 21st century learners is being harvested, valued, and described in higher education.

This study investigated how both caregiver and patient factors predict different aspects of burden in colorectal cancer caregivers. One hundred and fifty-three caregiver-survivor dyads separately provided information on patient disease and treatment-related factors, and perceived global health status (EORTC QLQ30), along with caregiver socio-demographic factors, health and care-related activities. Four multiple regression analyses were conducted to assess the influence of caregiver characteristics, patient characteristics and care-related activities on four dimensions of burden from the Caregiver Reaction Assessment scale. Caregiver characteristics significantly predicted health and financial burden (11%-13% of explained variance) with comorbidity and younger age increasing this risk. Patient health, in particular global health status and the presence of a stoma, predicted all burden scores, explaining 14%-22% of variance. Care-related activities was also a significant predictor of all burden scores, explaining an additional 5%-11% of variance, with time involved in caring the most consistent predictor. Results highlight that a combination of factors influence caregiver burden. These results may be used to identify those most at risk, allowing practitioners to deliver tailored effective support. In particular, efforts to alleviate the burden of caring on caregiver schedule may be merited, given that this was the domain in which the burden was greatest.