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Literatura académica sobre el tema "Affect (Psychology) Emotions"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 7 de febrero de 2022

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Artículos de revistas sobre el tema "Affect (Psychology) Emotions"

MacCann, Carolyn, Yasemin Erbas, Egon Dejonckheere, Amirali Minbashian, Peter Kuppens y Kirill Fayn. "Emotional Intelligence Relates to Emotions, Emotion Dynamics, and Emotion Complexity". European Journal of Psychological Assessment 36, n.º 3 (mayo de 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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Glaser, Jack y Peter Salovey. "Affect in Electoral Politics". Personality and Social Psychology Review 2, n.º 3 (agosto de 1998): 156–72. http://dx.doi.org/10.1207/s15327957pspr0203_1.

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Recent U.S. history provides vivid illustrations of the importance of politicians' emotional displays in subsequent judgments of them. Yet, a review of empirical research on the role of affect (emotion, mood, and evaluation) in electoral politics reveals little work that has focused on the impact of candidates' emotional expression on voters' preferences for them. A theoretical framework is proposed to identify psychological mechanisms by which a target's displays of emotion influence judgments of that target. Findings from the emerging literature on emotions and politics challenge the traditional assumption of political science that voters make decisions based solely on the cold consideration of nonaffectively charged information. The affect and politics literature, although somewhat unfocused and broad, represents an interdisciplinary domain of study that contributes to the understanding of both electoral politics and social interaction more generally.

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Mandal, M. K. y S. Palchoudhury. "Decoding of Facial Affect in Schizophrenia". Psychological Reports 56, n.º 2 (abril de 1985): 651–52. http://dx.doi.org/10.2466/pr0.1985.56.2.651.

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12 schizophrenics and 12 nonpatient controls were asked to classify 8 photographs depicting 6 facial emotions each into categories of similar emotions and to pronounce the name of the emotion expressed in each photograph when multiple-choice alternatives were prompted. Patients had considerably more difficulty on the latter task than the former while controls were unaffected. Fearful faces were poorly recognized by both groups. Overall, controls were significantly better than schizophrenics in identifying all facial emotions.

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Larsen, Jeff T. "Comment: Homing in on a Balanced Psychology". Emotion Review 10, n.º 1 (enero de 2018): 61–63. http://dx.doi.org/10.1177/1754073917719326.

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Hernandez et al.’s (2018) review provides clear evidence that positive affect can contribute to well-being and fits nicely within the positive psychology framework. The emergence of positive psychology has been valuable for understanding well-being, but I suggest that a balanced psychology can prove even more valuable in the years to come. A balanced psychology requires giving as much attention to negative emotion as to positive emotion. It also requires considering whether there are circumstances in which positive emotions can be detrimental and negative emotions can be beneficial. Along those lines, evidence reviewed here indicates that healthy coping with severe stressors involves experiencing a combination of positive and negative emotions.

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Vaccaro, Anthony G., Jonas T. Kaplan y Antonio Damasio. "Bittersweet: The Neuroscience of Ambivalent Affect". Perspectives on Psychological Science 15, n.º 5 (6 de agosto de 2020): 1187–99. http://dx.doi.org/10.1177/1745691620927708.

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Ambivalent affective states, such as bittersweetness, nostalgia, and longing, which are felt as having both positive and negative aspects, are an important component of human experience but have received little attention. The most influential theoretical frameworks in affective neuroscience focus largely on univalenced states. As a result, it is not known whether ambivalent affect corresponds to a simultaneously positive and negative valenced state or whether it results from a rapid vacillation between positive and negative states. Here we hypothesize that ambivalent affect involves both mechanisms, that is, rapid vacillation and simultaneity of positive and negative affect, albeit at different neurobiological levels. Rapidly vacillating univalent emotions could give rise to an ambivalent feeling, a mechanism that depends on brainstem nuclei that facilitate rapid action programs of emotional behavior while inhibiting opposing behaviors. This reciprocal inhibition prevents organisms from simultaneously implementing responses to conflicting emotions but also allows for rapid switching between emotions triggered by counterfactual thinking and rapid reappraisal of situations. We propose that as these transitions occur and respective interoceptive information reaches the insular cortex, further processing of this “emotional moment” would allow separate emotional events to be experienced as one “mixed” and integrated feeling.

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Fromson, Paul M. "SELF-DISCREPANCIES AND NEGATIVE AFFECT: THE MODERATING ROLES OF PRIVATE AND PUBLIC SELF-CONSCIOUSNESS". Social Behavior and Personality: an international journal 34, n.º 4 (1 de enero de 2006): 333–50. http://dx.doi.org/10.2224/sbp.2006.34.4.333.

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Although distinct self-discrepancies are theoretically associated with distinct emotional states, empirical support has been inconsistent. This study explored the moderating impact of selfconsciousness on the relationship between self-discrepancies and emotion. Discrepancies must not only exist, but must also be accessed to have their presumed consequences. Thus, individuals dispositionally prone to focus attention upon the self should evidence a stronger relationship between specific self-discrepancies and theorized emotions. Participants were assessed on self-discrepancies, on private and public self-consciousness, and on levels of negative affect. Correlations between specific self-discrepancies and theorized emotions were significantly stronger among individuals scoring higher on private self-consciousness. However, the degree to which discrepancies evoke distinct emotions was called into question. Finally, public self-consciousness was not found to play a moderating role.

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Janowski, Maciej y Maria Chełkowska-Zacharewicz. "What do we actually measure as music-induced emotions?" Roczniki Psychologiczne 22, n.º 4 (29 de junio de 2020): 373–403. http://dx.doi.org/10.18290/rpsych.2019.22.4-5.

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The paper presents the results of a systematic review of 61 empirical studies in which emotions in response to music were measured. The analysis of each study was focused on the measurement of emotion components and the conceptualization of emotion both in hypothesis and discussion. The review does not support the claim that music evokes the same emotional reactions as life events do, especially modal emotions. Notably, neither a high intensity of feelings, nor intentionality were confirmed in relation to musical experiences, the emergence of specific action tendencies, or specific physiological changes. Based on the obtained results, it is recommended to use the terms “affect” or “music emotions” with reference to emotions experienced in reaction to music and to abandon the term “emotions” as misleading.

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McKenzie, Jordan, Rebecca E. Olson, Roger Patulny, Alberto Bellocchi y Kathy A. Mills. "Emotion management and solidarity in the workplace: A call for a new research agenda". Sociological Review 67, n.º 3 (22 de enero de 2019): 672–88. http://dx.doi.org/10.1177/0038026118822982.

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Research focusing on the management of emotion features prominently in studies of employee attrition, gender inequality and workplace satisfaction, but rarely in research on worker solidarity. Against a backdrop of increasing individualisation within late modern society, research about workplace management of emotion has become bifurcated along sociological or organisational psychology lines. Within the sociology literature, management of emotion is theorised as a commercialised, relational and (often) alienating experience. Within organisational psychology literature and research, the emphasis is on harnessing individual traits and skills (e.g. emotional intelligence) to regulate emotions for increased productivity and employee retention. In this article, the authors call for a new research agenda that prioritises the examination of solidarity between workers alongside the analysis of emotion management. This call is based in a critical reading of the sociological and organisational psychology scholarship addressing the management of emotions. Through the example of teaching work, the authors provide a critique of scholarship on workplace strategies that promote highly individualised understandings of managing emotions through resilience training and other simplified techniques. They argue that workplaces should recognise the dangers of uncritically adopting individualised strategies for managing emotions, and propose a research agenda that seeks to understand how emotion management can affect worker solidarity.

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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, n.º 2 (febrero de 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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Shanahan, Gerard. "A New Taxonomy of Affect—A Spatiotemporal Framework: Constructing the Elephant". Psychological Reports 123, n.º 5 (22 de diciembre de 2019): 1801–34. http://dx.doi.org/10.1177/0033294119896071.

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The holy grail of emotion theory is arguably still the discovery of a taxonomy, but one that is predicated on first establishing a corresponding structure of affect. Plans for the construction of a taxonomy are presented, based on the emotions and supported with the tripartite mind. A two-axis circumplex-like framework forms the proposed structure. The fundamental orthogonal axes are a temporal vertical axis and a spatial horizontal axis, which subsume another five essential opposing and complementary properties that underpin affect. These dimensions create four basic states that categorize affect and account for the differences and similarities between emotions within categories. A binomial labeling method posits the view that the valence of emotions is determined by the valence of the category they emanate from. The Euclidian spaces created account for mixed emotions and conditions and show how basic emotions from different categories create complex emotions and conditions. This model will also explore why some emotions like shame-embarrassment and contempt-disgust are often seen as synonyms due to a categorical error. It also provides an exposition of the function of reactive and self-reflective emotions and anxiety.

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Tesis sobre el tema "Affect (Psychology) Emotions"

Friesen, Andrew P. ""Catching" emotions : emotion regulation in sport dyads". Thesis, University of Wolverhampton, 2013. http://hdl.handle.net/2436/621877.

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The purpose of the present research programme was to inform the development and subsequent delivery of an intervention to enhance interpersonal emotion regulation. Although emotion regulation has been emphasised due to its importance in explaining performance and well-being, the focus of research has predominantly been on intrapersonal emotion regulation. The present study addressed the dual-gap in research by extending research in interpersonal emotion regulation in general and developing and testing theory-led interventions for use in sport. A three-stage programme of research was set up with stage one reviewing the extant literature before proposing a social-functional approach to emotions, and in particular the Emotions As Social Information (EASI) model, as possible theoretical frameworks for use in sport. Qualitative methods were emphasised as these are particularly useful in studies seeking to identify mechanisms underlying the effectiveness of interventions. Stage two began with a narrative analysis to outline the potential social functions and consequences of emotional expressions, verbalisations, and actions in ice hockey. Two ice hockey players, each captain of their respective team, participated in semi-structured interviews. Participants described how emotions informed them of important circumstances in their environment that required attention and prepared them for such challenges at the individual level. At a dyadic level, emotions helped participants understand the emotional states and intentions of their teammates contributing toward an assessment of the extent to which they were prepared to face their challenges. At a group level, emotions helped participants lead their teammates in meeting team goals. Finally, at the cultural level, emotions helped participants maintain culture-related identities. Stage two continued with examining the processes, strategies used, and potential moderating factors in interpersonal emotion regulation among 16 ice hockey players from an English professional league. An inductive and deductive analysis revealed 22 distinct strategies used to regulate teammates' emotions. These were distinguished between strategies that were verbal or behavioural in nature. They were further distinguished between strategies employed to initiate interpersonal emotion regulation through affective and cognitive channels. Moderating factors in the interpersonal emotion regulation process were consistent with the EASI model. Stage three involved the development, delivery and assessment of the intervention. A British ice hockey team was recruited and the intervention was delivered over the course of three competitive seasons. The primary intervention goal was to improve interpersonal emotion regulation as evidenced by being able to accurately identify when an emotion regulation strategy was needed, and select and use a strategy that changed emotions in the direction and strength intended (Webb, Miles, & Sheeran, 2012). Given the link between emotion and performance, it was expected that the intervention would bring about improvements in individual and team performance. Techniques to bring about change comprised of brief contact interventions, dressing room debriefs, feedback from emotional intelligence assessments, and the practitioner managing himself as an intervention tool. The merit of the intervention was judged through practitioner reflections, social validity assessments, pre- and post-intervention measures of emotional intelligence and performance. Collectively, the present research programme contributes to the emotion regulation literature not only in sport, but also in psychology in general. A key achievement of the programme has been the development of a theoretically sound but ecologically valid intervention designed to improve the interpersonal emotion regulation skills of athletes. Although the intervention primarily catered to the needs of the current team and utilised the professional philosophy of the researcher-practitioner, the intervention provides support for enhanced performance derived from theory explaining a social-functional account of emotions. Future research might use the theory and approach to testing the theory in different sports to examine the role of each sport sub-culture on interpersonal emotion regulation.

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Bhaju, Jeshmin O'Leary Virginia E. "A cross-cultural comparison of emotional experience does culture matter? /". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/BHAJU_JESHMIN_3.pdf.

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Armon-Jones, Claire. "Varieties of affect". Thesis, University of Oxford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670309.

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Beitz, Kendra. "The relationship between emotional reactivity, affect intensity, and affect lability and the ability to predict affective consequences for self and others /". abstract and full text PDF (free order & download UNR users only), 2005. http://0-wwwlib.umi.com.innopac.library.unr.edu/dissertations/fullcit/3209129.

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Thesis (Ph. D.)--University of Nevada, Reno, 2005.
"August 2005." Includes bibliographical references (leaves 89-94). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

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Kwok, Wai Yee Alice. "Negative affect structure of Chinese adolescents in Hong Kong". online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3295081.

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Rogowski, Augustina. "Improving affect regulation in eating disorders : the case for positive emotions". Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/9786.

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Evidence from multiple studies suggests that regulation of emotions and intensity of affect may be relevant to understanding disordered eating. Emotion regulation concerns the ways in which emotions are managed in daily life, whereas Affect Intensity (Larsen et al., 1986) refers to individuals‟ typical emotional reactivity. The thesis examines emotion regulation and affect in females with eating pathology (subclinical as well as clinical), and looks at ways dysfunctional regulatory strategies may be improved. The main objective of the present research was to look at the influence of experimentally-induced positive affect on the choice of emotion management strategies. Study 1 looked at typical Affect Intensity and emotion regulation in a sample of subclinically eating-disordered University of Edinburgh students. This study examined functionality of regulatory strategies, typical intensity of affect, and the effects of experimentally induced happiness and sadness on the two. Study 2 introduced the construct of creativity into the discourse on emotions and psychopathology, and looked at creative tendencies in relation to Affect Intensity, emotion regulation and psychopathology (anxiety, depression and sub-clinical eating pathology). Study 3 looked at the effects of Positive Psychology Interventions (PPIs) on emotion regulation, life satisfaction, anxiety and depression in a subclinically eating-disordered group and controls. Studies 4 and 5 were carried out in order to test and extend the results of Studies 1 and 3 with a clinical sample. In Study 4, emotion regulation, Affect Intensity and the immediate post-test effect of happiness on emotion regulation and life satisfaction were examined in females clinically diagnosed with eating disorders (i.e. anorexia nervosa, bulimia nervosa, and EDNOS). Study 5 looked at how longitudinal happiness induction influenced emotion regulation, eating behaviours and life satisfaction in eating-disordered individuals. One of the main findings across the studies was that females with subclinical and clinical forms of eating pathology tended to experience negative emotions of high intensity, and used predominantly dysfunctional regulatory strategies to manage them. Another important finding was that experimentally-induced positive emotions improved emotion regulation, and encouraged participants to choose healthier affect management strategies. The studies, their implications and contribution to theory and treatment of eating disorders are discussed.

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Hannula, Markku. "Affect in mathematical thinking and learning /". Turku : University of Turku, 2004. http://kirjasto2.utu.fi/julkaisupalvelut/b/annaalit/B273.html.

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Bingham, Daniel S. "The relationship between masculine gender role stress and attribution of emotions in male and female target characters". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0169.

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Cooper, Daphne C. "The foundations of affective development : proactive involvement of the educational psychologist". Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14246.

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Includes bibliography.
In this thesis the foundations of affective development are discussed. The context of development is considered to be the relationship between infant and caregiver. The theoretical bases of developmental psychology and the practice of clinical psychology have been drawn on and applied to a model of promotive and preventive work. Affective development may be enhanced by psychologists, and it is therefore important for them to consider promotion of mental health as well as more traditional ways of therapeutic intervention. A survey was done in four infant clinics in Cape Town, and had the aim of establishing whether health care workers in this context were doing anything to promote affective development. There seemed to be minimal intervention in this regard. The second aim of the research section of this thesis addressed the question of whether there might be a place within the clinic structures for educational psychologists. To this end groups of caregivers were set up, and a pilot promotive programme was administered and evaluated over five sessions. In general the response of the mothers was positive. In the final chapter some of the particular strains that are placed on South African families are considered. Finally recommendations and ideas for establishing programmes that seek to promote affective development in contexts other than clinics are discussed.

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Fine, Eric Michael. "Representing facial affect representations in the brain and in behavior /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3244172.

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Libros sobre el tema "Affect (Psychology) Emotions"

Feelings: Exploring your inner emotions. London: Piatkus, 2003.

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Kacem, Mehdi Belhaj. L' affect. Auch: Tristram, 2004.

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The subtlety of emotions. Cambridge, Mass: MIT Press, 2000.

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Interpreting the personal: Expression and the formation of feelings. Ithaca, N.Y: Cornell University Press, 1997.

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Uses of emotion: Nature's vital gift. Westport, Conn: Praeger, 1998.

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Isaacs, Kenneth S. Uses of emotion: Nature's vital gift. 2^a ed. Taos, N.M: Sidney Press, 1998.

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Schrijvers, Michael. Spinozas Affektenlehre. Bern: P. Haupt, 1989.

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Zachar, Peter y Ralph D. Ellis. Categorical versus dimensional models of affect: A seminar of the theories of Panksepp and Russell. Amsterdam: John Benjamins Pub. Co., 2012.

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Zachar, Peter y Ralph D. Ellis. Categorical versus dimensional models of affect: A seminar of the theories of Panksepp and Russell. Amsterdam: John Benjamins Pub. Co., 2012.

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International Margaret S. Mahler Symposium on Child Development (3rd 2000 Tokyo, Japan). The language of emotions: Development, psychopathology, and technique. Northvale, NJ: Jason Aronson, 2005.

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Capítulos de libros sobre el tema "Affect (Psychology) Emotions"

Körner, André, Rose Schindler y Tina Hahnemann. "How Moral Emotions Affect the Probability of Relapse". En Psychology and Law in Europe, 167–88. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315317045-14.

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MacIntyre, Peter y Tammy Gregersen. "Affect: The Role of Language Anxiety and Other Emotions in Language Learning". En Psychology for Language Learning, 103–18. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137032829_8.

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Foy, Steven, Robert Freeland, Andrew Miles, Kimberly B. Rogers y Lynn Smith-Lovin. "Emotions and Affect as Source, Outcome and Resistance to Inequality". En Handbook of the Social Psychology of Inequality, 295–324. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9002-4_13.

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Johar, Swati. "Psychology of Voice". En Emotion, Affect and Personality in Speech, 9–15. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28047-9_2.

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McDougall, Siné, Irene Reppa, Gary Smith y David Playfoot. "Beyond Emoticons: Combining Affect and Cognition in Icon Design". En Engineering Psychology and Cognitive Ergonomics, 71–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02728-4_8.

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Cameron, Kim. "Applications of Positive Organizational Scholarship in Institutions of Higher Education". En The Palgrave Handbook of Positive Education, 741–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_29.

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AbstractPositive organizational scholarship (POS) is the study of that which is positive, flourishing, and life-giving in organizations. It considers the processes and dynamics that occur in and through organizations, in contrast to a focus on individual attitudes and emotions. Positive organizational scholarship has rarely been investigated in institutions of higher education, and this chapter provides two case studies that illustrate its relevance in that setting. The chapter first provides a discussion of the unique characteristics of POS compared to, for example, positive psychology and other approaches to the positive, and it highlights the importance of positive organizational dynamics in accounting for high levels of performance in organizations. The chapter describes how these dynamics have been successfully applied within two institutions of higher education to benefit not only traditional markers of success such as student achievement and wellbeing, but also the collective performance of the overall institution. The specific practices that led to extraordinarily successful outcomes are discussed, and they provide evidence that, in addition to the effects of positive psychology on individuals—especially students—the outcomes of entire institutions can be substantially affected in positive directions by adopting positive practices.

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"Irrational Emotions or Emotional Wisdom? The Evolutionary Psychology of Affect and Social Behavior". En Affect in Social Thinking and Behavior, 33–52. Psychology Press, 2012. http://dx.doi.org/10.4324/9780203720752-8.

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Kelso, Gwendolyn A. y Leslie R. Brody. "Implicit Processes and Emotions in Stereotype Threat about Women's Leadership". En Advances in Psychology, Mental Health, and Behavioral Studies, 118–37. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6599-6.ch006.

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Stereotype threat about leadership ability may trigger emotional and cognitive responses that reduce women's leadership aspirations. This chapter reviews literature and presents a study on the effects of implicit (covert) and explicit (overt) leadership stereotype threat on women's emotions, power-related cognitions, and behaviors as moderated by exposure to powerful female or male role models. Emotional responses were measured using self-report (direct) and narrative writing (indirect) tasks. Undergraduate women (n = 126) in the Northeastern U.S. were randomly divided into three stereotype threat groups: none, implicit, and explicit. Implicit stereotype threat resulted in higher indirectly expressed (but not self-reported) anxiety, behaviors that benefited others more than the self, and when preceded by exposure to powerful female role models, higher self-reported negative emotion but also higher indirect positive affect. Explicit stereotype threat resulted in higher indirect optimism, and when preceded by exposure to powerful female role models, lower self-reported sadness but also lower implicit power cognitions.

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Tichon, Jennifer G. y Timothy Mavin. "Using the Experience of Evoked Emotion in Virtual Reality to Manage Workplace Stress". En Integrating Technology in Positive Psychology Practice, 344–62. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9986-1.ch015.

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This chapter explores how immersion in virtual reality (VR) evokes emotional states similar to those of the real world, and how deliberate immersion in high-stress situations can help teach individuals affective strategies to remain in control of their emotions. Psychological skills training programs teach techniques and strategies to assess, monitor, and adjust thoughts and feelings to cope with stress. VR allows an individual to put these skills to the test through the opportunity to practice coping with their emotional states while immersed in difficult scenarios. Keeping a clear head, ignoring fear when fear isn't useful, learning how to draw on an optimal blend of emotion and reason in times of crisis are all crucial skills for work and life. Affective Control Theory (ACT) proposes that affective strategies that typically strengthen and support performance are skills and that these skills are integral to stress management. Due to its key role in performance, recent research in psychology confirms affect as a crucial variable to consider in interventions in workplace stress.

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Dong, Chaoyan. "Interface Design, Emotions, and Multimedia Learning". En Multimedia Technologies, 1262–85. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch087.

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In social psychology, “what is attractive is good” means that a physically attractive person is perceived to be more favorable and capable. In industrial design, the interface is one of the three elements that influence users’ experience with a product. For multimedia learning, does the interface design affect users’ experience with learning environments? Does attractive interface enhance multimedia learning? Research in multimedia learning has been neglecting this issue. In this chapter, I propose that attractive interface design does indeed promote multimedia learning. This hypothesis is based on the review of the following theories and related empirical studies: 1) an interface impacts a user’s experience; 2) beautiful interface induces positive emotions; 3) positive emotions broaden cognitive resources; and 4) expanded cognitive resources promote learning. The Model of Emotional Design in Multimedia Learning is proposed to highlight how emotions regulate multimedia learning. Suggestions regarding designing attractive interfaces are provided.

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Actas de conferencias sobre el tema "Affect (Psychology) Emotions"

Gren, Lucas, Per Lenberg y Karolina Ljungberg. "What Software Engineering Can Learn from Research on Affect in Social Psychology". En 2019 IEEE/ACM 4th International Workshop on Emotion Awareness in Software Engineering (SEmotion). IEEE, 2019. http://dx.doi.org/10.1109/semotion.2019.00015.

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Zaidah, Queen Rahmah Rizqi y Muhammad Imaduddin. "Listening to the Quran Recitations: 'Does It Affect Psychophysiological Measures of Emotion?'". En 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.21.

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Edigareva, Viktoriya y Yuliya Makarevskaya. "The mental state of population of cities and towns during the COVID-19 pandemic". En Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-09.

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In late 2019 - early 2020, the world was faced with a massive infection of COVID-19. The spread of the disease was quite high and affected almost all countries of the world. The infection was transmitted in a severe form, and therefore there were many deaths. Undoubtedly, the situation affected the mental state of people in many regions of the world and our country. Therefore, the aim of our research was to study the mental state of residents of cities and towns during the COVID-19. We assumed that during the spread of COVID-19 across Russia, the indicators of mental states, namely "frustration", "neurotization" and "energy" in cities and towns, will differ. However, the level of "anxiety" will not have significant differences. Particular hypotheses: the level of "frustration" will be higher in big cities, "neurotization" and "energy" will have a higher rate in small towns. The following methods were used in the research: Eysenck H.J. «Scale of mental states, Boyko V.V. «Method of neurotization diagnostics», method "Self-assessment of emotional states" A. Wessman and D. Ricks, nonparametric Mann-Whitney test. The research involved 83 people, 44 people lives in large cities, 39 – lives in small, 16 – males, 67 – females. Age: from 13 to 74. According to the results of the work, the hypothesis of the same level of anxiety in both groups was fully confirmed. The differences in the level of frustration and neurotization were not statistically confirmed. The hypothesis of a higher level of "energy" in regions with a small population was partially confirmed.

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Ribeiro Siqueira, Milena, Cezar Villaça Azeredo, Raphael Fonseca Braga de Melo, Rebecca Rodrigues Cedro de Brito y Érica Henrique Ribeiro-Andrade. "Subjectivity and media production on drug addiction". En 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212453.

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The present study analyzes the phenomenon of drug addiction concerning how it is affected by the media and its ways of representing reality. This study aimed to identify articles about drug addiction published in information media of great national circulation, namely VEJA online Magazine, Folha de São Paulo online newspaper and Scielo Brasil website. Leading off from the hypothesis that the influence of media in society impacts the ways of coping with the issue studied. A theoretical survey was then carried out on media productions and social representations, as well as a general concept on drug addiction. The selected time criterion was of five years from January 2016 to December 2020. The research data were treated using the Content Analysis method proposed by Bardin (2011). It was possible to perceive a profile in these publications with regard to their vulnerabilities, such as the use of stigmatizing terms to refer to the drug addict. A great disproportionality between the total number of publications and the number of productions that addressed the topic of drug addiction could be observed in all three information vehicles. All three platforms demonstrated a limited view on the importance of the emotional aspects linked to drug addiction, and on the urgency of attention to the addict's support network. The power of influence that the information media has on social action could be verified. It is recommended that information sources in Brazil make better use of this provision, in addition to the knowledge acquired in Psychology for a better basis and greater range of the required problematizations

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Shui Ng, Wing. "Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]". En InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.

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Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.

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Informes sobre el tema "Affect (Psychology) Emotions"

Insufficient sleep might affect children’s emotional health. ACAMH, noviembre de 2020. http://dx.doi.org/10.13056/acamh.13938.

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Data from a new study published in the Journal of Child Psychology and Psychiatry suggest that insufficient sleep can affect emotional health in children. The study, conducted by Candice Alfano and colleagues, assessed the impact of sleep duration on different aspects of emotion in a cohort of 53 children aged 7-11 years old.

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