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Journal articles on the topic 'Emotioner'
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O'Toole, Mia Skytte, and Esben Hougaard. "Angst og depression: Emotionsregulering i psykoterapi." Tidsskrift for Forskning i Sygdom og Samfund 13, no. 24 (August 2, 2016): 17. http://dx.doi.org/10.7146/tfss.v13i24.20223.
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Emotioner er kommet i fokus inden for en række videnskaber de sidste årtier, hvor man er begyndt at tale om affektive videnskaber, der bl.a. omfatter psykologi, neurovidenskab, medicin og sociologi. I denne artikel hævder vi, at emotioner er en funktionel størrelse, og at uhensigtsmæssig regulering af emotioner spiller en vigtig rolle ved psykisk lidelse. Vi fremhæver herefter nogle centrale emotionsreguleringsstrategier ved angstlidelser og depression og præsenterer på denne baggrund emotionsreguleringsterapi som et bud på en psykologisk behandling, der direkte retter sig mod emotionsregulering i angst og depression. Anxiety and depression: Emotion regulation in psychotherapy. There has been an increasing interest in emotions during the past couple of decades, reflected in a rapid growth of the affective sciences. In this article we argue that emotions serve important functions in human life and that adaptive emotion regulation is crucial for mental health. We review some of the central emotion regulation strategies in anxiety disorders and depression and describe how Emotion Regulation Therapy is aimed at targeting emotion dysfunction in so-called distress disorders.
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Musaeus, Peter, and Annette Jakobsen. "Regulering af teamemotion-traumesygeplejerskers emotionelle arbejde." Tidsskrift for Arbejdsliv 13, no. 2 (June 1, 2011): 59–72. http://dx.doi.org/10.7146/tfa.v13i2.108886.
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Der er følelser og regulering af følelser i alle teams. Teamemotion kan forstås som teammedlemmers vurderinger af, hvad teamet bør lægge mærke til ved opgaveløsning. Teamemotion reguleres gennem tilegnelse af organisatoriske normer for, hvilke emotioner der må udtrykkes, og hvordan de må udtrykkes, eksempelvis at vrede bør undertrykkes, mens glæde bør vises. Forskning i følelser på arbejde inden for servicefag har fokuseret på emotionelt arbejde. Men der mangler forskning i forhold til emotioner i arbejdsteams. Det medicinske traumeteam er fokus for denne artikel. Artiklen er et casestudie af traumesygeplejerskers emotionelle arbejde overfor andre teammedlemmer samt patienter. Vi undersøger regulering af teamemotion ud fra håndtering af uenighed og konflikt, normer om ro og effektiv teamkommunikation samt hierarki i teamet.
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Thing, Lone Friis. "Kroppen – og de unevnelige emotioner." Sosiologisk tidsskrift 13, no. 01 (February 14, 2005): 7–28. http://dx.doi.org/10.18261/issn1504-2928-2005-01-03.
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Jantzen, Christian, and Mikael Vetner. "Underholdning, emotioner og identitet. Et mediepsykologisk perspektiv på underholdningspræferencer." MedieKultur: Journal of media and communication research 24, no. 45 (December 2, 2008): 20. http://dx.doi.org/10.7146/mediekultur.v24i45.511.
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Underholdning er mere end adspredelse og alt andet end tidsfordriv. Mennesker er motiverede for at lade sig underholde, fordi underholdning rummer kvaliteter, der er af væsentlig betydning for deres fysiske, psykiske og sociale velbefindende. Ved at identificere disse oplevelseskvaliteter vil artiklen for det første præcisere underholdningens emotionsregulerende og identitetskonstituerende funktioner. Men ikke alle mennesker motiveres af og er motiverede for samme type underholdning og samme oplevelseskvaliteter. Artiklen vil derfor for det andet vise, hvordan individuelle forskelle i motivation i vid udstrækning er begrundet i personlighedsmæssige forhold, der får individer til at foretrække bestemte oplevelseskvaliteter frem for andre. Denne redegørelse munder ud i en psykografisk segmenteringsmodel, som artiklen for det tredje søger at beskrive forskelle i underholdningspræferencer ud fra. Det er artiklens pointe, at underholdningsprogrammer kan fungere som segmentknusere ved at rumme oplevelseskvaliteter, der er relevante for forskellige segmenter. Entertainment, Emotions and Personality Analyzing Preferences for Media Entertainment from a Media Psychological Perspective Entertainment is far more than a simple pastime and anything but a waste of time. On the contrary we are as humans motivated towards entertainment, as entertainment offers distinct qualities crucial for our psychical, psychological and social well-being. By identifying such experiential qualities this paper aims firstly at defining how entertainment regulates emotions as well as constituting our identity. Not all people are however motivated by or are motivated towards the same type of entertainment and the same experiential qualities. Therefore this paper aims secondly at demonstrating how individual differences in motivation to a large degree stem from differences in personality, determining preferences for certain experiential qualities rather than others. This analysis concludes in a psychographic model for segmentation, which is then utilized to describe differences in preferences for entertainment. By including experiential qualities that are relevant to different segments, entertainment programmes may transgress segments and can therefore be seen as segment-breakers.
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Lauridsen, Stephanie Green, Kathrine G. Nissen, and Mette Skovgaard Væver. "Emotioner og konflikter i parforholdet: En systematisk gennemgang af den nyeste forskning om tilknytningens betydning." Tidsskrift for Forskning i Sygdom og Samfund 13, no. 24 (August 2, 2016): 39. http://dx.doi.org/10.7146/tfss.v13i24.22081.
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Hvordan håndterer vi negative emotioner, og hvordan påvirker det konflikter i nære relationer? Tilknytningsteorien er velegnet som en ramme til at beskrive og forstå, hvordan voksne håndterer emotioner og konflikter i parforholdet. Artiklen evaluerer på baggrund af en systematisk litteratursøgning den nyeste forskning, der er publiceret i perioden 2000 – 2015, og som undersøger sammenhængen mellem voksnes tilknytningsmønstre (AAI) og den måde, som voksne håndterer konflikter i parforholdsrelationen. Ti studier opfyldte inklusionskriterierne. Reviewet viste, at i ni ud af ti studier har tilknytningsmønsteret betydning for konfliktadfærden i parforholdet. Således at utrygt tilknyttede viser en mere negativ adfærd, såsom kritik og afvisninger, hvor trygt tilknyttede viser en mere positiv adfærd, såsom empati og åbenhed. Desuden vil utrygt tilknyttede vise en mindre effektiv omsorgsadfærd, da utrygt tilknyttede er mindre bevidste om partnerens følelser og intentioner, hvor trygt tilknyttede vil respondere sensitivt og nøjagtigt på partnerens behov. Med det lave antal af inkluderede studier taget i betragtning, så ses der en tendens til, at tilknytningsmønsteret hos voksne i 30’erne guider konfliktadfærden i parforholdet. Tilknytningsteorien og den empiriske forskning i konfliktadfærd giver sundhedsprofessionelle indsigt i emotionelle processer og kan være med til at svare på, hvorfor nogle par sammenlignet med andre bliver fanget i uhensigtsmæssige strategier i konflikter. Det er relevant for den videre forskning at undersøge, om tilknytningsteoriens hypoteser kan generaliseres på tværs af generationer. Emotions and conflicts in adult close relationships: A systematic review of the impact of adult attachment on conflict behavior. How do we deal with negative emotions, and how do they affect conflicts in close relationships? Attachment theory is a suitable framework to describe and understand how adults handle emotions and conflicts in their relationships. This article is based on a systematic literature search identifying recent research, i.e., published from 2000 till 2015, which examines attachment pattern with the Adult Attachment Interview (AAI), and the way couples manage conflicts in their romantic relationships. The review shows that in nine out of ten studies the attachment pattern guides the couples’ behaviour during conflicts in romantic relationships. Insecurely attached couples showed more negative behaviour, such as criticism and rejection, whereas securely attached couples showed a more positive behaviour, such as empathy and openness. Likewise, insecurely attached couples showed less effective caregiving behaviour, whereas securely attached couples responded sensitively and accurately to the needs of their partners. Bearing in mind the small number of included studies, it is seen that there is a tendency for the attachment pattern in adults in their thirties to guide their behavior during conflicts in their relationships. Attachment theory and empirical research on conflict behavior give health professionals insight into emotional processes, and can help answer why some couples become trapped in inappropriate strategies during conflicts. Though there is a noticeable trend, there is a need for further research, due to the small number of studies.
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Thing, Lone Friis. "Er emotioner som vilde galoperende heste? En mikrosociologisk anvendelse af Nobert Elias´ emotionsbegreb med elitesport som eksempel." Dansk Sociologi 11, no. 1 (August 22, 2006): 23–39. http://dx.doi.org/10.22439/dansoc.v11i1.602.
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Are emotions like wild galloping horses? Application of Norbert Elias’ concept of emotion to elite sport
In an effort to challenge the concept of emotion based on Freud in the figurational thinking of sport, this article argues that the psychology of pleasure in sport is not exhausted by Freud. With a sociological perspective on emotions, this article reconsiders the knowledge that emotions involve both cognitive and affective dimensions. Elias and Dunning say that violent emotions are tabooed and connected with repugnance and shame, and that centralization of power and monopolization of violence in the civilizing process resulted in a refinement of manners, tastes and behavior. Their framework has been fruitful in understanding the roots of aggressive behavior in sport, which I have analyzed in female elite sport.
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Heitmann, Annegret. ""Blodet suser". Melodrama og emotioner i Herman Bangs "De fire djævle"." K&K - Kultur og Klasse 39, no. 111 (June 25, 2011): 67–82. http://dx.doi.org/10.7146/kok.v39i111.15756.
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“THE BLOOD RUSHES”. MELODRAMA AND EMOTIONS IN HERMAN BANG’S “DE FIRE DJÆVLE”Starting from the melodramatic quality of some of Herman Bang’s texts, the article tries to show its specific function through a reading of “De fire Djævle”. Applying some thoughts of current research on affectivity, it links the narrative expressions of strongemotions to contemporary discourses on trauma on the one hand, and energy and entropy on the other. Affects are shown to be unreliable signs of complex or even repressed phenomena;the story therefore advocates scepticism regarding language, which has an analogy in the silence of the four artistes. Their trapeze-act can be read as a poetological signal for the storyitself: dramatic feelings issue from a self-discipline that withholds its repressed motivation.
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Davidsen, Annette Sofie, and Christina Fogtmann. "Mentaliseringsteorien – mangler og muligheder." Tidsskrift for Forskning i Sygdom og Samfund 13, no. 24 (August 2, 2016): 113. http://dx.doi.org/10.7146/tfss.v13i24.20085.
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I samtaler mellem læge og patient er følelser og emotioner ofte i spil og har stor betydning for etablering af forståelse, også uden at blive italesat. I studier af læge-patientsamtaler er begreber og teorier for denne emotionelle forståelsesetablering sjældent inddraget. Vi præsenterer en mulig forklaringsmodel til forståelse af emotioner og følelser, nemlig mentaliseringsteorien. Vi redegør for teorien og for dens forskellige dimensioner og polariteter, herunder implicit mentalisering, som er særdeles vigtig for etablering af forståelse i forholdet mellem patient og behandler. Herudover redegør vi for det teoretiske fundament, som mentaliseringsteorien hævder at bygge på, nemlig Theory of Mind. Vi påviser, at dette fundament er utilstrækkeligt, især til at forklare den største del af mentaliseringsprocessen, nemlig den implicitte, automatiske, ofte nonverbale mentalisering. Vi hævder, at et fænomenologisk udgangspunkt i højere grad vil kunne redegøre for den umiddelbare interpersonelle forståelsesproces, som indgår i mentalisering. Den fænomenologiske forståelse inddrager kroppen som en vigtig del af forståelsesprocessen. Kroppen indgår også i mentaliseringsprocessen, men uden at denne forståelse forklares teoretisk. Desuden kan fænomenologien i højere grad redegøre for empati, som også udgør en stor del af mentaliseringsprocessen, men som forklares som en eksplicit aktivitet. Som psykologisk teori finder vi mentaliseringsteorien meget anvendelig til at belyse forståelsesprocesser i interaktionen mellem læge og patient, og mellem behandler og patient i det hele taget. Men den grundlæggende tankemæssige forståelsesramme bør reformuleres. Mentalisering kan trænes og vil kunne studeres, men der er behov for at anvende interaktionsstudier for også at indfange de implicitte processer i mentalisering. Mentalization Theory – shortcomings and possibilities. In consultations between physician and patient feelings, and emotions are often in play and are important for establishing understanding, also when not articulated. In studies of doctor-patient communication concepts and theories addressing emotional understanding are rarely included. We present a possible explanation model for understanding emotions and feelings, viz. mentalization theory. We explain the theory and its different dimensions and polarities, including implicit mentalization which is highly important for establishing understanding between patient and professional. We also explain the theoretical foundation which mentalization theory claims to rely on, viz. Theory of Mind. We show that this foundation is insufficient, especially in relation to providing explanation for the main part of the mentalizing process, the implicit, automatic, often non-verbal mentalizing. We claim that a phenomenological basis could support the immediate, interpersonal process of understanding involved in mentalizing. Phenomenological understanding includes the body as an important part of understanding other persons. The body is also included in mentalizing, but this is not accounted for theoretically. Furthermore, phenomenology accounts more adequately for empathy which represents a substantial part of mentalizing, but regarded as an explicit activity. We consider mentalization a psychological theory that is very useful in shedding light on processes of understanding in consultations between physician and patient, and between professional and patient in general. However, the underlying philosophical frame of reference should be reformulated. Mentalizing can be trained and can be studied, but there is a need to apply interactional studies to capture the implicit mentalizing processes.
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Biszczanik, Kamila, and Sabine Gruber. "Att arbeta i tvångsvårdens säkra rum – emotioner och säkerhet på särskilda ungdomshem i Sverige." Norsk sosiologisk tidsskrift 5, no. 01 (February 5, 2021): 52–64. http://dx.doi.org/10.18261/issn.2535-2512-2021-01-05.
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Lee, Mikyoung, and Keum-Seong Jang. "Nurses’ emotions, emotion regulation and emotional exhaustion." International Journal of Organizational Analysis 27, no. 5 (November 4, 2019): 1409–21. http://dx.doi.org/10.1108/ijoa-06-2018-1452.
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Purpose The purpose of this study is to investigate the relations between emotion regulation (reappraisal and suppression), discrete emotions and emotional exhaustion among nurses. Design/methodology/approach A cross-sectional design was used with 168 nurses in South Korea. Structural equation modeling and path analysis were conducted for analysis. Findings Reappraisal correlated positively with enjoyment and pride and negatively with anxiety, anger and frustration, whereas suppression correlated negatively with enjoyment and positively with anxiety and frustration. Moreover, reappraisal was negatively associated with emotional exhaustion, whereas suppression was positively associated with it. Enjoyment was negatively related to emotional exhaustion, and anger and frustration were positively related to it. Enjoyment and frustration mediated the relation between emotion regulation and emotional exhaustion. Findings demonstrate the potentially beneficial influences of reappraisal as well as harmful impacts of suppression in the nursing context. Research limitations/implications This paper expands research on nurses’ emotion management by applying Gross’s emotion regulation framework rather than Hochschild’s emotional labor framework. The mediating result suggests that not only nurses but also hospital administrators and nurse managers should pay attention to nurses’ emotional experiences to improve nurses’ well-being and ultimately better nursing practice. This research can provide the basis for developing practical interventions to efficiently regulate nurses’ emotions. Originality/value This is the first study exploring the mediating role of emotions in the link between nurses’ emotion regulation and emotional exhaustion. It contributes to interdisciplinary research by integrating perspectives from psychological emotion and emotion regulation research into the nursing field.
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MacCann, Carolyn, Yasemin Erbas, Egon Dejonckheere, Amirali Minbashian, Peter Kuppens, and Kirill Fayn. "Emotional Intelligence Relates to Emotions, Emotion Dynamics, and Emotion Complexity." European Journal of Psychological Assessment 36, no. 3 (May 2020): 460–70. http://dx.doi.org/10.1027/1015-5759/a000588.
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Abstract. Emotional intelligence (EI) should relate to people’s emotional experiences. We meta-analytically summarize associations of felt affect with ability EI branches (perception, facilitation, understanding, and management) and total scores ( k = 7–14; N = 1,584–2,813). We then use experience sampling ( N = 122 undergraduates over 5 days, 24 beeps) to test whether EI predicts emotion dynamics and complexity. Meta-analyses show that EI correlates significantly with lower negative affect (NA; ρ = −.21) but not higher positive affect (PA; ρ = .05). PA (but not NA) shows a significantly stronger relationship with emotion management (ρ = .23) versus other EI branches (ρ = −.01 to .07). In the experience sampling study, only management significantly related to higher PA, whereas lower NA was significantly related to total EI, perception, facilitation, and management. After controlling for mean affect: (a) only understanding significantly predicted NA dynamics whereas only management and facilitation significantly predicted PA dynamics; (b) management and facilitation predicted lower PA differentiation (EI was unrelated to NA differentiation); and (c) perception and facilitation predicted greater bipolarity. Results show that EI predicts affect, emotion dynamics, and emotion complexity. We discuss the importance of distinguishing between different branches of ability EI.
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von Scheve, Christian. "Comment: Emotions as Relational Orientations: Accounting for Culture and Social Structure." Emotion Review 13, no. 2 (April 2021): 94–96. http://dx.doi.org/10.1177/1754073921991234.
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The present contribution provides a constructive criticism of Brian Parkinson’s “Heart to Heart: A Relation-Alignment Approach to Emotion’s Social Effects.” I outline a number of points in Parkinson’s approach that I find particularly useful from a sociological perspective on emotions and provide suggestions for further extending his account. In doing so, I concentrate on issues regarding the social ontology of emotion, the proposition of emotional adjacency pairs in verbal and facial communication, the importance of social appraisals in intergroup contexts, and the relevance of social institutions for understanding how some emotions come to dominate certain social relations.
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Bauer, Karen. "Emotion in the Qur'an: An Overview." Journal of Qur'anic Studies 19, no. 2 (June 2017): 1–30. http://dx.doi.org/10.3366/jqs.2017.0282.
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In the Western academic study of the Qur'an, very little has been written about emotion. The studies that do acknowledge the power of emotion tend to concentrate on emotion as a response to the text's aesthetics. And yet emotion is a central part of the Qur'an: fostering the correct emotions is a part of pietistic practice, emotion helps to convince believers to act as they should, and emotional words and incidents bring unity to this synoptic text. This article has four parts. It begins by reviewing approaches that have been taken in History and Biblical studies, in order to clarify the nature of emotions. I argue that emotions are universal but that they have socially constructed elements and a social function. Also, control of emotions can be as revealing as emotional expression. Part Two describes the overall message of emotions in the Qur'an. Humans must cultivate God-fearingness, while God bestows mercy/compassion and love, or anger and displeasure. Believers are distinguished by their emotional sensitivity to God's word, and their ability to form an emotional attachment to God, and thus emotional control is a key pietistic practice. In Part Three, I propose a new method for analysing emotion within Qur'anic suras, which is to trace emotional plots. This method involves identifying the emotional journey undertaken or described in a passage of text. Part Four examines the resonance that is created by the use of specific emotion words in different suras.
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Dhaka, Suman, and Naveen Kashyap. "Explicit emotion regulation: Comparing emotion inducing stimuli." Psychological Thought 10, no. 2 (October 20, 2017): 303–14. http://dx.doi.org/10.5964/psyct.v10i2.240.
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Emotions are a major part of our subjective experiences of the world. At times, our emotions are not appropriate and require active management. Emotion regulation refers to the various ways of managing or controlling emotional responses. External stimuli play specific role in electing emotions. Pictures and movies elicit emotions and emotional effects of films are believed to exceed that of pictures. The aim of the present study is to compare the effectiveness of emotion regulation strategies across emotion induction method (picture and films). Forty participants rated their emotion on Self-Assessment Manikin (SAM) ratings for each pictorial and video stimuli while following the emotion regulation instructions. Repeated-measures ANOVAs revealed that the pictures were more effective in modulating emotions. Cognitive reappraisal and distraction strategies downregulated emotions.
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Liu, Xiao-Yu, Nai-Wen Chi, and Dwayne D. Gremler. "Emotion Cycles in Services: Emotional Contagion and Emotional Labor Effects." Journal of Service Research 22, no. 3 (March 17, 2019): 285–300. http://dx.doi.org/10.1177/1094670519835309.
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Service organizations encourage employees to express positive emotions in service encounters, in the hope that customers “catch” these emotions and react positively. Yet customer and employee emotions could be mutually influential. To understand emotional exchanges in service encounters and their influences on customer outcomes, the current study models the interplay of emotional contagion and emotional labor, as well as their influence on customer satisfaction. Employees might catch customers’ emotions and transmit those emotions back to customers through emotional contagion, and employee emotional labor likely influences this cycle by modifying the extent to which emotional contagion occurs. Data from 268 customer-employee dyads, gathered from a large chain of foot massage parlors, confirm the existence of an emotion cycle. Deep acting, as one type of emotional labor used by employees, hinders the transmission of negative emotions to customers, whereas surface acting facilitates it. Both customer emotions and employee emotional labor thus have critical influences on service encounters. The findings highlight the importance of understanding the potential influence of customer preservice emotions and the presence of an emotion cycle during service delivery.
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Guldin, Mai-Britt, and Ann Dorrit Guassora. "Følelser i sundhed og sygdom - genbesøgt." Tidsskrift for Forskning i Sygdom og Samfund 13, no. 24 (August 2, 2016): 5. http://dx.doi.org/10.7146/tfss.v13i24.24088.
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Er mennesket grundlæggende styret af fornuft eller følelse? Det ældgamle spørgsmål: Er følelser konstruktive størrelser eller uhensigtsmæssige forstyrrelser i et menneskeliv? Hvordan beriger følelserne vores liv, og spiller de en rolle i vores sundhed og sygdom? . I Jane Austens roman Fornuft og følelse, som finder sted i den engelske overklasse i forrige århundrede, udspilles et drama om betydningen af fornuft og følelse i tilgangen til livet og kærligheden. Dilemmaet mellem fornuft eller følelse illustreres ved at portrættere storesøsteren Elinor Dashwood, som lader sig lede af fornuften og lillesøsteren Marianne Dashwood, som er impulsiv og i sine følelsers vold. I lyset af dette dilemma udspindes en kærlighedshistorie om kvindernes tilgang til livet og deres relationer, og det giver brændstof til handlingen, at netop følelserne enten får overtaget eller bliver behersket og undertrykt.Det grundlæggende spørgsmål om fornuft og følelse har dannet baggrund for dette temanummer, og en række professionelle og forskere med forskellige disciplinære baggrunde belyser med deres bidrag en række dimensioner og aspekter af emotioner eller her benævnt følelser; deres rolle i nutiden og i forhold til individ, relationer, sygdom og samfund.
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Hayward, Renae Maree, and Michelle Rae Tuckey. "Emotions in uniform: How nurses regulate emotion at work via emotional boundaries." Human Relations 64, no. 11 (November 2011): 1501–23. http://dx.doi.org/10.1177/0018726711419539.
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The management of emotions at work has been conceptualized in terms of its association with emotional inauthenticity and dissonance. In contrast, we integrate the idea of emotion regulation at work with basic strategic and adaptive functions of emotion, offering a new way of understanding how emotions can be harnessed for task achievement and personal development. Through a content analysis of interview data we examined how and why emotion regulation is carried out by employees, focusing on the in situ experiences of nurses. The manipulation of emotional boundaries, to create an emotional distance or connection with patients and their families, emerged as a nascent strategy to manage anticipated, evolving, and felt emotions. The emotional boundary perspective offers possibilities for knowledge development that are not rooted in assumptions about the authenticity of emotion or the professional self but that instead account for the dynamic, complex, multi-layered, and adaptive characteristics of emotion management.
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Abstract, Nicky James. "Emotional Labour: Skill and Work in the Social Regulation of Feelings." Sociological Review 37, no. 1 (February 1989): 15–42. http://dx.doi.org/10.1111/j.1467-954x.1989.tb00019.x.
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I define emotional labour as the labour involved in dealing with other peoples' feelings, a core component of which is the regulation of emotions. The aims of the paper are firstly to suggest that the expression of feelings is a central problem of capital and paid work and secondly to highlight the contradictions of emotions at work. To begin with I argue that ‘emotion’ is a subject area fitting for inclusion in academic discussion, and that the expression of emotions is regulated by a form of labour. In the section ‘Emotion at home’ I suggest that emotional labour is used to lay the foundations of a social expression of emotion in the privacy of the domestic domain. However the forms emotional labour takes and the skills it involves leave women subordinated as unskilled and stigmatised as emotional. In the section ‘Emotion at work’ I argue that emotional labour is also a commodity. Though it may remain invisible or poorly paid, emotional labour facilitates and regulates the expression of emotion in the public domain. Studies of home and the workplace are used to begin the process of recording the work carried out in managing emotions and drawing attention to its significance in the social reproduction of labour power and social relations of production.
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Gordon, Nakia S., and Samantha A. Chesney. "On the Outside Looking In: Distress and Sympathy for Ethnic Victims of Violence by Out-Group Members." Journal of Cognition and Culture 17, no. 3-4 (October 6, 2017): 199–217. http://dx.doi.org/10.1163/15685373-12340004.
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Abstract It is well documented that individuals respond with negative emotions to racial and ethnic out-groups. Yet, it is unknown whether the responses are a measure of simple emotional reactivity or if they are also influenced by emotion regulation. Given the importance of emotions in out-group evaluation (see Intergroup Emotion Theory; Smith and Mackie, 2008), we investigated emotional reactivity and regulation in response to out-group victimization. Forty-one undergraduates completed the Emotion Regulation Questionnaire and viewed three sets of images: lynching of African-Americans, torture of Abu Ghraib prison detainees, and iaps images depicting graphic violence. Participants rated 13 emotions before and after viewing the images. A factor analysis identified four emotional response categories: Distress, Sympathy, Arousal and Avoidance. Analyses at both the individual emotion level and factor level indicated that negative emotions (e.g., anger, disgust, and guilt) were greater in response to violence against ethnic groups relative to violence depicted in the iaps images. Emotional suppression predicted blunted distress and arousal to ethnic victimization. These findings highlight that emotional responses to out-group victimization are complex and tempered by emotional suppression. Individuals’ emotion regulation may provide further insight into responses to ethnic and racial out-groups.
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Berlibayeva, M. "Basic techniques and methods of developing emotional intelligence in preschool children." Pedagogy and Psychology 46, no. 1 (March 31, 2021): 176–85. http://dx.doi.org/10.51889/2021-1.2077-6861.24.
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This article is devoted to the disclosure of the basic techniques and techniques for the development of emotional intelligence in preschool children. The work substantiates the need for the development of emotional intelligence in preschool children, its importance for the successful socialization of the child's personality. The author notes that the emotional intelligence of preschool children is a type of intelligence responsible for the child's recognition of his own emotions and the emotions of the people around him, as well as for controlling, managing his emotions and for influencing the emotions of other people. According to the author, at present, the number of preschool children with emotional instability has increased: aggressive, angry, conflict, which is why it is necessary to develop emotional intelligence at this age, but, unfortunately, many educators and parents do not pay due attention to this issue. Emotional intelligence is not an innate personality trait; the development of emotional intelligence is carried out in stages. At the first stage, emotion is perceived – this is the child's recognition of his emotions and the emotions of other people. At the second stage – understanding emotion – the ability to determine the reasons for the appearance of a particular emotion in oneself and in the people around him, establishing a connection between emotions and thoughts. At the third stage – managing emotions – the ability to suppress emotions, awaken and direct own and others' emotions to achieve goals. At the fourth stage – using emotions to stimulate thinking – awakening creativity in oneself, activating the brain with the help of one's own emotions. The article discusses various techniques and techniques for the development of emotional intelligence in preschool children.
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Fernández-Dols, José-Miguel, Pilar Carrera, Alejandra Hurtado de Mendoza, and Luis Oceja. "Emotional Climate as Emotion Accessibility: How Countries Prime Emotions." Journal of Social Issues 63, no. 2 (June 2007): 339–52. http://dx.doi.org/10.1111/j.1540-4560.2007.00512.x.
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Gabrielsson, Alf. "Emotion perceived and emotion felt: Same or different?" Musicae Scientiae 5, no. 1_suppl (September 2001): 123–47. http://dx.doi.org/10.1177/10298649020050s105.
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A distinction is made between emotion perception, that is, to perceive emotional expression in music without necessarily being affected oneself, and emotion induction, that is, listeners’ emotional response to music. This distinction is not always observed, neither in everyday conversation about emotions, nor in scientific papers. Empirical studies of emotion perception are briefly reviewed with regard to listener agreement concerning expressed emotions, followed by a selective review of empirical studies on emotional response to music. Possible relationships between emotion perception and emotional response are discussed and exemplified: positive relationship, negative relationship, no systematic relationship and no relationship. It is emphasised that both emotion perception and, especially, emotional response are dependent on an interplay between musical, personal, and situational factors. Some methodological questions and suggestions for further research are discussed.
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Sarry, Septi Mayang, and Eka Ervika. "Parental Emotional Coaching untuk Meningkatkan Kemampuan Menghadapi Emosi Negatif Anak Tunarungu." Prosiding Penelitian dan Pengabdian kepada Masyarakat 5, no. 2 (August 13, 2018): 117. http://dx.doi.org/10.24198/jppm.v5i2.18374.
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AbstrakPenelitian ini bertujuan untuk mengetahui perbedaan kemampuan orangtua dalam menghadapi anak yang memiliki emosi negatif sebelum dan sesudah mengikuti program parental emotional coahing. Hasil dari penelitian ini menunjukan parental emotional coaching efektif bagi orangtua untuk meningkatkan kemampuan menghadapi emosi negatif anak tunarungu. Penelitian ini merupakan quasi eksperimen yang diukur dengan Coping with Children’s Emotion Scale (CCNES) dari Fabes dan koleganya (1990-an) yang mengambarkan 6 respon orangtua dalam menghadapi emosi negatif anak yaitu problem focused reaction, emotion focused reaction, expressive encouragement, minimization reaction, punitive reaction, distress reaction. Dua respon pertama yaitu, problem focused reaction, emotion focused reaction merupakan suatu respon yang mendukung untuk bisa menghadapi emosi negatif anak secara efektif. Modul program parental emotional coaching disusun berdasarkan teori Gottman (dalam Cook, 2004). AbstractThis research aimed to determine differences in the ability of parents in dealing with children with hearing negative emotions before and after parental emotional coaching program. Parental emotional coaching aimed to coach parents come be a emotional coacher in dealing children’s negative emotion. Measurements were made with Coping with Children's Emotion Scale (CCNEs ) of Fabes and colleagues ( 1990 ) describing 6 responses of parents in dealing with negative emotions children are problem focused reaction, emotion focused reaction, expressive encouragement, minimization reaction, punitive reaction, distress reaction. The first two responses , namely , reaction problem focused , emotion focused reaction is a response to support the child could face negative emotions effectively . Parental emotional coaching program modules compiled based on Gottman 's theory ( in Cook , 2004). This research use quasi experiment design. The results of this study indicate that parental emotional coaching effectively to improve the ability to deal with negative emotions deaf children.
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Denham, Susanne A. "“When I have a Bad Dream, Mommy Holds Me”: Preschoolers’ Conceptions of Emotions, Parental Socialisation, and Emotional Competence." International Journal of Behavioral Development 20, no. 2 (February 1997): 301–19. http://dx.doi.org/10.1080/016502597385351.
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Described preschoolers’ conceptions of the consequences of their own emotions within the family demonstrated the linkage between this aspect of social cognition and emotional competence with peers, and examined contributions of parental emotion to both child variables. A total of 77 4- and 5-year-olds enacted dollhouse vignettes depicting consequences of their emotions. Parents completed questionnaires on negative emotion and sharing of positive affect, and teachers rated children’s emotional competence with peers. Children attributed plausible parental reactions to their own emotions; affective sharing/distress relief conceptions of parents’ reactions were most strongly associated with emotional competence in the preschool classroom. Socialisation of emotion indices exerted both direct and indirect influences on emotional competence, and conceptions of parents’ positive reactions also exerted a direct effect, as expected.
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Parkinson, Brian. "Author Reply: Aligning Social Relations With Faces, Words, and Emotions." Emotion Review 13, no. 2 (April 2021): 96–100. http://dx.doi.org/10.1177/1754073921999817.
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How do facial movements and verbal statements relate to emotional processes? A familiar answer is that the primary phenomenon is an internally located emotion that may then get expressed on the face and represented in words. In this view, emotion’s social functions and effects are indirect consequences of prior intrapsychic states or events. By contrast, my target article argued that facial and verbal activity are constituents rather than consequences of the dynamic production of fundamentally relational emotions. This article clarifies this alternative position and evaluates potential counterarguments.
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Bebko, Genna M., Bobby K. Cheon, Kevin N. Ochsner, and Joan Y. Chiao. "Cultural Differences in Perceptual Strategies Underlying Emotion Regulation." Journal of Cross-Cultural Psychology 50, no. 9 (October 2019): 1014–26. http://dx.doi.org/10.1177/0022022119876102.
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Cultural norms for the experience, expression, and regulation of emotion vary widely between individualistic and collectivistic cultures. Collectivistic cultures value conformity, social harmony, and social status hierarchies, which demand sensitivity and focus to broader social contexts, such that attention is directed to contextual emotion information to effectively function within constrained social roles and suppress incongruent personal emotions. By contrast, individualistic cultures valuing autonomy and personal aspirations are more likely to attend to central emotion information and to reappraise emotions to avoid negative emotional experience. Here we examined how culture affects perceptual strategies employed during emotion regulation, particularly during cognitive reappraisal and emotional suppression. Eye movements were measured while healthy young adult participants viewed negative International Affective Picture System (IAPS) images and regulated emotions by using either strategies of reappraisal (19 Asian American, 21 Caucasian American) or suppression (21 Asian American, 23 Caucasian American). After image viewing, participants rated how negative they felt as a measure of subjective emotional experience. Consistent with prior studies, reappraisers made lower negative valence ratings after regulating emotions than suppressers across both Asian American and Caucasian American groups. Although no cultural variation was observed in subjective emotional experience during emotion regulation, we found evidence of cultural variation in perceptual strategies used during emotion regulation. During middle and late time periods of emotional suppression, Asian American participants made significantly fewer fixations to emotionally salient areas than Caucasian American participants. These results indicate cultural variation in perceptual differences underlying emotional suppression, but not cognitive reappraisal.
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Scherer, Klaus R. "Emotional experience is subject to social and technological change: extrapolating to the future." Social Science Information 40, no. 1 (March 2001): 125–51. http://dx.doi.org/10.1177/053901801040001007.
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While the emotion mechanism is generally considered to be evolutionarily continuous, suggesting a certain degree of universality of emotional responding, there is evidence that emotional experience may differ across cultures and historical periods. This article extrapolates potential changes in future emotional experiences that can be expected to be caused by rapid social and technological change. Specifically, four issues are discussed: (1) the effect of social change on emotions that are strongly tied to dominant values, norms, goals, and self-ideals, like shame, guilt, contempt, and anger; (2) the effects of the use of emotion by the mass media on emotional experience and emotion socialization; (3) the effects of information technology on emotion expression and regulation; and (4) the possibility of producing artificial emotions in autonomous agents (robots). Special emphasis is placed on the class of emotions, defined here as “commotions”, that are produced by observing affect in others.
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Bajri, Ibtesam AbdulAziz, and Nada Abdulmajeed Lashkar. "Saudi Gender Emotional Expressions in Using Instagram." English Language Teaching 13, no. 5 (April 23, 2020): 94. http://dx.doi.org/10.5539/elt.v13n5p94.
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There are plentiful studies exploring gender emotional differences. Gender and emotion stereotypes make people believe that there are certain emotions associated with each gender and this is supported by many studies. The purpose of this research is to analyze the emotional expressions of Saudi men and women in Instagram, a social networking service. This paper aims to explore the Saudi differences of emotional expressions. Also, if gender emotion stereotypes apply on these expressions or not. Data is collected through corpus analysis of Arabic comments for a certain post on Instagram. The results of this study demonstrate that there are differences in Saudis' expressions of emotions in which each gender uses different expressions. Additionally, gender stereotypes of emotions are applied to their emotional expressions that is men express negative emotions more while women express positive emotions. Another result is that women are found to be more emotional than men. Overall, the findings contribute to increase understanding of online emotional expressions of both Saudi genders.
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Sheppes, Gal, Susanne Scheibe, Gaurav Suri, and James J. Gross. "Emotion-Regulation Choice." Psychological Science 22, no. 11 (September 29, 2011): 1391–96. http://dx.doi.org/10.1177/0956797611418350.
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Despite centuries of speculation about how to manage negative emotions, little is actually known about which emotion-regulation strategies people choose to use when confronted with negative situations of varying intensity. On the basis of a new process conception of emotion regulation, we hypothesized that in low-intensity negative situations, people would show a relative preference to choose to regulate emotions by engagement reappraisal, which allows emotional processing. However, we expected people in high-intensity negative situations to show a relative preference to choose to regulate emotions by disengagement distraction, which blocks emotional processing at an early stage before it gathers force. In three experiments, we created emotional contexts that varied in intensity, using either emotional pictures (Experiments 1 and 2) or unpredictable electric stimulation (Experiment 3). In response to these emotional contexts, participants chose between using either reappraisal or distraction as an emotion-regulation strategy. Results in all experiments supported our hypothesis. This pattern in the choice of emotion-regulation strategies has important implications for the understanding of healthy adaptation.
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Ben-Artzi, Elisheva, and Mario Mikulincer. "Lay Theories of Emotion: 4. Reactions to Negative and Positive Emotional Episodes." Imagination, Cognition and Personality 16, no. 1 (September 1996): 89–113. http://dx.doi.org/10.2190/1kfw-fpr5-vep9-yq61.
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Seven studies assessed the relation between lay theories of emotion (“threat” and “benefit” appraisal) and cognitions and behaviors in positive and negative emotional episodes. Studies 1 and 2 examined such a relation via the assessment of the habitual cognitions and behaviors persons evince in negative (Study 1) and positive emotional states. Studies 3 through 7 assessed whether and how appraisals of emotion affect some frequently observed cognitive-behavioral consequences of positive and negative affect induction, such as self-focused off-task cognitions, causal attribution, helping behavior, optimism, and creativity. Threat appraisal of emotion was related to negative self-evaluation, off-task cognitions, pessimism, and passivity during negative emotions, and to causal search during positive emotions. Benefit appraisal was related to active coping with, and emotional expressiveness of negative emotions and to the generalization of positive emotions to other behavioral-cognitive areas (altruism, optimism, creativity). The results are discussed in terms of a goal approach to emotion and personality.
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Mendl, Michael, Oliver H. P. Burman, and Elizabeth S. Paul. "An integrative and functional framework for the study of animal emotion and mood." Proceedings of the Royal Society B: Biological Sciences 277, no. 1696 (August 4, 2010): 2895–904. http://dx.doi.org/10.1098/rspb.2010.0303.
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A better understanding of animal emotion is an important goal in disciplines ranging from neuroscience to animal welfare science. The conscious experience of emotion cannot be assessed directly, but neural, behavioural and physiological indicators of emotion can be measured. Researchers have used these measures to characterize how animals respond to situations assumed to induce discrete emotional states (e.g. fear). While advancing our understanding of specific emotions, this discrete emotion approach lacks an overarching framework that can incorporate and integrate the wide range of possible emotional states. Dimensional approaches that conceptualize emotions in terms of universal core affective characteristics (e.g. valence (positivity versus negativity) and arousal) can provide such a framework. Here, we bring together discrete and dimensional approaches to: (i) offer a structure for integrating different discrete emotions that provides a functional perspective on the adaptive value of emotional states, (ii) suggest how long-term mood states arise from short-term discrete emotions, how they also influence these discrete emotions through a bi-directional relationship and how they may function to guide decision-making, and (iii) generate novel hypothesis-driven measures of animal emotion and mood.
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Israelashvili, Jacob, Lisanne S. Pauw, Disa A. Sauter, and Agneta H. Fischer. "Emotion Recognition from Realistic Dynamic Emotional Expressions Cohere with Established Emotion Recognition Tests: A Proof-of-Concept Validation of the Emotional Accuracy Test." Journal of Intelligence 9, no. 2 (May 7, 2021): 25. http://dx.doi.org/10.3390/jintelligence9020025.
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Individual differences in understanding other people’s emotions have typically been studied with recognition tests using prototypical emotional expressions. These tests have been criticized for the use of posed, prototypical displays, raising the question of whether such tests tell us anything about the ability to understand spontaneous, non-prototypical emotional expressions. Here, we employ the Emotional Accuracy Test (EAT), which uses natural emotional expressions and defines the recognition as the match between the emotion ratings of a target and a perceiver. In two preregistered studies (Ntotal = 231), we compared the performance on the EAT with two well-established tests of emotion recognition ability: the Geneva Emotion Recognition Test (GERT) and the Reading the Mind in the Eyes Test (RMET). We found significant overlap (r > 0.20) between individuals’ performance in recognizing spontaneous emotions in naturalistic settings (EAT) and posed (or enacted) non-verbal measures of emotion recognition (GERT, RMET), even when controlling for individual differences in verbal IQ. On average, however, participants reported enjoying the EAT more than the other tasks. Thus, the current research provides a proof-of-concept validation of the EAT as a useful measure for testing the understanding of others’ emotions, a crucial feature of emotional intelligence. Further, our findings indicate that emotion recognition tests using prototypical expressions are valid proxies for measuring the understanding of others’ emotions in more realistic everyday contexts.
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Lin, Hao-Chiang Koong, Yu-Chun Ma, and Min Lee. "Constructing Emotional Machines: A Case of a Smartphone-Based Emotion System." Electronics 10, no. 3 (January 27, 2021): 306. http://dx.doi.org/10.3390/electronics10030306.
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In this study, an emotion system was developed and installed on smartphones to enable them to exhibit emotions. The objective of this study was to explore factors that developers should focus on when developing emotional machines. This study also examined user attitudes and emotions toward emotional messages sent by machines and the effects of emotion systems on user behavior. According to the results of this study, the degree of attention paid to emotional messages determines the quality of the emotion system, and an emotion system triggers certain behaviors in users. This study recruited 124 individuals with more than one year of smartphone use experience. The experiment lasted for two weeks, during which time participants were allowed to operate the system freely and interact with the system agent. The majority of the participants took interest in emotional messages, were influenced by emotional messages and were convinced that the developed system enabled their smartphone to exhibit emotions. The smartphones generated 11,264 crucial notifications in total, among which 76% were viewed by the participants and 68.1% enabled the participants to resolve unfavorable smartphone conditions in a timely manner and allowed the system agent to provide users with positive emotional feedback.
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Shargel, Daniel. "Appraisals, Emotions, and Inherited Intentional Objects." Emotion Review 9, no. 1 (November 11, 2016): 46–54. http://dx.doi.org/10.1177/1754073916658249.
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Modern appraisal theories inherited a problem from the Schachter theory: are emotions directed at intentional objects, and if so, why? On both theories the emotion is initiated by some sort of cognitive state, which according to Schachter produces a state of arousal, and according to appraisal theorists a cluster of emotion-specific states. If cognitions are components of the emotional state it may seem like we can explain why emotions inherit objects from those cognitions. In this article I focus on appraisal theories, and argue that appraisals are emotional components because they are synchronized with other emotion subsystems. However, emotions do not inherit their intentional objects from appraisals, because the appraisals that are emotional components are generic, rather than object-directed.
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Wang, Yuzheng, Wei Xu, and Fei Luo. "Emotional Resilience Mediates the Relationship Between Mindfulness and Emotion." Psychological Reports 118, no. 3 (May 18, 2016): 725–36. http://dx.doi.org/10.1177/0033294116649707.
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Previous studies have shown that mindfulness promotes positive mood states and reduces negative ones; however, the underlying mechanisms are still controversial. This study assessed the role of emotional resilience as a mediator between mindfulness and emotional regulation. A total of 421 college students ( M age = 20.0 year, SD = 2.0; males/females/missing are 152/248/4) completed the Five-Facet Mindfulness Questionnaire, Profile of Mood States, and Adolescents’ Emotional Resilience Questionnaire (AERQ). The ability to generate positive emotion (GP) and the ability to recover from negative emotion (RN) are two subscales of the AERQ. A Structural Equation Modeling analysis indicated that emotional resilience mediated the connection between mindfulness and emotion. Specifically, GP mediated the relationship between mindfulness and both positive and negative emotions while RN mainly mediated the relationship between mindfulness and negative emotions. These findings suggest that mindfulness may play a role in regulating positive and negative emotions through the two different aspects of emotional resilience.
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Marwa, Mentari. "Efek Pelatihan Pemahaman Emosi Pada Anak Retardasi Mental Ringan di SLBN Pembina Yogyakarta." Journal An-Nafs: Kajian Penelitian Psikologi 3, no. 2 (December 29, 2018): 208–26. http://dx.doi.org/10.33367/psi.v3i2.627.
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Mild mental retardation. The method used to practice understanding the log using log cards. The child is asked to hold the emotion card correctly, answer the emotion that is being shown by the character on the emotional card, demonstrating the emotions everyday, then identifying an event or situation based on emotion. This study used a quasi experimental design with two subjects who had been diagnosed with mild mental retardation. The results obtained were that emotional understanding training had an effect in increasing emotional understanding in the first subject but did not have an effect on understanding emotions in the second subject.
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Fu, Guifang, Jingwen Liu, and Haichun Liu. "The Influence of Emotional State on Mobile Phone Addiction Tendency in College Students: The Mediation Role of Regulatory Emotion Self-efficacy." International Journal of Contemporary Education 3, no. 1 (March 13, 2020): 41. http://dx.doi.org/10.11114/ijce.v3i1.4764.
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In order to explore the situation of college students’ emotional state, regulatory emotion self-efficacy and mobile phone addiction tendency as well as their relationships, a total of 350 college students were assessed with Mobile Phone Addiction Tendency Scale (MPATS), Positive Affect and Negative Affect Scale (PANAS) and the Scale of Regulatory Emotional Self-efficacy (SRESE). The result showed that: (1) 40.86% of college students had the tendency of cell phone addiction, which was serious; 72.0% of college students were in a positive emotional state, 22% were in a negative emotional state; college students' regulatory emotion self-efficacy was in the middle level; (2) there was no gender, grade, major type, household registration type (rural and urban) and whether only child difference in mobile phone addiction tendency; (3) the positive emotions of college students were negatively correlated with the tendency of mobile phone addiction, while the negative emotions were positively correlated with the tendency of mobile phone addiction, and the positive emotion was positively correlated with regulatory emotional self-efficacy；(4) the regulatory emotion self-efficacy had a partial mediating effect between the positive emotions and mobile phone addiction tendency and had no mediating effect between the negative emotions and mobile phone addiction tendency.
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Lee, Mikyoung, Reinhard Pekrun, Jamie L. Taxer, Paul A. Schutz, Elisabeth Vogl, and Xiyao Xie. "Teachers’ emotions and emotion management: integrating emotion regulation theory with emotional labor research." Social Psychology of Education 19, no. 4 (September 28, 2016): 843–63. http://dx.doi.org/10.1007/s11218-016-9359-5.
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Ortiz-Bonnín, Silvia, M. Esther García-Buades, Amparo Caballer, and Dieter Zapf. "Supportive Climate and Its Protective Role in the Emotion Rule Dissonance – Emotional Exhaustion Relationship." Journal of Personnel Psychology 15, no. 3 (July 2016): 125–33. http://dx.doi.org/10.1027/1866-5888/a000160.
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Abstract. Emotion work, or the requirement to display certain emotions during service interactions, may produce burnout when these emotions are not truly felt – emotion rule dissonance. Building on the support-buffering model we hypothesized that a supportive climate should provide emotional resources to employees protecting them against strain from emotion work. We tested this multilevel prediction in a sample of 317 front-line employees nested in 99 work units at large Spanish hotels and restaurants. Our results showed that supportive climate protects employees against experiencing emotional exhaustion (main effect) and attenuates the negative effects of emotion rule dissonance on emotional exhaustion (moderating effects). These results provide empirical evidence for the important role of supportive climate as a buffer between emotion work and well-being.
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Lee, Honggyu, Hagen Wäsche, and Darko Jekauc. "Analyzing the Components of Emotional Competence of Football Coaches: A Qualitative Study from the Coaches’ Perspective." Sports 6, no. 4 (October 23, 2018): 123. http://dx.doi.org/10.3390/sports6040123.
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Emotional Competence (EC) is regarded as a fundamental skill for sports coaches. However, the applications of EC in football coaching are not well understood. This study analyzed the specific emotional processes football coaches experience. We interviewed 18 football coaches and analyzed the interview transcripts by using a systematic analysis process based on Grounded Theory principles. We derived a model from this analysis that comprises a four-phase process: emotional triggers, emotional experiences, emotion regulation strategies, and emotional consequences. In this model, we identified four categories which act as triggers of emotions in football coaches. These emotions can be positive or negative and are manifested at three levels. However, the coaches vary in their capability to perceive emotions. Our model also shows that coaches’ emotion regulation strategies influence the effect of emotional experiences. Experienced emotions promote consequences with psychological and social implications for coaches and may influence their perception of future situations. In short, the process seems to be circular. This finding suggests that the ability to deal with emotions is an important aspect for football coaches.
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Kılıç, Şükran, and Abide Güngör Aytar. "Emotion understanding of Turkish preschoolers and maternal emotional socialization." Journal of Human Sciences 13, no. 1 (April 13, 2016): 2102. http://dx.doi.org/10.14687/ijhs.v13i1.3708.
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The aim of the study is to investigate the relationship between emotion understanding and maternal emotional socialization responses to children's negative emotions. Emotion understanding was also investigated according to children's age and gender. The participants included 210 Turkish children and their mothers living in Ankara, Turkey. All children were recruited from kindergartens and all of them were between 48-72 month-olds. To gather data, Affect Knowledge Test (AKT) and Coping with Children’s Negative Emotions Scale were used. Confirmayory Factor Analysis was performed for construct validity for AKT. Pearson correlation coefficients, ANOVA and posthoc tests were conducted. In this study, no relations were established between emotion understanding and the maternal emotional responses to children's negative emotions. It also has been revealed that 72 month-olds had better emotion understanding skills and emotion understanding did not change according to children's gender. It may be useful to include other important predictors of children’s social and emotional competence and paternal responses for future studies.
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Thornton, Mark A., and Diana I. Tamir. "Mental models accurately predict emotion transitions." Proceedings of the National Academy of Sciences 114, no. 23 (May 22, 2017): 5982–87. http://dx.doi.org/10.1073/pnas.1616056114.
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Successful social interactions depend on people’s ability to predict others’ future actions and emotions. People possess many mechanisms for perceiving others’ current emotional states, but how might they use this information to predict others’ future states? We hypothesized that people might capitalize on an overlooked aspect of affective experience: current emotions predict future emotions. By attending to regularities in emotion transitions, perceivers might develop accurate mental models of others’ emotional dynamics. People could then use these mental models of emotion transitions to predict others’ future emotions from currently observable emotions. To test this hypothesis, studies 1–3 used data from three extant experience-sampling datasets to establish the actual rates of emotional transitions. We then collected three parallel datasets in which participants rated the transition likelihoods between the same set of emotions. Participants’ ratings of emotion transitions predicted others’ experienced transitional likelihoods with high accuracy. Study 4 demonstrated that four conceptual dimensions of mental state representation—valence, social impact, rationality, and human mind—inform participants’ mental models. Study 5 used 2 million emotion reports on the Experience Project to replicate both of these findings: again people reported accurate models of emotion transitions, and these models were informed by the same four conceptual dimensions. Importantly, neither these conceptual dimensions nor holistic similarity could fully explain participants’ accuracy, suggesting that their mental models contain accurate information about emotion dynamics above and beyond what might be predicted by static emotion knowledge alone.
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Kim, Tae-Yeun, Hoon Ko, Sung-Hwan Kim, and Ho-Da Kim. "Modeling of Recommendation System Based on Emotional Information and Collaborative Filtering." Sensors 21, no. 6 (March 12, 2021): 1997. http://dx.doi.org/10.3390/s21061997.
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Emotion information represents a user’s current emotional state and can be used in a variety of applications, such as cultural content services that recommend music according to user emotional states and user emotion monitoring. To increase user satisfaction, recommendation methods must understand and reflect user characteristics and circumstances, such as individual preferences and emotions. However, most recommendation methods do not reflect such characteristics accurately and are unable to increase user satisfaction. In this paper, six human emotions (neutral, happy, sad, angry, surprised, and bored) are broadly defined to consider user speech emotion information and recommend matching content. The “genetic algorithms as a feature selection method” (GAFS) algorithm was used to classify normalized speech according to speech emotion information. We used a support vector machine (SVM) algorithm and selected an optimal kernel function for recognizing the six target emotions. Performance evaluation results for each kernel function revealed that the radial basis function (RBF) kernel function yielded the highest emotion recognition accuracy of 86.98%. Additionally, content data (images and music) were classified based on emotion information using factor analysis, correspondence analysis, and Euclidean distance. Finally, speech information that was classified based on emotions and emotion information that was recognized through a collaborative filtering technique were used to predict user emotional preferences and recommend content that matched user emotions in a mobile application.
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Davis, Paul A., Louise Davis, Samuel Wills, Ralph Appleby, and Arne Nieuwenhuys. "Exploring “Sledging” and Interpersonal Emotion-Regulation Strategies in Professional Cricket." Sport Psychologist 32, no. 2 (June 1, 2018): 136–45. http://dx.doi.org/10.1123/tsp.2017-0078.
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The present study examines cricketers’ perceptions of emotional interactions between competitors. Semistructured interviews with 12 male professional cricketers explored experiences (i.e., emotions, cognitions, behaviors) relating to incidents during competition where they or an opponent attempted to evoke an emotional reaction (e.g., sledging). Cricketers described their use of sledging as aggressive actions and verbal interactions with the aim of disrupting concentration and altering the emotional states of opponents. They described experiencing a variety of emotions (e.g., anxiety, anger) in response to opponents’ attempts at interpersonal emotion regulation; linguistic analyses indicated that both positive than negative emotions were experienced. A range of strategies in response to competitors’ deliberate attempts at interpersonal emotion regulation were outlined. The present study extends previous research investigating interpersonal emotion regulation within teams by indicating that professional cricketers are aware of the impact of cognitions and emotions on performance and attempt to negatively influence these factors in competitors.
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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Altheimer, Gizem, and Heather L. Urry. "Do Emotions Cause Eating? The Role of Previous Experiences and Social Context in Emotional Eating." Current Directions in Psychological Science 28, no. 3 (April 9, 2019): 234–40. http://dx.doi.org/10.1177/0963721419837685.
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Emotional eating is defined as an increase in eating following negative emotion. Self-reported emotional eating has been associated with physical-health concerns. However, experimental studies indicate that negative-mood inductions do not reliably lead to increased eating in healthy eaters, not even among those with a high desire to eat when emotional. We argue that experimental studies will help us understand emotional eating only if they account for the following ideas: (a) Emotional eating may require that people learn to associate emotion with eating, (b) emotional eating may follow only specific discrete emotions, and (c) emotional eating may depend on social context. Each of these points suggests a fruitful direction for future research. Specifically, future studies must acknowledge, identify, and account for variations in the extent to which people have learned to associate emotions with eating; assess or elicit strong discrete emotions; and systematically examine the effect of social context on emotional eating.
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Matsuda, Ryo. "Multiple Emotion Regulation in Rorschach Color Responses." Rorschachiana 40, no. 2 (December 1, 2019): 112–30. http://dx.doi.org/10.1027/1192-5604/a000116.
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Abstract. While color-related responses to the Rorschach test have been interpreted as reflecting respondents’ emotional characteristics, their validity has been criticized. Since Rorschach validity should be confirmed by both unconscious and conscious processes, this study focused on implicit positive attitudes toward emotion regulation (considered an unconscious mechanism that motivates regulating emotions) and emotion-regulation strategy. In total, 39 undergraduates (two of whom were excluded from the analyses) completed the Rorschach test, the Implicit Association Test (IAT; measures implicit attitudes toward emotion regulation), and a questionnaire about emotion-regulation strategies. The results showed that positive attitudes toward emotion regulation increased participants’ form-chromatic color (FC) responses, and people who habitually used adaptive strategies to regulate emotions gave more FC responses with high form quality. These results support the interpretation of FC as a mature and controlled emotional response. Additionally, affective ratio (Afr) scores positively correlated with the behavioral suppression of emotions. This result suggests that high Afr, which activates reactivity to Rorschach color cards, can be interpreted as emotional excitement caused by the dysfunction of emotion regulation.
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Frijda, Nico H., and Louise Sundararajan. "Emotion Refinement: A Theory Inspired by Chinese Poetics." Perspectives on Psychological Science 2, no. 3 (September 2007): 227–41. http://dx.doi.org/10.1111/j.1745-6916.2007.00042.x.
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William James made a distinction between coarse and noncoarse emotions. In the present article, we explore the nature of such noncoarse emotions, which we designate as emotions with refinement. We take our cue from the treatment of refined emotions in Chinese poetics and philosophy. The theory and description of savoring(in Chinese, p'in-wei) points to several features of emotion experiences and behavior that are usually absent in direct emotional responses to emotional events, such as self-reflexivity and higher level second-order awareness, detachment, and restraint. Emotions with those features can be found outside savoring and aesthetic contexts, for instance while dealing with actual life events. It appears both feasible and illuminating to analyze such emotion experiences and behavior in terms of current emotion theory, notably by means of the constructs of appraisal and action readiness. Emotions with refinement thus fit general emotion theory while also possessing distinctive character within the motion domain. Our analysis has implications for the structure of emotion experience and the study of consciousness.
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Chen, Sihua, Hua Xiao, Wei He, Jian Mou, Mikko Siponen, Han Qiu, and Feng Xu. "Determinants of Individual Knowledge Innovation Behavior." Journal of Organizational and End User Computing 33, no. 6 (November 2021): 1–24. http://dx.doi.org/10.4018/joeuc.20211101.oa27.
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With the upsurge of "emotional storm" in the field of organizational behavior, the studies on individual emotions in organizational context are rising. Especially the relationship between emotions and knowledge innovation has attracted much attention by scholars. In particular, individual emotions may exert great effect on knowledge innovation whereas the mechanism is still unclear. Based on the emotional event theory, this paper constructs a model which explores the interaction of positive and negative emotions with individual knowledge innovation. Based on questionnaire data analysis, the results show that knowledge sharing partly mediate the relationship between positive emotion and knowledge innovation as well as the relationship between negative emotion and knowledge innovation; team trust accentuates the relationship between positive emotion and knowledge innovation as well as the relationship between negative emotion and knowledge innovation. The above findings are helpful to clarify the impact mechanism of emotions on knowledge innovation.
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Uphill, M. A., and H. Mills. "Emotional intelligence: associations with emotions, emotion regulation and rowing performance." British Journal of Sports Medicine 45, no. 15 (November 10, 2011): A11. http://dx.doi.org/10.1136/bjsports-2011-090606.36.
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