Journal articles: 'Motivation and emotion'

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Pyrev, E. A. "Motivational Function of Emotions: Theoretical Approach to Study." Вестник практической психологии образования 16, no. 2 (2019): 47–55. http://dx.doi.org/10.17759/bppe.2019160207.

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The article reveals the problems of human emotional motivation. The definition of this phenomenon is given. The theoretical aspect of emotional motivation is represented by an analysis of domestic and foreign literature on emotions and motivation. Also, the theoretical part of the study is devoted to the nature of emotions and the content of their motivational potential. The origins of this phenomenon are seen in the subjectivity of emotions, manifested in the relationship of a person with various aspects of his life. Emotion as an unconscious motive induces unintentional actions towards the subject of communication. There is emotion at several levels of human functioning: neural, physiological, psychological and behavioral. The first two levels provide the appearance of emotion, which is then realized in motor reactions and detailed behavior towards the subject of communication. The implementation of the motor program over time leads to awareness of emotions and a decrease in their motivational potential.

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Buck, Ross. "Conceptualizing motivation and emotion." Behavioral and Brain Sciences 23, no. 2 (April 2000): 195–96. http://dx.doi.org/10.1017/s0140525x00262420.

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Motivation and emotion are not clearly defined and differentiated in Rolls's The brain and emotion, reflecting a widespread problem in conceptualizing these phenomena. An adequate theory of emotion cannot be based upon reward and punishment alone. Basic mechanisms of arousal, agonistic, and prosocial motives-emotions exist in addition to reward-punishment systems.

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Pavelescu, Liana Maria. "Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases." Studies in Second Language Learning and Teaching 9, no. 1 (March 22, 2019): 55–82. http://dx.doi.org/10.14746/ssllt.2019.9.1.4.

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The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.

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Stotland, Ezra, and Kyle D. Smith. "Empathy, Imagining and Motivation." Imagination, Cognition and Personality 13, no. 3 (March 1994): 193–213. http://dx.doi.org/10.2190/nuqa-4qqw-kdkp-q9dd.

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Empathy consists of experiencing an emotion as a consequence of observing its occurrence in another person. This conceptualization indicates a much broader range of empathized emotions than the usually researched ones of pain or distress. The process generating empathy entails attention to the other's emotion and imagining what the other is experiencing emotionally. Because people can learn from experiencing empathy and its consequences, they may be motivated to empathize in some situations, to avoid empathizing in others, or to escape from empathy-eliciting situations. A wide range of motivations—prosocial, asocial, or antisocial—may be involved. Throughout, the article presents new hypotheses and areas of research suggested by this approach. We propose that people regulate then-social relationships so as to optimize empathized emotional experiences, on the one hand, and regulate empathic experiences to serve social relationships, on the other.

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D’Arms, Justin. "Challenges for the Dynamic Functional Model of Jealousy." Emotion Review 10, no. 4 (October 2018): 288–89. http://dx.doi.org/10.1177/1754073918790058.

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This comment on Chung and Harris presses for a clearer account of the motivational role of jealousy within the dynamic functional model of jealousy. It also calls into question the inclusion of “elaborated” jealousy within the emotion itself. It argues that differentiating emotional motivation from motivation toward the same goal that an emotion has requires additional resources.

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Artino, Anthony R., and Jason M. Stephens. "Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates." Journal of Advanced Academics 20, no. 4 (August 2009): 568–601. http://dx.doi.org/10.1177/1932202x0902000402.

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Educational psychologists have long known that students who are motivated to learn tend to experience greater academic success than their unmotivated counterparts. Using a social cognitive view of self-regulated learning as a theoretical framework, this study explored how motivational beliefs and negative achievement emotions are differentially configured among students in a self-paced online course. Additionally, this study examined how these different motivation-emotion configurations relate to various measures of academic success. Naval Academy undergraduates completed a survey that assessed their motivational beliefs (self-efficacy and task value); negative achievement emotions (boredom and frustration); and a collection of outcomes that included their use of self-regulated learning strategies (elaboration and metacognition), course satisfaction, continuing motivation, and final course grade. Students differed vastly in their configurations of course-related motivations and emotions. Moreover, students with more adaptive profiles (i.e., high motivational beliefs/low negative achievement emotions) exhibited higher mean scores on all five outcomes than their less-adaptive counterparts. Taken together, these findings suggest that online educators and instructional designers should take steps to account for motivational and emotional differences among students and attempt to create curricula and adopt instructional practices that promote self-efficacy and task value beliefs and mitigate feelings of boredom and frustration.

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Wirth, Lina, Poldi Kuhl, and Timo Ehmke. "Relationships Between Language-Related Variations in Text Tasks, Reading Comprehension, and Students’ Motivation and Emotions: A Systematic Review." Journal of Language and Education 8, no. 2 (June 30, 2022): 179–91. http://dx.doi.org/10.17323/jle.2022.13572.

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Background. There is consensus in research that students' motivation and emotions are important for learning and achievement processes in the educational context, as are language competencies that, related to the demands of academic language, enable participation in education. However, the interrelationships between these aspects have hardly been empirically investigated in depth. Purpose and Methods. This systematic review addresses this research need, and aims to synthesise the existing evidence on the interrelationship between motivational/emotional and language-related variables. First, the relationship between learners’ motivation and emotions, and their language competencies is considered. Second, findings on how motivation and emotion depend on language-related factors are compiled. Results. A systematic data search conducted for this purpose yields seven studies. Five studies relate to the first concern, and confirm the effects of motivational and emotional variables on reading comprehension. Emotions, in particular, emerge as strong predictors. Two studies relate to the second concern, and report significant effects of language-related variations in text tasks on students’ motivation; however, neither study considers emotions. Implications. The findings are used to derive implications for language design in the educational context and identify important research gaps.

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Pyrev, E. A. "Motivational Function of Emotions: Experimental Approach to Study (continued)." Вестник практической психологии образования 16, no. 3 (2019): 83–93. http://dx.doi.org/10.17759/bppe.2019160305.

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The article presents an experimental study of human emotional motivation. Practical aspects of emotional motivation are considered on the example of educational and professional activities of university students. Emotion as an unconscious motive induces unintended actions of university students against different aspects of educational and professional activities. The practical part of the study was implemented by the author’s methodology “Test of Color Associations”. In terms of content and performance, the test meets the main provisions of the theoretical content of the stated topic. The experimental study identified four groups of emotions, reflecting their specific motivational capabilities, manifested in negative and positive unintended actions towards learning. Experimentally identified “creative emotions” (joy and interest), “emotions overcoming obstacles” (anger), “emotions that save energy” (pleasure, indifference), “emotions that destroy relationships” (fear, sadness, disgust).

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Fanselow, Michael S. "Emotion, motivation and function." Current Opinion in Behavioral Sciences 19 (February 2018): 105–9. http://dx.doi.org/10.1016/j.cobeha.2017.12.013.

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Li, Minjia, Lun Xie, Anqi Zhang, and Fuji Ren. "Reinforcement Emotion-Cognition System: A Teaching Words Task." Computational Intelligence and Neuroscience 2019 (May 2, 2019): 1–13. http://dx.doi.org/10.1155/2019/8904389.

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The goal of this paper is to suggest a system for intelligent learning environments with robots modeling of emotion regulation and cognition based on quantitative motivation. A detailed interactive situation for teaching words is proposed. In this study, we introduce one bottom-up collaboration method for emotion-cognition interplay and behaviour decision-making. Integration with gross emotion regulation theory lets the proposed system adapt to natural interactions between students and the robot in emotional interaction. Four key ideas are advocated, and they jointly set up a reinforcement emotion-cognition system (RECS). First, the quantitative motivation is grounded on external interactive sensory detection, which is affected by memory and preference. Second, the emotion generation triggered by an initial motivation such as external stimulus is also influenced by the state in the previous time. Third, the competitive and cooperative relationship between emotion and motivation intervenes to make the decision of emotional expression and teaching actions. Finally, cognitive reappraisal, the emotion regulation strategy, is introduced for the establishment of emotion transition combined with personalized cognition. We display that this RECS increases the robot emotional interactive performance and makes corresponding teaching decision through behavioural and statistical analysis.

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Xu, Zhenshan, Hong Zhang, Chunhui Zhang, Man Xu, and Nan Dong. "Exploring the Role of Emotion in the Relationship Between Museum Image and Tourists’ Behavioral Intention: The Case of Three Museums in Xi’an." Sustainability 11, no. 3 (January 22, 2019): 559. http://dx.doi.org/10.3390/su11030559.

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As a crucial part of cultural tourism, museums can represent the cultural image of a destination. From the perspective of emotion, this study adopted structural equation modeling to examine the correlation between emotion, museum image, and behavioral intention of tourists. Additionally, the mediating effects of cognitive motivation (overall stratification) and emotional motivation (positive and negative emotion) on the paradigm of "museum image–behavioral intention" were compared and analyzed. This research was undertaken at three museums in Xi’an, China, with 893 valid questionnaires collected. The results showed that the image of the museum has a significant impact on tourists' emotions and a significant positive impact on overall satisfaction and behavioral intention. Moreover, tourists' emotions significantly influence the overall satisfaction and behavioral intention; they play different mediating effects between museum image and behavioral intention. Finally, managerial and theoretical implications were discussed.

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Δημητροπούλου, Παναγιώτα, Διαμάντω Φιλιππάτου, Ελισάβετ Χρυσοχόου, Πέτρος Ρούσσος, Ασημίνα Μ. Ράλλη, Κλεοπάτρα Διακογιώργη, Αθηνά Οικονόμου, and Ανθή Γρίβα. "Ακαδημαϊκά συναισθήματα και κίνητρα για την ανάγνωση: προκαταρκτικά ευρήματα για την ανάπτυξη και τις μεταξύ τους σχέσεις στην παιδική ηλικία και την προεφηβεία." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 73. http://dx.doi.org/10.12681/psy_hps.26227.

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In recent years, there is an increased interest in exploring psycho-emotional dimensions of learning. Scholars emphasize the important roles of emotion and motivation, in parallel to cognitive functions, in facilitating performance and achievement at school. Within this framework, the present study aimed at offering preliminary findings regarding reading-related academic emotions and motivation in the middle childhood and pre-adolescence years; relevant evidence in the Greek context remains scarce. The sample consisted of students attending the 3rd (Ν = 85) and 5th (Ν = 76) grades of elementary school. Participants completed (a) the Achievement Emotions Questionnaire – Elementary School, (b) the Achievement Emotions – Questionnaire for Pre-adolescence, (c) the Motivation for Reading Questionnaire as well as (d) the Self-Regulation Questionnaire – Reading Motivation. The analyses revealed a decrease of motivation for pre-adolescents regarding reading in academic or recreational contexts. As far as academic emotions are concerned, the positive emotion of enjoyment for reading also decreased as a function of age. Furthermore, positive emotions were positively related with internal motives in contrast to negative emotions, which also correlated positively yet with external motives. The discussion section highlights the need for continuing this line of research, which could eventually inform the development of age-appropriate interventions in schools, aiming to boost autonomous motivation and positive affect connected with learning.

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Reisenzein, Rainer. "Emotional Experience in the Computational Belief–Desire Theory of Emotion." Emotion Review 1, no. 3 (June 10, 2009): 214–22. http://dx.doi.org/10.1177/1754073909103589.

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Based on the belief that computational modeling (thinking in terms of representation and computations) can help to clarify controversial issues in emotion theory, this article examines emotional experience from the perspective of the Computational Belief–Desire Theory of Emotion (CBDTE), a computational explication of the belief–desire theory of emotion. It is argued that CBDTE provides plausible answers to central explanatory challenges posed by emotional experience, including: the phenomenal quality, intensity and object-directedness of emotional experience, the function of emotional experience and its relation to cognition and motivation, and the relation between emotional experience and emotion. In addition, CBDTE avoids most objections that have been raised against cognitive theories of emotion. A remaining objection, that beliefs are not necessary for the emotions covered by CBDTE, is rejected as empirically unsupported.

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MacMullen, Ramsay. "Historians Take Note: Motivation = Emotion." Diogenes 51, no. 3 (August 2004): 19–25. http://dx.doi.org/10.1177/0392192104043647.

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Buck, Ross. "Review of Motivation and Emotion." Contemporary Psychology: A Journal of Reviews 35, no. 7 (July 1990): 726. http://dx.doi.org/10.1037/028858.

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Lazarus, Richard S. "Cognition and motivation in emotion." American Psychologist 46, no. 4 (April 1991): 352–67. http://dx.doi.org/10.1037/0003-066x.46.4.352.

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Vishkin, Allon, Pazit Ben-Nun Bloom, Shalom H. Schwartz, Nevin Solak, and Maya Tamir. "Religiosity and Emotion Regulation." Journal of Cross-Cultural Psychology 50, no. 9 (October 2019): 1050–74. http://dx.doi.org/10.1177/0022022119880341.

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People higher (vs. lower) in religiosity differ in the emotions they typically experience, but do they also differ in how they deal with their emotions? In this investigation, we systematically tested links between religiosity and elements of emotion regulation, including beliefs regarding the controllability of emotion, the motivation to feel better, and the tendency to use specific emotion regulation strategies (e.g., cognitive reappraisal, rumination, distraction). Participants were American Catholics, Israeli Jews, and Muslim Turks ( N = 616) who were stratified sampled based on level of religiosity. All eight preregistered hypotheses were confirmed, even after controlling for demographic variables. We found that people higher (vs. lower) in religiosity were more likely to use emotion regulation strategies that are typically linked to adaptive emotional outcomes (e.g., cognitive reappraisal, acceptance) and less likely to use emotion regulation strategies that are typically linked to less adaptive outcomes (e.g., rumination). These findings suggest that people higher (vs. lower) in religiosity may deal with their emotions in more adaptive ways.

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Su, Xiaohua, Shengmei Liu, Shujun Zhang, and Lingling Liu. "To Be Happy: A Case Study of Entrepreneurial Motivation and Entrepreneurial Process from the Perspective of Positive Psychology." Sustainability 12, no. 2 (January 13, 2020): 584. http://dx.doi.org/10.3390/su12020584.

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The pursuit of wealth maximization is considered to be the greatest driving force of entrepreneurship. However, this economic rational perspective cannot sufficiently answer why potential or continuous entrepreneurs still choose entrepreneurship or even continuous entrepreneurship in the face of high failure rate and tremendous uncertainty. On the basis of the dynamic process of entrepreneurship and the perspective of positive psychology, this study attempts to interpret the sustained motivation mechanism of entrepreneurs. This study uses multiple cases to investigate the emotion, cognition, and behavior of entrepreneurial process. Through NVivo software and emotion dictionary, more than 27,000 micro blogs (Weibo) of six entrepreneurs were analyzed, and the model of positive emotion in entrepreneurial process was constructed. The findings are as follows. (1) In the process of establishing a business, entrepreneurs can persist in a highly uncertain environment by acquiring positive emotions. That is, the motivation of sustainable entrepreneurship originates from the emotion of happiness and satisfaction that entrepreneurs obtain. (2) Positive emotions affect the formation and expansion of key activities of entrepreneurship through cognition and then persist with entrepreneurship. Specifically, positive emotion promotes the formation of entrepreneurial intention by expanding cognitive structure, intuitive processing, and analytical processing to promote the acquisition of entrepreneurial resources and the expansion of entrepreneurial ability. (3) In the process of entrepreneurship, emotional return is a performance dimension parallel to economic return. This conclusion provides a new perspective towards revealing the entrepreneurial motivation of entrepreneurs in highly ambiguous environments.

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Sukys, Saulius, Ilona Tilindienė, Vida Janina Cesnaitiene, and Rasa Kreivyte. "Does Emotional Intelligence Predict Athletes’ Motivation to Participate in Sports?" Perceptual and Motor Skills 126, no. 2 (January 21, 2019): 305–22. http://dx.doi.org/10.1177/0031512518825201.

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The relationship between emotional intelligence (EI) and successful athletic performance has been previously recognized, but there remains a need to investigate how EI impacts athletes’ sports motivation. This cross-sectional study investigated how different EI dimensions related to athletes’ motivation among 239 adult basketball players (129 females) aged 18-34 years. Our research participants completed questionnaires that included the self-reported Emotional Intelligence Scale and Sport Motivation Scale II. We found significant correlations between total EI and intrinsic, integrated, identified, and introjected regulation. Higher EI was negatively related to athletes’ amotivation. More specifically, the self-reported abilities to perceive emotion and manage others’ emotions were significantly related to intrinsic, integrated, and identified regulation, and only managing one’s own emotions negatively related to athletes’ amotivation.

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Eder, Andreas B. "From Boxology to Scientific Theories: On the Emerging Field of Emotional Action Sciences." Emotion Review 9, no. 4 (August 8, 2017): 343–45. http://dx.doi.org/10.1177/1754073916687827.

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There is consensus among emotion scientists that emotions can be powerful motivators of actions. However, little progress has been made so far in the scientific study of that relation. The main reason for this disappointing state of affairs lies, in my view, in an overly simplistic “boxology” that treats actions as outputs of emotional stimulations. A promising way out of this situation is an interdisciplinary approach that connects emotion sciences with theories in motivation and action sciences—an emerging field that I call “emotional action sciences.”

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Adams, Aubrie, and Weimin Toh. "Student Emotion in Mediated Learning: Comparing a Text, Video, and Video Game." Electronic Journal of e-Learning 19, no. 6 (December 16, 2021): pp575–587. http://dx.doi.org/10.34190/ejel.19.6.2546.

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Although serious games are generally praised by scholars for their potential to enhance teaching and e-learning practices, more empirical evidence is needed to support these accolades. Existing research in this area tends to show that gamified teaching experiences do contribute to significant effects to improve student cognitive, motivational, and behavioural learning outcomes, but these effects are usually small. In addition, less research examines how different types of mediated learning tools compare to one another in influencing student outcomes associated with learning and motivation. As such, a question can be asked in this area: how do video games compare to other types of mediated tools, such as videos or texts, in influencing student emotion outcomes? This study used an experimental design (N = 153) to examine the influence of different types of mass media modalities (text, video, and video game) on college students’ emotions in a mediated learning context. Research examining the impact of video games on instruction has begun to grow, but few studies appropriately acknowledge the nuanced differences between media tools in comparison to one another. Using a media-attributes approach as a lens, this study first compared these mediated tools along the attributional dimensions of textuality, channel, interactivity, and control. This study next tested the impact of each media type on thirteen emotion outcomes. Results showed that six emotion outcomes did not indicate differences between groups (fear, guilt, sadness, shyness, serenity, and general negative emotions). However, six of the tested emotion outcomes did indicate differences between groups with students experiencing higher levels of emotional arousal in both the text and video game conditions (in comparison to the video condition) for the emotions of joviality, self-assurance, attentiveness, surprise, hostility, and general positive emotions. Lastly, students also felt less fatigue in the video game condition. Overall, implications for e-learning suggest that when a message’s content is held constant, both video games and texts may be better in inducing emotional intensity and reducing fatigue than videos alone, which could enhance motivation to learn when teaching is mediated by technology.

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Xiang, Nan, and Li Li Yang. "Interaction Motivation Driven Virtual Human Emotion Modeling in Computer Engineering and Application." Advanced Materials Research 859 (December 2013): 602–7. http://dx.doi.org/10.4028/www.scientific.net/amr.859.602.

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Affective computing had been widely used in computer engineering and applications fields. Emotion generation is an important research component in affective computing field and there were a lot of works had been put into generating lifelike emotion reaction and emotional behaviors [1-. OCC model is the most common used emotion model and can be integrated with other component to generate virtual humans emotion states. However

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MacIntyre, Peter D., and Laszlo Vincze. "Positive and negative emotions underlie motivation for L2 learning." Studies in Second Language Learning and Teaching 7, no. 1 (March 31, 2017): 61–88. http://dx.doi.org/10.14746/ssllt.2017.7.1.4.

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The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.

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Wu, Xinxing, and Yun Lu. "MENTAL HEALTH STATUS AND EMOTIONAL BEHAVIOR REGULATIONOF SCI-TECH JOURNAL EDITORS AND ITS IMPACT ON JOURNAL QUALITY." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A110—A111. http://dx.doi.org/10.1093/ijnp/pyac032.148.

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Abstract Background Psychological fatigue is a common psychological phenomenon among college journal editors. Emotion regulation is a process in which individuals use various factors and means to regulate and control their own emotions. Emotion regulation is an activity that serves personal purposes and is conducive to their own survival and development. Emotion regulation is the strategy and means that individuals use to regulate emotions when facing positive and negative emotions. It includes conscious strategies and unconscious emotion regulation mechanisms commonly used by individuals. Emotion regulation plays an important role in mental health. By studying the current situation and causes of psychological fatigue of college journal editors, we can formulate corresponding management countermeasures. This paper analyzes the various psychological pressures existing in the editors of scientific and technological journals, and discusses how to adjust their own psychology. This can reduce the editor's mental illness, promote mental health, and invest in the editor's work with a better mood and abundant energy. Emotion regulation can prevent and eliminate the adverse factors causing psychological fatigue, so as to improve the enthusiasm and creativity of editors and improve the quality of university journals. Subjects and methods On the basis of consulting a large number of relevant literature, this study compiled a questionnaire of emotion regulation style of scientific and technological editors with certain reliability and validity by using open-ended questionnaire. The emotion regulation mode of editors was measured by questionnaire, and the emotion regulation mode of sci-tech journal editors was understood. On this basis, this paper studies the relationship between emotion regulation and the editing quality of scientific and technological journals. 85 editors of sci-tech journals were tested with the symptom Checklist-90 and compared with the Chinese youth norm. After the intervention of emotion regulation, 37 people were randomly selected from the above 85 people, and the editors of scientific and technological journals were investigated by 90 symptom checklist and Eysenck Personality Questionnaire. Results The incidence of psychological problems of sci-tech journal editors was 15.79%. The incidence of psychological problems of responsible editors was significantly higher than that of General Editors (P <0.05). The five factor scores of somatization, compulsion, interpersonal relationship, depression and anxiety of sci-tech journal editors were significantly higher than the National Youth norm (P < 0.01). The editors of sci-tech periodicals have certain psychological problems, especially the psychological problems of responsible editors, which should be paid attention to by relevant departments and leaders. After the intervention of emotion regulation, the results show that the editor's mental health is good, and the stability of emotion is an important factor affecting his mental health. Therefore, editors of sci-tech journals should be good at controlling their emotions and maintaining their psychological integrity when facing various pressures. In the face of positive emotions, the emotional regulation methods used by journal editors from more to less are: emotional sharing, emotional disclosure, emotional maintenance, motivation, restraint and sublimation. The frequency of emotion used by editors is shifted from less emotional experience and less emotional stress to more emotional stress. Journal Editors mainly regulate positive emotions by means of emotional sharing and emotional disclosure, and regulate negative emotions by means of cognitive reappraisal and venting. There are professional, work intensity and gender differences in the emotional regulation of journal editors. There is a positive correlation between emotional sharing, motivation, restraint, emotional maintenance, emotional disclosure, distraction and cognitive reappraisal in positive emotion regulation and life satisfaction. However, there is a negative correlation between the ways of regulating the sublimation of positive emotions, the venting of negative emotions, depression, experiencing pain and relaxation and life satisfaction. Among the twelve emotion regulation factors that predict life satisfaction, the factors of positive emotion regulation and negative emotion regulation, such as venting, depression and experiencing pain, have significant predictive power on life satisfaction. Conclusion The psychological health and emotional stability of sci-tech journal editors are related to the quality of journal editors. Correct emotion regulation and guidance can dispel the editor's psychological fatigue and promote his emotional stability. The emotional stability of sci-tech periodical editors can improve the editing quality of sci-tech periodicals. Therefore, the competent department of sci-tech periodicals should pay attention to the mental health status of periodical editors, eliminate psychological fatigue and stabilize their emotions through psychological intervention.

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Blackman, Reid. "Reasons for emotion and moral motivation." Canadian Journal of Philosophy 49, no. 6 (2019): 805–27. http://dx.doi.org/10.1080/00455091.2018.1435611.

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AbstractInternalism about normative reasons is the view that an agent’s normative reasons depend on her motivational constitution. On the assumption that there are reasons for emotion I argue that (a) externalism about reasons for emotion entails that all rational agents have reasons to be morally motivated and (b) internalism about reasons for emotion is implausible. If the arguments are sound we can conclude that all rational agents have reasons to be morally motivated. Resisting this conclusion requires either justifying internalism about reasons for emotion in a way hitherto unarticulated or giving up on reasons for emotion altogether.

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Hasan-Aslih, Siwar, Liat Netzer, Martijn van Zomeren, Tamar Saguy, Maya Tamir, and Eran Halperin. "When we want them to fear us: The motivation to influence outgroup emotions in collective action." Group Processes & Intergroup Relations 22, no. 5 (June 7, 2018): 724–45. http://dx.doi.org/10.1177/1368430218769744.

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Prior work has shown that the experience of group-based emotions can motivate disadvantaged group members to engage in collective action. In the current research, we tested whether such action can also be driven by the motivation to induce certain emotions among the outgroup to the extent that disadvantaged group members believe this would help them attain their social change goals. We tested this hypothesis in three studies (two correlational and one experimental) within the context of the Israeli–Palestinian conflict. Study 1 showed that individuals’ motivation to induce outgroup regret was associated with nonviolent collective action tendencies, whereas the motivation to induce outgroup fear was related to violent action. Study 2 moved beyond Study 1 by assessing corrective and punitive goals of social change. We found that preferences for inducing outgroup regret mediated the relationship between endorsement of corrective goals and nonviolent action tendencies, whereas preferences for outgroup fear mediated the relationship between punitive goals and violent action. Study 3 provided experimental support for the causal effect of goals on emotion motivations and collective action tendencies. Together, our findings are in line with the notion of instrumental emotion regulation as applied to collective action.

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Starkey, Charles. "Perceptual Emotions and Emotional Virtue." Journal of Philosophy of Emotion 3, no. 1 (September 30, 2021): 10–15. http://dx.doi.org/10.33497/2021.summer.3.

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In this essay I focus on two areas discussed in Michael Brady’s Emotion: The Basics, namely perceptual models of emotion and the relation between emotion and virtue. Brady raises two concerns about perceptual theories: that they arguably collapse into feeling or cognitive theories of emotion; and that the analogy between emotion and perception is questionable at best, and is thus not an adequate way of characterizing emotion. I argue that a close look at perception and emotional experience reveals a structure of emotion that avoids these problems. I then explore other ways in which emotions can be operative in virtuous acts and virtue traits outside of their relation to motivation. The patterns of emotional response that we have can affect virtue because they affect the way in which we see and take-in information about the world, and the gravity that such perceptions have for us. In addition, emotions are critical to virtue because they maintain the level of importance that values have for us, and in doing so forestall axiological entropy, namely the fading of the importance that values have for us, and thus the virtues that are dependent on those values.

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Sugiyama, Mizuna, Nami Ninomiya, Suzuka Nishijima, Momoka Nakamura, and Shoji Imai. "Effects of Negative Emotion based Motivation on Negative Emotion Symptoms." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 1AM—113–1AM—113. http://dx.doi.org/10.4992/pacjpa.79.0_1am-113.

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G, Nikhil, Naganarasimha M, and Yogesh S. "HUMAN FACIAL EMOTION RECOGNITION USING CNN." International Journal of Engineering Applied Sciences and Technology 7, no. 1 (May 1, 2022): 321–23. http://dx.doi.org/10.33564/ijeast.2022.v07i01.049.

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Human beings express emotions in everyday interactions. Understanding their emotions and knowing how to react to these expressions greatly enhances the interaction. An automatic Facial Expression Recognition system must try to solve the following problems: detection and location of faces ina cluttered scene, facial feature extraction, and facial expression classification. Knowing the user emotion, the system can adapt to the user. Facial expressions play an important role in recognition of emotions and are used in the process of non-verbal communication. They are very important in daily emotional communication, just next to the tone of voice. They are also an indicator of feelings, allowing a man to express an emotional state. The main motivation behind this project is to detect mental health of an individual.

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Yeo, Sara K., and Meaghan McKasy. "Emotion and humor as misinformation antidotes." Proceedings of the National Academy of Sciences 118, no. 15 (April 9, 2021): e2002484118. http://dx.doi.org/10.1073/pnas.2002484118.

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Many visible public debates over scientific issues are clouded in accusations of falsehood, which place increasing demands on citizens to distinguish fact from fiction. Yet, constraints on our ability to detect misinformation coupled with our inadvertent motivations to believe false science result in a high likelihood that we will form misperceptions. As science falsehoods are often presented with emotional appeals, we focus our perspective on the roles of emotion and humor in the formation of science attitudes, perceptions, and behaviors. Recent research sheds light on how funny science and emotions can help explain and potentially overcome our inability or lack of motivation to recognize and challenge misinformation. We identify some lessons learned from these related and growing areas of research and conclude with a brief discussion of the ethical considerations of using persuasive strategies, calling for more dialogue among members of the science communication community.

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Prescott, David. "Sexual offending: Cognition, emotion, and motivation." Europe’s Journal of Psychology 14, no. 1 (March 12, 2018): 287–90. http://dx.doi.org/10.5964/ejop.v14i1.1525.

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Frijda, Nico H. "A Comprehensive Motivation and Emotion Text." Contemporary Psychology: A Journal of Reviews 35, no. 3 (March 1990): 234–35. http://dx.doi.org/10.1037/028350.

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Caspi, Avner, and Paul Gorsky. "Online Deception: Prevalence, Motivation, and Emotion." CyberPsychology & Behavior 9, no. 1 (February 2006): 54–59. http://dx.doi.org/10.1089/cpb.2006.9.54.

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Linnenbrink-Garcia, Lisa, Erika A. Patall, and Reinhard Pekrun. "Adaptive Motivation and Emotion in Education." Policy Insights from the Behavioral and Brain Sciences 3, no. 2 (July 8, 2016): 228–36. http://dx.doi.org/10.1177/2372732216644450.

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Reeder, Glenn D. "Attribution, Motivation, and Emotion: Pleasant Company." Contemporary Psychology: A Journal of Reviews 33, no. 1 (January 1988): 7–8. http://dx.doi.org/10.1037/025266.

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Ziemke, Tom, Robert Lowe, and Anthony Morse. "Affective robotics – modelling emotion and motivation." Connection Science 22, no. 3 (July 27, 2010): 193–95. http://dx.doi.org/10.1080/09540091.2010.489741.

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Lang, Peter J., Margaret M. Bradley, and Bruce N. Cuthbert. "Emotion and Motivation: Measuring Affective Perception." Journal of Clinical Neurophysiology 15, no. 5 (September 1998): 397–408. http://dx.doi.org/10.1097/00004691-199809000-00004.

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Meyer, Debra K., and Julianne C. Turner. "Discovering Emotion in Classroom Motivation Research." Educational Psychologist 37, no. 2 (June 2002): 107–14. http://dx.doi.org/10.1207/s15326985ep3702_5.

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Brand, Chris. "Reversal Theory: Motivation, Emotion and Personality." Personality and Individual Differences 12, no. 9 (1991): 976. http://dx.doi.org/10.1016/0191-8869(91)90193-f.

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Brand, Chris. "Reversal theory: Motivation, emotion and personality." Personality and Individual Differences 11, no. 5 (January 1990): 539–40. http://dx.doi.org/10.1016/0191-8869(90)90073-z.

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Zeelenberg, Marcel, Rob M. A. Nelissen, Seger M. Breugelmans, and Rik Pieters. "On emotion specificity in decision making: Why feeling is for doing." Judgment and Decision Making 3, no. 1 (January 2008): 18–27. http://dx.doi.org/10.1017/s1930297500000139.

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AbstractWe present a motivational account of the impact of emotion on decision making, termed the feeling-is-for-doing approach. We first describe the psychology of emotion and argue for a need to be specific when studying emotion's impact on decision making. Next we describe what our approach entails and how it relates emotion, via motivation to behavior. Then we offer two illustrations of our own research that provide support for two important elements in our reasoning. We end with specifying four criteria that we consider to be important when studying how feeling guides our everyday doing.

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Broekens, Joost. "Modeling the Experience of Emotion." International Journal of Synthetic Emotions 1, no. 1 (January 2010): 1–17. http://dx.doi.org/10.4018/jse.2010101601.

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Affective computing has proven to be a viable field of research comprised of a large number of multidisciplinary researchers, resulting in work that is widely published. The majority of this work consists of emotion recognition technology, computational modeling of causal factors of emotion and emotion expression in virtual characters and robots. A smaller part is concerned with modeling the effects of emotion on cognition and behavior, formal modeling of cognitive appraisal theory and models of emergent emotions. Part of the motivation for affective computing as a field is to better understand emotion through computational modeling. In psychology, a critical and neglected aspect of having emotions is the experience of emotion: what does the content of an emotional episode look like, how does this content change over time, and when do we call the episode emotional. Few modeling efforts in affective computing have these topics as a primary focus. The launch of a journal on synthetic emotions should motivate research initiatives in this direction, and this research should have a measurable impact on emotion research in psychology. In this article, I show that a good way to do so is to investigate the psychological core of what an emotion is: an experience. I present ideas on how computational modeling of emotion can help to better understand the experience of motion, and provide evidence that several computational models of emotion already address the issue.

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Millgram, Yael, Jutta Joormann, Jonathan D. Huppert, Avital Lampert, and Maya Tamir. "Motivations to Experience Happiness or Sadness in Depression: Temporal Stability and Implications for Coping With Stress." Clinical Psychological Science 7, no. 1 (October 15, 2018): 143–61. http://dx.doi.org/10.1177/2167702618797937.

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Difficulties with emotion regulation in depression may be linked not only to emotion regulation strategies but also to the motivation to experience certain emotions. We assessed the degree of motivation to experience happiness or sadness in major depressive disorders outside the laboratory and prospective links to clinical outcomes over time. Depressed individuals were consistently less motivated to experience happiness and more motivated to experience sadness than nondepressed individuals. The less motivated participants were to experience happiness, the less they tried to upregulate happiness in an emotion regulation task and downregulate negative emotions during real-life stress. Importantly, the less motivated depressed participants were to experience happiness, the more clinical symptoms they exhibited months later during a stressful period, even after controlling for initial levels of symptoms. These findings demonstrate that individual differences in the degree of motivation to experience happiness in depression may carry clinical implications.

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Hendra, Desy Ana, Hapsah Hapsah, Silvia Malasari, Yuliana Syam, and Andriani Andriani. "EMOTIONAL QUESTION OF STUDENTS IN UNDERGRADUATE COURSE OF SCHOOL OF NURSING - HASANUDDIN UNIVERSITY." Indonesian Contemporary Nursing Journal (ICON Journal) 2, no. 1 (February 13, 2018): 20. http://dx.doi.org/10.20956/icon.v2i1.3581.

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Introduction: Lower level of caring in Indonesian nurses related to emotional intelligence level of nursing, and assertion to nurses for always being professional in any circumstances and this condition relatated to emotional intelligence which is formed when undergoing nursing education along emotional intelligence phenomena in nurses period of education and period of profession education between regular students and non-regular students. Method: the design of this study is descriptive research with crossectional approach. Sample selection technique using disproportionate stratified random sampling, with the number of respondent about 128 respondents. Primary data was obtained through a TEIQUE questionnaire in the form of question about Emotional Itelligence and the ability of recognizing emotion, managing emotion, self motivation, empathy, social skill Result: This study shows that, 55 % respondents have a high emotional intelligence and higer in term of recognizing emotion ability (80.5 %), managing emotion ability (56.3 %), self motivation ability (92.2 %), empathy ability (59.4 %), and social skill ability (63.3 %). Respondent characteristics who have higer in emotional intelligence were from adults (56.4 %), woman (56.4 %), unreguler students (96.4 %), widow/widowed marriage status (69.2 %), student who do not entered any organization (76.1 %), and students in seventh grade (69.4 %).Conclusion: : the result showed that more than half respondents have higer emotional intelligence (managing emotion ability, self motivation ability, empathy ability, social skill ability ) so that give us information about description of Emotional Intelligence in Undergraduate Hasanuddin University Nursing Students.

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Indriyani, Nori, and Rahmi Munfangati. "Emotional intelligence in Belva Plain’s Blessings." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 204. http://dx.doi.org/10.30659/e.4.2.204-215.

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Everyone faces emotional challenges. It can influence their behavior since emotion is an incredibly strong drive on human behavior. This powerful emotion can lead someone to take actions that he might not regularly do, or keep away from the conditions that someone enjoys. Emotionality is related to a range of psychological phenomena, including mood, temperament, personality, and motivation. The ability to control emotions in the self and others is called Emotional Intelligence (EI). EI can be found not only in real life but in literary works such as a novel. In line with that interesting topic, this article, therefore, explores the EI and the implications of EI of the main character in Belva Plain’s Blessings. In analyzing the novel, the study applied a psychological approach. The technique of analyzing the data was a qualitative descriptive method. The findings of the study showed Jennie’s EI, that is composed of emotional self-awareness, self-regulation, motivation, and social skills. Furthermore, the results revealed the implications of Jennie’s EI; she becomes successful because she is good at self-regulation and motivation. She is also good at self-awareness, empathy and social skills, so she has better interpersonal relations.

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IZARD, CARROLL E., SARAH FINE, ALLISON MOSTOW, CHRISTOPHER TRENTACOSTA, and JAN CAMPBELL. "Emotion processes in normal and abnormal development and preventive intervention." Development and Psychopathology 14, no. 4 (November 27, 2002): 761–87. http://dx.doi.org/10.1017/s0954579402004066.

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We present an analysis of the role of emotions in normal and abnormal development and preventive intervention. The conceptual framework stems from three tenets of differential emotions theory (DET). These principles concern the constructs of emotion utilization; intersystem connections among modular emotion systems, cognition, and action; and the organizational and motivational functions of discrete emotions. Particular emotions and patterns of emotions function differentially in different periods of development and in influencing the cognition and behavior associated with different forms of psychopathology. Established prevention programs have not emphasized the concept of emotion as motivation. It is even more critical that they have generally neglected the idea of modulating emotions, not simply to achieve self-regulation, but also to utilize their inherently adaptive functions as a means of facilitating the development of social competence and preventing psychopathology. The paper includes a brief description of a theory-based prevention program and suggestions for complementary targeted interventions to address specific externalizing and internalizing problems. In the final section, we describe ways in which emotion-centered preventions can provide excellent opportunities for research on the development of normal and abnormal behavior.

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Le, Bonnie M., Stéphane Côté, Jennifer Stellar, and Emily A. Impett. "The Distinct Effects of Empathic Accuracy for a Romantic Partner’s Appeasement and Dominance Emotions." Psychological Science 31, no. 6 (May 18, 2020): 607–22. http://dx.doi.org/10.1177/0956797620904975.

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When is accurately reading other people’s emotions costly and when is it beneficial? We aimed to identify whether the association between empathic accuracy and both relationship quality and motivation to change varies depending on the type of emotion being detected: appeasement (e.g., embarrassment) or dominance (e.g., anger). Romantic partners (couples: N = 111; individuals: N = 222) discussed a characteristic they wanted their partner to change and rated their own emotions and perceptions of their partner’s emotions. Relationship quality was self-reported and objectively coded. Using multilevel response-surface analysis, we tested preregistered hypotheses about whether empathic accuracy for appeasement and dominance emotions was differentially associated with relationship quality and motivation to change. For appeasement emotions, empathic accuracy predicted higher relationship quality. For dominance emotions, higher intensity of felt emotions—not empathic accuracy—predicted lower relationship quality. Empathic accuracy did not predict the motivation to change. These results suggest that the benefits of empathic accuracy can depend on the emotion type.

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Smid, Wineke J., and Edwin C. Wever. "Mixed Emotions: An Incentive Motivational Model of Sexual Deviance." Sexual Abuse 31, no. 7 (May 21, 2018): 731–64. http://dx.doi.org/10.1177/1079063218775972.

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Sexual offending behavior is a complex and multifaceted phenomenon. Most existing etiological models describe sexual offending behavior as a variant of offending behavior and mostly include factors referring to disinhibition and sexual deviance. In this article, we argue that there is additional value in describing sexual offending behavior as sexual behavior in terms of an incentive model of sexual motivation. The model describes sexual arousal as an emotion, triggered by a competent stimulus signaling potential reward, and comparable to other emotions coupled with strong bodily reactions. Consequently, we describe sexual offending behavior in terms of this new model with emphasis on the development of deviant sexual interests and preferences. Summarized, the model states that because sexual arousal itself is an emotion, there is a bidirectional relationship between sexual self-regulation and emotional self-regulation. Not only can sex be used to regulate emotional states (i.e., sexual coping), emotions can also be used, consciously or automatically, to regulate sexual arousal (i.e., sexual deviance). Preliminary support for the model is drawn from studies in the field of sex offender research as well as sexology and motivation research.

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Trigueros, Rubén, José M. Aguilar-Parra, Adolfo J. Cangas, Rosario Bermejo, Carmen Ferrandiz, and Remedios López-Liria. "Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents." International Journal of Environmental Research and Public Health 16, no. 16 (August 7, 2019): 2810. http://dx.doi.org/10.3390/ijerph16162810.

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Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. Objectives: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. Methodology: 615 secondary school students between the ages of 14 and 19 participated (M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. Conclusions: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.

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Jain, Shikha, and Krishna Asawa. "EMIA: Emotion Model for Intelligent Agent." Journal of Intelligent Systems 24, no. 4 (December 1, 2015): 449–65. http://dx.doi.org/10.1515/jisys-2014-0071.

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AbstractEmotions play a significant role in human cognitive processes such as attention, motivation, learning, memory, and decision making. Many researchers have worked in the field of incorporating emotions in a cognitive agent. However, each model has its own merits and demerits. Moreover, most studies on emotion focus on steady-state emotions than emotion switching. Thus, in this article, a domain-independent computational model of emotions for intelligent agent is proposed that have modules for emotion elicitation, emotion regulation, and emotion transition. The model is built on some well-known psychological theories such as appraisal theories of emotions, emotion regulation theory, and multistore human memory model. The design of the model is using the concept of fuzzy logic to handle uncertain and subjective information. The main focus is on primary emotions as suggested by Ekman; however, simultaneous elicitation of multiple emotions (called secondary emotion) is also supported by the model.

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Journal articles on the topic 'Motivation and emotion'

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