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Friesen, Andrew P. ""Catching" emotions : emotion regulation in sport dyads." Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/621877.
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The purpose of the present research programme was to inform the development and subsequent delivery of an intervention to enhance interpersonal emotion regulation. Although emotion regulation has been emphasised due to its importance in explaining performance and well-being, the focus of research has predominantly been on intrapersonal emotion regulation. The present study addressed the dual-gap in research by extending research in interpersonal emotion regulation in general and developing and testing theory-led interventions for use in sport. A three-stage programme of research was set up with stage one reviewing the extant literature before proposing a social-functional approach to emotions, and in particular the Emotions As Social Information (EASI) model, as possible theoretical frameworks for use in sport. Qualitative methods were emphasised as these are particularly useful in studies seeking to identify mechanisms underlying the effectiveness of interventions. Stage two began with a narrative analysis to outline the potential social functions and consequences of emotional expressions, verbalisations, and actions in ice hockey. Two ice hockey players, each captain of their respective team, participated in semi-structured interviews. Participants described how emotions informed them of important circumstances in their environment that required attention and prepared them for such challenges at the individual level. At a dyadic level, emotions helped participants understand the emotional states and intentions of their teammates contributing toward an assessment of the extent to which they were prepared to face their challenges. At a group level, emotions helped participants lead their teammates in meeting team goals. Finally, at the cultural level, emotions helped participants maintain culture-related identities. Stage two continued with examining the processes, strategies used, and potential moderating factors in interpersonal emotion regulation among 16 ice hockey players from an English professional league. An inductive and deductive analysis revealed 22 distinct strategies used to regulate teammates' emotions. These were distinguished between strategies that were verbal or behavioural in nature. They were further distinguished between strategies employed to initiate interpersonal emotion regulation through affective and cognitive channels. Moderating factors in the interpersonal emotion regulation process were consistent with the EASI model. Stage three involved the development, delivery and assessment of the intervention. A British ice hockey team was recruited and the intervention was delivered over the course of three competitive seasons. The primary intervention goal was to improve interpersonal emotion regulation as evidenced by being able to accurately identify when an emotion regulation strategy was needed, and select and use a strategy that changed emotions in the direction and strength intended (Webb, Miles, & Sheeran, 2012). Given the link between emotion and performance, it was expected that the intervention would bring about improvements in individual and team performance. Techniques to bring about change comprised of brief contact interventions, dressing room debriefs, feedback from emotional intelligence assessments, and the practitioner managing himself as an intervention tool. The merit of the intervention was judged through practitioner reflections, social validity assessments, pre- and post-intervention measures of emotional intelligence and performance. Collectively, the present research programme contributes to the emotion regulation literature not only in sport, but also in psychology in general. A key achievement of the programme has been the development of a theoretically sound but ecologically valid intervention designed to improve the interpersonal emotion regulation skills of athletes. Although the intervention primarily catered to the needs of the current team and utilised the professional philosophy of the researcher-practitioner, the intervention provides support for enhanced performance derived from theory explaining a social-functional account of emotions. Future research might use the theory and approach to testing the theory in different sports to examine the role of each sport sub-culture on interpersonal emotion regulation.
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Bhaju, Jeshmin O'Leary Virginia E. "A cross-cultural comparison of emotional experience does culture matter? /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/BHAJU_JESHMIN_3.pdf.
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Armon-Jones, Claire. "Varieties of affect." Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670309.
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Beitz, Kendra. "The relationship between emotional reactivity, affect intensity, and affect lability and the ability to predict affective consequences for self and others /." abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209129.
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Thesis (Ph. D.)--University of Nevada, Reno, 2005."August 2005." Includes bibliographical references (leaves 89-94). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.
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Kwok, Wai Yee Alice. "Negative affect structure of Chinese adolescents in Hong Kong." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3295081.
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Rogowski, Augustina. "Improving affect regulation in eating disorders : the case for positive emotions." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/9786.
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Evidence from multiple studies suggests that regulation of emotions and intensity of affect may be relevant to understanding disordered eating. Emotion regulation concerns the ways in which emotions are managed in daily life, whereas Affect Intensity (Larsen et al., 1986) refers to individuals‟ typical emotional reactivity. The thesis examines emotion regulation and affect in females with eating pathology (subclinical as well as clinical), and looks at ways dysfunctional regulatory strategies may be improved. The main objective of the present research was to look at the influence of experimentally-induced positive affect on the choice of emotion management strategies. Study 1 looked at typical Affect Intensity and emotion regulation in a sample of subclinically eating-disordered University of Edinburgh students. This study examined functionality of regulatory strategies, typical intensity of affect, and the effects of experimentally induced happiness and sadness on the two. Study 2 introduced the construct of creativity into the discourse on emotions and psychopathology, and looked at creative tendencies in relation to Affect Intensity, emotion regulation and psychopathology (anxiety, depression and sub-clinical eating pathology). Study 3 looked at the effects of Positive Psychology Interventions (PPIs) on emotion regulation, life satisfaction, anxiety and depression in a subclinically eating-disordered group and controls. Studies 4 and 5 were carried out in order to test and extend the results of Studies 1 and 3 with a clinical sample. In Study 4, emotion regulation, Affect Intensity and the immediate post-test effect of happiness on emotion regulation and life satisfaction were examined in females clinically diagnosed with eating disorders (i.e. anorexia nervosa, bulimia nervosa, and EDNOS). Study 5 looked at how longitudinal happiness induction influenced emotion regulation, eating behaviours and life satisfaction in eating-disordered individuals. One of the main findings across the studies was that females with subclinical and clinical forms of eating pathology tended to experience negative emotions of high intensity, and used predominantly dysfunctional regulatory strategies to manage them. Another important finding was that experimentally-induced positive emotions improved emotion regulation, and encouraged participants to choose healthier affect management strategies. The studies, their implications and contribution to theory and treatment of eating disorders are discussed.
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Hannula, Markku. "Affect in mathematical thinking and learning /." Turku : University of Turku, 2004. http://kirjasto2.utu.fi/julkaisupalvelut/b/annaalit/B273.html.
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Bingham, Daniel S. "The relationship between masculine gender role stress and attribution of emotions in male and female target characters." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0169.
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Cooper, Daphne C. "The foundations of affective development : proactive involvement of the educational psychologist." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14246.
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Includes bibliography.In this thesis the foundations of affective development are discussed. The context of development is considered to be the relationship between infant and caregiver. The theoretical bases of developmental psychology and the practice of clinical psychology have been drawn on and applied to a model of promotive and preventive work. Affective development may be enhanced by psychologists, and it is therefore important for them to consider promotion of mental health as well as more traditional ways of therapeutic intervention. A survey was done in four infant clinics in Cape Town, and had the aim of establishing whether health care workers in this context were doing anything to promote affective development. There seemed to be minimal intervention in this regard. The second aim of the research section of this thesis addressed the question of whether there might be a place within the clinic structures for educational psychologists. To this end groups of caregivers were set up, and a pilot promotive programme was administered and evaluated over five sessions. In general the response of the mothers was positive. In the final chapter some of the particular strains that are placed on South African families are considered. Finally recommendations and ideas for establishing programmes that seek to promote affective development in contexts other than clinics are discussed.
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Fine, Eric Michael. "Representing facial affect representations in the brain and in behavior /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3244172.
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Kausel, Edgar E. "EMOTIONS AND THE PSYCHOLOGY OF SOCIAL CHESS: HOW OTHERS' INCIDENTAL AFFECT CAN SHAPE EXPECTATIONS AND STRATEGIC BEHAVIOR." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193623.
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Researchers have increasingly directed attention to the importance of emotions in decision making. Recent theories have focused on the interpersonal effects of emotions--the influence of the decision maker's expressed emotions on observers' decisions and judgments. In the current research, we examine people's expectations of how incidental, discrete emotions affect behavior. We also study how these expectations affect decisions in interactive settings, and contrast them with how emotions actually impact other people's behavior.These ideas were tested in four studies. In Study 1a, participants (N = 58) answered a questionnaire asking their perceptions of how different emotions affect behavior. In Study 1b, participants (N = 203) read a number of hypothetical scenarios in which different interactions between them and another person took place. Studies 2 (N = 98) and 3 (N = 132) were two economic games -- a Stag-Hunt game and a Trust Game -- involving decisions with non-trivial financial consequences.Across these four studies, I found that people do have strong beliefs about how incidental emotions affect behaviors. Because of these beliefs, when told about their counterparts' emotional state, people in interactive settings modify their behavior. The impact of people's beliefs on behavior, however, was more consistent for negative emotions such as anger and fear, than for positive emotions such as happiness and gratitude. These findings also indicate that people are sensitive to the different effects of different emotions: different negative emotions such as guilt and anger have different effects on their expectations. Finally, I found that people's expectations about how their counterparts' emotions affect behavior can be inaccurate in specific settings.
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Kidder, Jeffrey Lowell. "Emotions, space, and cultural analysis the case of bike messengers /." Diss., View abstract only; access to full text of dissertation for UC campuses will be available after February 1, 2011, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3341853.
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Thesis (Ph. D.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed February 13, 2009). Available via ProQuest Digital Dissertations. Vita. Embargoed until 2/1/2011. Includes bibliographical references (p. 317-336).
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Mienaltowski, Andrew. "Mood and social judgments the influence of affect on age-related differences in the correspondence bias /." Available online, Georgia Institute of Technology, 2004:, 2004. http://etd.gatech.edu/theses/available/etd-11012004-150056/unrestricted/mienaltowski%5Fandrew%5Fs%5F2004%5F12%5Fmast.pdf.
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Thesis (M.S.)--Psychology, Georgia Institute of Technology, 2005.Fredda Blanchard-Fields, Committee Chair ; Jack Feldman, Committee Member ; Christopher Hertzog, Committee Member. Includes bibliographical references.
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Sirois, Fuschia M., Ryan Kitner, and Jameson K. Hirsch. "Self-Compassion, Affect, and Health-Promoting Behaviors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/685.
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Objective: Emerging theory and research suggest that self-compassion promotes the practice of health behaviors, and implicates self-regulation as an explanatory factor. However, previous investigations focused only on behavior intentions or health risk behaviors, and did not investigate the role of emotions. This study expands on this research using a small-scale meta-analysis approach with our own data sets to examine the associations of self-compassion with a set of health-promoting behaviors, and test the roles of high positive affect and low negative affect as potential explanatory mechanisms. Method: Fifteen independent samples (N = 3,252) with correlations of self-compassion with the frequency of self-reported health-promoting behaviors (eating habits, exercise, sleep behaviors, and stress management) were meta-analyzed. Eight of these samples completed measures of positive and negative affect. Results: Self-compassion was positively associated with the practice of health-promoting behaviors across all 15 samples. The meta-analysis revealed a small effect size (average r = .25; p < .001) of self-compassion and health behaviors, with low variability. Tests of the indirect effects of self-compassion on health behaviors through positive and negative affect with multiple mediator analyses revealed small effects for each. Separate meta-analyses of the indirect effects (IE) were significant for positive (average IE = .08; p < .001) and negative affect (average IE = .06; p < .001), and their combined indirect effects (average IE = .15; p < .0001). Conclusion: Self-compassion may be an important quality to cultivate for promoting positive health behaviors, due in part to its association with adaptive emotions.
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Jacobs, Tyler Perry. "Compassion and Pride May Affect Nonconscious Mimicry by Changing Perceptions of Self-Other Similarity." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563897600756219.
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Yik, Michelle Siu Mui. "A circumplex model of affect and its relation to personality : a five-language study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/NQ39007.pdf.
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Fiebig, Greg. "The effect of affect : the role of emotion feedback in interpersonal communication within an organizational context /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999281.
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Weng, Timothy Benjamin. "Brain network predictors of exercise behavior change in sedentary older adults: an emotion and decision making perspective." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6662.
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Given the proliferating aging population, increasing moderate-to-vigorous physical activity (MVPA) and exercise is critical because it enhances overall well-being and reduces the rates of many adverse age-related health conditions. However, intervention efforts to establish sustained changes in MVPA have yielded limited success due their sole focus on conscious factors (e.g., changing goals and intentions). Thus, older adults continue to represent the highest proportion of sedentary adults, despite their knowledge of the widespread health benefits associated with PA and exercise or even their intentions to engage in such behaviors. Consequently, the benefits of PA and exercise are not being fully realized and health problems perpetuate. Developing evidence-based interventions that establish sustained changes in MVPA and exercise behaviors in older adults is a major public health priority, but this requires going beyond social-cognitive constructs. The broad goal of my dissertation is to advance scientific understanding about the neural systems associated with changes in MVPA behaviors among sedentary older adults.
Emerging evidence indicates that nonconscious processes also regulate exercise behaviors, stemming from accumulated affective responses from past exercise experiences (e.g., pleasant vs unpleasant). Grounded by current understanding about affect's role on decision-making, the present study hypothesized that physiological changes induced by single bouts of PA serve as somatic markers in the brain that guide future PA-related behaviors. Specifically, my dissertation extended previous research by testing whether acute exercise responses in affect-related brain systems predict PA behavior change following a 3-month exercise intervention. This hypothesis is supported by prior research indicating that self-reported changes in affect (i.e., pleasant/unpleasant feelings) during moderate-intensity exercise reliably predicts future MVPA behavior. The results of my dissertation advances previous findings by investigating how these affective responses to exercise are represented in the brain and how they relate to PA behavior change. I tested my central hypothesis through the following two specific aims:
In Specific Aim 1, I investigated whether the acute physiological and neural responses to exercise were related to the subjective experience of exercise in older adults. Healthy, low-active, older participants (N = 34, Age = 67.2 years, 21 females) completed an acute exercise procedure consisting of two within-subjects exercise conditions occurring on separate counter-balanced sessions. During the active condition, participants cycled at a moderate intensity (65% of maximum heart rate), and during the passive condition, their legs were moved by motorized pedals on the same machine and at the same pedal rate as in the active condition. To investigate exercise-related changes in brain function, functional MRI scans were acquired before and after the acute exercise. Additionally, salivary samples were collected throughout the experiment to provide objective biomarkers that have been linked with psychological changes. Finally, participants provided self-reported changes in affect. I found that acute exercise was associated with increases in salivary markers of sympathetic activity and decreases in salivary cortisol levels with no significant differences between conditions. Acute exercise also resulted in observable increases in positive affect with no differences between conditions. Finally, no observable acute exercise-related changes in functional connectivity occurred.
In Specific Aim 2, I identified predictors of exercise behavior change from objectively-measured biomarkers and neural systems that are acutely responsive to exercise. After completing the acute exercise sessions, participants began a 3-month supervised exercise intervention. To assess intervention-related changes in unsupervised PA behavior, participants wore a PA monitoring device for 7 days before and immediately after the intervention. Individuals who exhibited a stronger acute functional connectivity response between nucleus accumbens (NAcc) and medial prefrontal cortex (mPFC) before the intervention were more likely to increase their unsupervised levels of MVPA after the intervention. Given the role of NAcc-mPFC circuitry in affect-based decision making and self-referential processing, the present findings suggest that enhanced cognitive appraisal and awareness of affective changes are related to more sustained changes in long term behavior. This study is the first to demonstrate neurobiological evidence supporting the relationship between positive affective responses to acute exercise and long-term changes in exercise behavior. This research advocates the utility of affect-based measures in tailoring exercise interventions for sedentary older adults.
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Christian, Carolyn Akers. "Measurement of emotional expressiveness in preschool children comparing direct assessments of affect expressiveness with measures of social competence /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Theses/AKERS_CAROLYN_46.pdf.
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Walter, Jamie L. "The Emergence of the Capacity for Guilt in Preschoolers: The Role of Personal Responsibility in Differentiating Shame from Guilt." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/WalterJL2001.pdf.
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Lange, Kelly L. "The integrity of hedonic processes in Alzheimer's disease /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3159874.
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Sage, Adam J. "Attributing Deflections to Explain Agency." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1259181941.
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Ali, Afiya. "Recognition of facial affect in individuals scoring high and low in psychopathic personality characteristics." The University of Waikato, 2007. http://adt.waikato.ac.nz/public/adt-uow20070129.190938/index.html.
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Ingle, Sarah J. Clark Russell Dunn. "Late adolescents' parental, peer, and romantic attachments as they relate to affect regulation and risky behaviors." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9083.
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Hudson, Cristina Keiko. "An Investigation of Negative Appraisals Due to Negative Mood and How They Affect Satisfaction and Job Performance." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4334.
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Ample research has investigated the relationship between non-work and work domains finding consistent links between stressors in one and strains in the other. Additionally, there exist explanatory models of these associations such as psychological/physical sickness and related absences and loss or fear of losing personal resources. The current investigation combined variables from the spillover model and Affective Events Theory to test a new model with negative mood at its core. It hypothesized marital and financial stressors lead to negative mood at home which spills over into the work domain resulting in relatively more negative appraisals of work events. Negative mood at work is a likely outcome, which in turn causes subsequent decreases in organizational citizenship behavior (OCB) and job satisfaction and increases in counterproductive work behavior (CWB). Finally, the model proposed social support as a moderator buffering against the detriments of negative mood from home. Although structural equation modeling found the proposed model to be incorrect and to suffer from a large degree of misfit, examination of individual parameter estimates warranted the testing of two alternative models. Model 3 presented the best fit and most variance accounted for by omitting OCB and using direct paths from social support to all work variables (rather than the proposed moderating effect) and direct carryover of mood at home to mood at work. The majority of the paths tested in the model reasonably explained the data, although some variance remained unaccounted for. Results of model testing were also supported by significant correlations in the predicted direction between stressors and mood at home; mood at home and appraisals of work events; appraisals of work events and mood at work; and mood at work with job satisfaction and CWB. These results draw attention to the important role played by the individual's mood in the interplay between the work and non-work domains.
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Molitor, Joseph G. "Parenting Emotions and Goals: Explaining the Link Between Maternal Anxiety and Controlling Parenting Behaviors." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1478530292371291.
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Mienaltowski, Andrew S. "Mood and Social Judgments: The Influence of Affect on Age-Related Differences in the Correspondence Bias." Thesis, Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/4834.
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Although age-related differences in the correspondence bias are often attributed to cognitive decline, the present study found that age-related differences in the correspondence bias were differentially influenced by the participants mood states. Young and older participants completed an attitude-attribution task after having been induced to experience a positive, neutral, or negative mood. Whereas older adults demonstrated the correspondence bias more strongly in the negative mood condition relative to the positive mood condition, young adults exhibited the exact opposite pattern of results. Interestingly, the positive mood manipulation led older adults to be no more dispositionally biased than their younger counterparts. Further, mood and age-related differences in attributional confidence were not eliminated after controlling for individual differences in cognitive functioning.
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Briks, Jeffrey Edward. "The Influence of Emotions on Interviewers’ Information Search Behaviors: A Test of an Information Processing Model." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258051753.
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DeFoor, Lorri. "Social and emotional learning in the classroom do affect and community predict academic success? /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/DeFoor_LMITthesis2009%20.pdf.
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Parker-Price, Susan. "Young infants' attention and emotional responses to dynamic and static bimodal displays of affect." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38546.
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Johansson, Robin, and Heland Kim Rydberg. "Football Players Social Identities and their Influence on Precompetitive Group-Based Emotions." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43829.
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Introduction: Precompetitive emotions are important for team functioning, performance and satisfaction of being a team member. Social identity constitutes a necessary base for positive emotions (Lindwall et al., 2016). Limited research calls for further examination of the intensity and the directionality of precompetitive group-based emotions in team performance and the influence of different targets of social identity. Objective: To examine two levels of social identities and their influence on precompetitive group-based emotions and perceived directionality. Methods: Seventy-one Swedish senior football players (Mage = 25.35 ± 5.50 years of age) including both males (n = 36; Mage = 27.53 ± 5.63 years of age) and females (n = 35; Mage = 23.11 ± 4.40 years of age), completed an online survey including measurements of identification (Ray et al., 2008; Campo et al., 2019a) and I-PANAS (Thompson, 2007), with the additional inclusion of the direction scale (Jones & Swain, 1992). Results: Identification as a football player influenced precompetitive positive emotions (PE) toward opponents. Precompetitive PE toward both teammates and opponents showed a tendency to be facilitative for performance. Findings also showed gender differences for identification as a football player, precompetitive PE toward teammates and directionality of precompetitive PE and NE toward teammates. Conclusions: The present study further extends the importance of identification and group-based emotions in team sports and how group-based emotions affect team sport athletes. Coaches might adjust their communication to enhance identification of the team before and during competition and ultimately increase team performances.Introduktion: Emotioner innan tävling är viktiga för lagets funktion, prestation och tillfredsställelse med att vara en medlem i laget. Social identitet är en nödvändig bas för positiva emotioner (Lindwall et al., 2016). Då det endast finns begränsad forskning krävs ytterligare undersökning av intensiteten och riktningen av grupp-baserade emotioner innan tävling i lagprestationer och dess påverkan av olika nivåer av social identitet. Syfte: Att undersöka två nivåer av sociala identiteter och deras inflytande på grupp-baserade emotioner innan tävling och dess riktning (påverkan) för prestation. Metod: Sjuttioen svenska seniorfotbollsspelare (Målder = 25.35 ± 5.50 år) med både män (n = 36; Målder = 27.53 ± 5.63 år) och kvinnor (n = 35; Målder = 23.11 ± 4.40 år) genomförde en online enkät innehållande mätningar av identifiering (Ray et al., 2008; Campo et al., 2019a), I-PANAS (Thompson, 2007) med den extra riktningsskalan (Jones & Swain, 1992). Resultat: Identifiering som fotbollsspelare påverkade positiva emotioner (PE) innan tävling mot motståndare. PE gentemot både lagkamrater och motståndare visade en tendens att främja prestation. Resultaten visade också könsskillnader för identifiering som fotbollsspelare, PE gentemot lagkamrater och riktning för PE och NE gentemot lagkamrater. Slutsats: Den aktuella studien utökar betydelsen av identifikation och grupp-baserade emotioner i lagidrotter och hur grupp-baserade emotioner påverkar lagidrottare. Tränare skulle kunna anpassa sin kommunikation för att höja lagidentifiering före och under tävling och slutligen förbättra lagprestation.
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Morris, Bethany. "Savor the Memory: A Reminiscence Exercise to Increase Positive Emotions and Reduce Depression Risk in Anxious Individuals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5278.
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A growing literature suggests that experiencing positive emotions provides psychological benefits (e.g., Coifman et al. 2007), and interventions increasing positive emotions may reduce depression risk (Geschwind et al., 2011). The present study tested whether reminiscence, a method of positive emotion savoring (Quoidbach et al., 2010), can mitigate depression risk by increasing positive emotions in an unselected sample and a subsample of at-risk anxious individuals. Female participants (n=336) were randomized to a reminiscence or control condition and asked to complete daily mental imagery exercises focusing on a positive memory (reminiscence) or a neutral laboratory memory (control) for one week. As expected, reminiscence exercises produced immediate positive emotion increases compared to control exercises. Contrary to prediction, reminiscence participants did not report higher positive affect or lower depression symptoms at the end of the study week or one month follow up period compared to controls. Future studies in treatment-seeking samples are needed before strong conclusions can be drawn about the long term affective benefits of reminiscence in at-risk or clinical populations. Findings in the anxious subsample revealed no greater benefit of reminiscence versus neutral mental imagery for those with high anxiety. However, across both conditions, anxiety was a strong predictor of positive emotional functioning, with high anxiety predicting low positive emotions even after accounting for depression symptoms. These findings add to prior work suggesting anxiety can blunt positive emotional functioning, and warrant future studies to further elucidate the impact of anxiety on positive emotional functioning and the potential utility of intervening on positive emotions in anxious individuals.
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Tressler, Danette Salas. "Attentional biases in women at risk for eating disorders a comparison of three cognitive tasks /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228181985.
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Ingle, Sarah J. "Late adolescents' parental, peer, and romantic attachments as they relate to affect regulation and risky behaviors." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9083/.
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The current study examined the relationships among attachment styles to parent, peer, and romantic partner, ability to regulate emotion, as well as engagement in sexual behaviors and substance use. Attachment theory and previous research suggests that an individual learns how to manage emotions through the modeling of appropriate techniques and a stable sense of self-worth. These two aspects develop through a secure attachment bond with an important figure. When an individual does not have a secure attachment bond in which to practice adaptive affect regulation strategies, he/she may attempt to manage emotions through external means, such as sexual behaviors or substance use. Overall, results supported these associations, with some notable exceptions. Across attachment sources a secure attachment style was related to lower levels of psychological distress and less engagement in substance use. In contrast to the findings from earlier studies, affect regulation did not mediate the relationship between attachment and substance use, and engagement in sexual behaviors was not significantly related to either attachment style or affect regulation.
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Yin, Dezhi. "The good, the bad and the content: beyond negativity bias in online word-of-mouth." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44824.
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My dissertation aims to contribute to a more comprehensive understanding of how consumers make sense of online word-of-mouth. Each essay in my dissertation probes beyond the effect of rating valence and explores the role of textual content. In the first essay, I explore negativity bias among online consumers evaluating peer information about potential sellers. I propose that both the likelihood of negativity bias and resistance to change after a trust violation will depend on the domain of information discussed in a review. Three experiments showed that negativity bias is more prominent for information regarding sellers' integrity than information regarding their competence. These findings suggest that the universality of negativity bias in a seller review setting has been exaggerated.
In the second essay, I examine the impact of emotional arousal on the perceived helpfulness of text reviews. I propose an inverse U-shaped relationship by which the arousal conveyed in a text review will be associated by readers with lower perceived helpfulness only beyond an optimal level, and that the detrimental effect of arousal is present for negative reviews even when objective review content is controlled for. To test these hypotheses, two studies were conducted in the context of Apple's mobile application market. In Study 1, I collected actual review data from Apple's App Store, coded those reviews for arousal using text analysis tools, and examined the non-linear relationship between arousal and review helpfulness. In Study 2, I experimentally manipulated the emotional arousal of reviews at moderate to high levels while holding objective content constant. Results were largely consistent with the hypotheses. This essay reveals the necessity of considering emotional arousal when evaluating review helpfulness, and the results carry important practical implications.
In the third essay, I explore effects of the emotions embedded in a seller review on its perceived helpfulness to readers. I propose that over and above the well-known negativity bias, the impact of discrete emotions in a review will vary, and that one source of this variance is perceptions of reviewers' cognitive effort. I focus on the roles of two distinct, negative emotions common to seller reviews: anxiety and anger. In Studies 1 and 2, experimental methods were utilized to identify and explain the differential impact of anxiety and anger in terms of perceived reviewer effort. In Study 3, actual seller reviews from Yahoo! Shopping websites were collected to examine the relationship between emotional review content and helpfulness ratings. These findings demonstrate the importance of discriminating between discrete emotions in online word-of-mouth, and they have important repercussions for consumers and online retailers.
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Moore, Louis H. III. "Emotional Eating and Heart Rate Variability: Testing the Affect Regulation Model." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526308230070517.
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Barger, Patricia B. "TOWARDS EXPLAINING EMOTIONAL LABOR: THE ROLE OF EMOTIONAL DISCREPANCIES." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1161882333.
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Beattie, Louise. "Does sleep affect socio-emotional functioning?" Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6290/.
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In the first chapter I compare and contrast the extant literature on sleep loss and insomnia, including theories as to how insomnia develops and the role of the circadian and homeostatic systems. In Chapter 2 I summarize the extant literature on sleep, emotion perception, and social task performance, and review the relevant emotion literature. I then critically appraise this literature and suggest future directions for this field. In Chapter 3 I pilot an emotion recognition task among students, including measures of sleep and empathy. Results suggest that the previous nights’ sleep, as well as depression scores, are significant predictors of happiness recognition. In Chapter 4 I assess emotion recognition in insomnia using dynamic stimuli, and results suggest that insomnia disorder impairs the categorization accuracy of high intensity expressions of sadness and low intensity expressions of surprise. Sleep diary parameters were also found to be significant predictors of happiness recognition on both accuracy and reaction time measures. I then assess how normal sleepers perform with these stimuli in Chapter 5, testing subjects at different times since waking. Chapter 5 Experiment One suggests that the early group are more sensitive towards several temporal parameters, with no effects on emotion recognition. Chapter 5 Experiment Two suggests that normal sleepers tested early are less sensitive towards mid-intensity expressions of anger and sadness, with effects on intensity recognition. These results are interpreted in the context of differences with the two late-tested groups. Chapter 6 extends these results to static stimuli, with results suggesting that the early group tend to make more errors when categorizing happy faces. Chapter 7 returns to the daytime impairments in insomnia disorder, suggesting that theory of mind task performance is altered when reaction times are measured. As a result of issues raised in this thesis Chapter 8 systematically reviews the literature on how normal sleepers are screened for participation in research studies, suggesting future criteria. Chapter 9 summarizes these results in the context of hyperarousal and the etiology of insomnia disorder.
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Rulon, Kathryn J. "Proximal Intergenerational Transmission of Affect." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1389187063.
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Assaf, Elias. "Uncovering The Sub-Text: Presidents' Emotional Expressions and Major Uses of Force." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6241.
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The global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public perception of the use of force. This thesis therefore measures expressed emotion and cognitive expressions in the form of expressed aggression, passivity, blame, praise, certainty, realism, and optimism as a means of predicting subsequent major uses of force. Since aggression and blame are precipitated by anger and perceived vulnerability, they are theorized to foreshadow increased uses of force (Gardner and Moore 2008). Conversely, passivity and praise are indicative of empathy and joy respectively, and are not expected to precede aggressive behavior conducted to maintain emotional regulation (Roberton, Daffer, and Bucks 2012). Additionally, the three cognitive variables of interest expand on existing literature on beliefs and decision making expounded by such authors as Walker (2010), Winter (2003) and Hermann (2003). DICTION 6.0 is used to analyze all text data of presidential news conferences, candidate debates, and State of the Union speeches given between 1945 and 2000 stored by The American Presidency Project (Hart and Carroll 2012). Howell and Pevehouse's (2005) quantitative assessment of quarterly U.S. uses of force between 1945 and 2000 is employed as a means of quantifying instances of major uses of force. Results show systematic differences among the traits expressed by presidents, with most expressions staying consistent across spontaneous speech contexts. Additionally, State of the Union speeches consistently yielded the highest scores across the expressed traits measured; supporting the theory that prepared speech is used to emotionally frame situations and setup emotional interpretations of events to present to the public. Time sensitive regression analyses indicate that expressed aggression within the context of State of the Union Addresses is the only significant predictor of major uses of force by the administration. That being said, other studies may use the comparative findings presented herein to further establish a robust model of personality that accounts for individual dispositions toward emotional expression as a means of framing the emotional interpretation of events by audiences.M.A.
Masters
Political Science
Sciences
Political Science; International Studies Track
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Brown, Christina Marie. "The Role of Affect in Self-Regulation." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240420863.
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Johnson, Patricia Lynn. "The Influence of Individual Differences on Emotional Processing and Emotional Memory." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5245.
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Emotional material is better remembered than neutral material and some suggest this is reflected in different Event Related potentials (ERPs) to affective stimuli by valence. Inconsistent results may be due to individual differences, specifically the behavioral inhibition/behavioral activation (BIS/BAS) motivational system. This study sought to examine the relationship between motivational systems, emotional memory, and psychophysiological response to emotional pictures. While using EEG recording, subjects were shown 150 affective pictures and given a recall and yes/no recognition task after a 20 and 30-minute delay, respectively. Overall, differences were found by valence, but not consistently based on individual trait. Controlling for arousal and mood, results did not support previous research that suggested high BIS was more responsive to negative pictures while higher BAS was more responsive to positive images. The role of ERP methodology and arousal are discussed, along with future directions.
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Hsing, Courtney Kelly. "Third-person Visual Imagery Perspective Facilitates the Experience of General Affect as Emotion." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524234813750027.
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Black, Shimrit Koren. "AFFECT LABELING AS AN EMOTION REGULATION MECHANISM OF MINDFULNESS IN THE CONTEXT OF COGNITIVE MODELS OF DEPRESSION." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214798.
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PsychologyPh.D.
Research has supported the efficaciousness of mindfulness-based interventions on depression and general psychological well-being (Teasdale et al., 2000). Thus, researchers are beginning to examine the specific mechanisms of mindfulness's salutary effects (Shapiro, Carlson, Astin, & Freedman, 2006). As mindfulness has been increasingly linked to enhanced emotional awareness and emotion regulation (Nielsen & Kaszniak, 2006; Chambers Gullone, & Allen, 2009), the specific act of objectively labeling affective experience has been proposed as an emotion regulation mechanism of mindfulness. Research has linked emotion regulation pathways in the brain with experimental tasks of affect labeling in individuals with high trait mindfulness (Creswell, Way, Eisenberger, & Lieberman, 2007). The aim of this study was to examine affect labeling as an emotion regulation mechanism of mindfulness in the context of well-established cognitive models of depression. Specifically, the study investigated whether individuals asked to label facial stimuli with affective labels recovered from a negative mood more quickly, and with more emotional granularity, than those in a control condition. One hundred and forty-nine Temple University undergraduates completed measures of mood, emotion regulation, and cognitive style prior to a negative mood priming task and were randomly assigned to one of two labeling conditions: affect labeling or gender labeling (control). Emotion dysregulation proved to be an important predictor of affective response to the mood induction. Specifically, emotion dysregulation was positively associated with negative affect, and negatively associated with positive affect, preceding and following the mood induction. However, contrary to study hypotheses, HLM analyses indicated that speed and specificity of affective recovery did not differ across experimental condition; thus, affect labeling was not associated with more adaptive emotional regulation. In addition, cognitive styles and mindfulness failed to moderate the relationship between affect labeling and affective recovery in the expected direction. However, greater trait mindfulness was associated with less negative affective responses to the mood induction. Implications of study findings, strengths and limitations of the study, as well as future directions are discussed.
Temple University--Theses
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Curtis, Guy. "The effect of anxiety on impression formation." University of Western Australia. School of Psychology, 2002. http://theses.library.uwa.edu.au/adt-WU2006.0125.
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[Truncated abstract] The anxiety-assimilation hypothesis (Wilder, 1993) and the capacity constraint plus control motivation model (Fiske & Morling, 1996) predict that anxiety causes people to form more stereotypic impressions of others. Affect-as-information (Schwarz & Clore, 1983) and affect-priming (Bower, 1991) theories predict that anxiety causes people to form affect-congruent (i.e., more threatening) impressions of others. A novel research paradigm was used in Experiment 1 to separate the predictions of these two classes of theories, recognizing that their predictions were not mutually exclusive. Experiment 1 found that anxious persons formed more threatening, but not more stereotypic, impressions of a target person. This result replicated in Experiment 2, with a different population and a different anxiety manipulation. In addition, Experiment 2 found that the anxiety-congruent bias in impression formation was limited to participants? ratings of traits that corresponded to the information presented about the target. The results of Experiments 1 and 2 were taken as support for an affect-priming rather than affect-as-information account of the effect of anxiety on impression formation. Experiments 3 and 4 investigated anxiety effects on encoding and recall that underlie affect-priming explanation of affect-congruent impression judgment biases. Experiment 3 found that anxious participants spent more time encoding non-stereotypic information and recalled less stereotypic information than non-anxious participants. In Experiment 4 anxious participants again recalled less stereotypic information. This study also found that anxious participants? recall and impression judgments were affect-congruent. ... As predicted by the modified affect-as-information theory, the affect-attribution manipulation left participants? anxiety levels unaltered but it did attenuate the anxiety-congruent impression bias. In addition, anxious participants in this study recalled less stereotypic than non-stereotypic information. The findings of this thesis raised several new questions and theoretical challenges. The new experimental paradigms that were used to examine the questions in this thesis will also allow the examination of the interplay of stereotypes and valence in judgments in future research for persons in affective states other than anxiety. Such research would allow for the continued revision and development of theories of affect and social cognition.
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Shenhav, Amitai. "Neural Circuits at the Intersection of Feeling and Deciding." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10546.
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Affect plays a central role in perception and action. We register how good or bad we feel about objects in our environment at the moment of perception. These associations can guide decisions between different courses of action. And how we feel about those decisions influences subsequent affective states, and therefore subsequent decisions. A consistent set of brain regions has been implicated in affect and decision-making – including regions of medial prefrontal cortex, striatum, and insula – but their respective roles in interfacing between affect, valuation and choice are debated. One region in particular, the ventromedial prefrontal cortex/medial orbitofrontal cortex (vmPFC/mOFC), finds itself at the center of both affective and seemingly non-affective phenomena, in ways that can be either central or peripheral to the decision at hand. The current studies use functional MRI to explore the role of these different circuits during the process of generating automatic affective associations (Parts 1 and 3), integrating those affective associations into value-based decisions (Parts 2 and 3), and then integrating the experience of choosing into its own affective association (Part 3). Part 1 shows that the same region of vmPFC/mOFC automatically tracks the associations an object has with an affective valence (i.e., how unpleasant/pleasant it is) as well as with other objects in memory. Part 2 shows that affective associations for abstract but morally salient outcomes (hypothetical lives saved vs. sacrificed) can be integrated into a common value to guide moral judgments. The neural circuits involved in this process were consistent with those that have played similar roles when decisions were instead between food or monetary rewards. Part 3 shows that decisions between multiple rewarding options (i.e., "win-win" choices) activate separate neural circuits involved in evaluating (a) expected rewards and (b) the difficulty of making a choice, with the consequence being a simultaneously (a) positive and (b) anxiety-provoking affective experience. The vmPFC/mOFC played an important role in each of the three studies, in a manner consistent with a proposed role in integrating affective experience with other representations in memory in order to inform feelings and behavior. Together, these findings help to better elucidate the roles of different neural circuits in translating affective experience into choice and choices into affective experiences.Psychology
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Germine, Laura Thi. "Emotion Recognition and Psychosis-Proneness: Neural and Behavioral Perspectives." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10185.
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Schizophrenia is associated with deficits in social cognition and emotion processing, but it is not known how these deficits relate to other domains of neurocognition and whether they might contribute to psychosis development. The current dissertation approaches this question by looking at the relationship between psychosis proneness and face emotion recognition ability, a core domain of social-emotional processing. Psychosis proneness was inferred by the presence of psychosis-like characteristics in otherwise healthy individuals, using self-report measures. Face emotion recognition ability was found to be associated with psychosis-proneness across four large web-based samples and one lab sample. These associations were relatively specific, and could not be explained by differences in face processing or IQ. Using functional magnetic resonance imaging (fMRI), psychosis-proneness was linked with reduced neural activity in brain regions that underlie normal face emotion recognition, including regions that are implicated in self-representation. Additional experiments were conducted to explore psychosis-proneness related differences in self-representation, and a relationship was revealed between cognitive-perceptual (positive) dimensions of psychosis-proneness and (1) flexibility in the body representation (as measured by the rubber hand illusion), and (2) self-referential source memory (but not self-referential recognition memory). Neither of these relationships, however, explained the association between psychosis-proneness and face emotion recognition ability. These findings indicate that psychosis vulnerability is related to neural and behavioral differences in face emotion processing, and that these differences are not a secondary characteristic of psychotic illness. Moreover, poorer emotion recognition ability in psychosisprone individuals is not explained by generalized performance, IQ, or face processing deficits. Although some dimensions of psychosis-proneness were related to differences in measures of self-representation, no evidence was found that these abnormalities contribute to psychosisproneness related differences in emotion recognition ability.Psychology
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Christensen, Kara Alise. "Interpersonal emotion regulation contagion: Effects on strategy use and affect." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1439762110.
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Leisterer, Sascha. "Affekte und Emotionen im Sportunterricht – Pädagogisch-psychologische Unterrichtsforschung aus der Schülerinnen-Schüler-Perspektive." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22878.
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In dieser Dissertation wurde zur Untersuchung von Affekten und Emotionen als zentrales Phänomen im Sportunterricht ein Modell entwickelt, das das affektiv-emotionale Erleben im Sportunterricht aus Schülerinnen-Schüler-Perspektive als eigenständiges Phänomen betrachtet und in Bezug zu seinen Auslösern, Unterrichtsmaßnahmen und Konsequenzen setzt. Zur Beschreibung des affektiv-emotionalen Erlebens wurden Auslöser von Affekten und Emotionen in einer qualitativen Interviewstudie exploriert: Attraktivität der Aufgabe, Zugehörigkeit, Kompetenz und Autonomie erscheinen als entscheidende Auslöser des affektiv-emotionalen Erlebens aus Sicht der Schülerschaft. Daran anknüpfend wurden Kompetenz und Zugehörigkeit experimentell untersucht, um die Wirkung dieser Auslöser auf das affektiv-emotionale Erleben zu überprüfen. Eine positive bzw. negative Kompetenzbedingung führt zu einem positiven bzw. negativen Affekt und soziale Interaktion (Zugehörigkeitsbedingung) führt zu einem positiven Affekt bei den Schülerinnen und Schülern. Weiterführend wurden in einer systematischen Review Arbeit Unterrichtsmaßnahmen untersucht, die das affektiv-emotionale Erleben der Schülerinnen und Schüler im Sportunterricht effektiv beeinflussen können, indem sie die explorierten Auslöser anwenden. Dabei kann gezeigt werden: Autonomieunterstützende Unterrichtsmaßnahmen, die mit den identifizierten Auslösern zusammenhängen, können zu einem positiven affektiv-emotionalen Erleben bei den Schülerinnen und Schülern führen. Die identifizierten Auslöser des affektiv-emotionalen Erlebens und die effektiven Unterrichtsmaßnahmen werden in dieser Dissertation in ein heuristisches Modell zur Erklärung des affektiv-emotionalen Erlebens von Schülerinnen und Schülern im Sportunterricht integriert und hinsichtlich zukünftiger Forschungsansätze inhaltlich und methodisch diskutiert. Diese Dissertation schließt mit zukünftigen Forschungsfragen und praktischen Implikationen für die Bildungslandschaft.This doctoral thesis focusses on affective and emotional states of students in the context of physical education (PE). Affects and emotions represent the theoretical framework. In order to investigate affects and emotions as a central phenomenon in PE, a model was developed that declares the affective and emotional states of students in PE to an independent phenomenon and relates this to its triggers, teaching styles and consequences. A qualitative interview study explored triggers of affects and emotions to describe the affective-emotional states: attractiveness of the task, belonging, competence, and autonomy appear to be decisive triggers of the affective-emotional states from the students' perspective. Based on this, competence and belonging were experimentally examined in order to successfully check the effect of these triggers on the affective and emotional states. A positive or negative trigger of competence influences students’ positive or negative affect and social interaction (belonging) influences students’ positive affect. In addition, teaching styles using the explored triggers were examined in a systematic review due to their influencing effects on the affective-emotional states of students in PE. It can be shown that autonomy-supportive teaching styles, which are related to the identified triggers, can positively influence the affective and emotional states of students. The identified triggers of the affective-emotional states and possible teaching styles are integrated into a heuristic model of affective-emotional states from students’ perspectives in PE. Based on this heuristic model, the contribution of this thesis will be critically reflected for further analysis of affective-emotional perception in future studies. Finally, the presented research is linked to future research questions. Practical implications are addressed for PE classes, schools, teacher training and general educational policy.
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Fredrick, Joseph William. "Examining the Association Between Family Savoring and Adolescent Depression." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1497633213449115.
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