Gotowa bibliografia na temat „Cognitive-motivational-relational theory of emotion”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Cognitive-motivational-relational theory of emotion”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Cognitive-motivational-relational theory of emotion"
1
Lazarus, Richard S. "Progress on a cognitive-motivational-relational theory of emotion." American Psychologist 46, no. 8 (1991): 819–34. http://dx.doi.org/10.1037/0003-066x.46.8.819.
Pełny tekst źródła
2
Jones, Marc V. "Controlling Emotions in Sport." Sport Psychologist 17, no. 4 (December 2003): 471–86. http://dx.doi.org/10.1123/tsp.17.4.471.
Pełny tekst źródłaStreszczenie:
Emotions play a central role in sport performance. Accordingly, it is important that athletes are able to draw on a range of strategies to enhance emotional control. The present paper outlines a number of strategies based on Lazarus’ cognitive-motivational-relational theory of emotion. Strategies are outlined that aim to change cognitions, resulting in either a more appropriate emotional response or a suppression of the expression of emotion and any maladaptive behavioral consequences. These techniques comprise self-statement modification, imagery, socratic dialogue, corrective experiences, self-analysis, didactic approach, storytelling metaphors and poetry, reframing, cognitive paradox, and use of problem-solving skills. Furthermore, given the changes in physiological arousal accompanying certain emotions, it is also suggested that general arousal control strategies could play an important role in emotional control.
3
Lazarus, Richard S. "How Emotions Influence Performance in Competitive Sports." Sport Psychologist 14, no. 3 (September 2000): 229–52. http://dx.doi.org/10.1123/tsp.14.3.229.
Pełny tekst źródłaStreszczenie:
In this article, I have attempted to apply my cognitive-motivational-relational theory of emotion, on which I have been working for over 50 years, to an understanding of performance in competitive sports. I begin with four metatheoretical and theoretical positions: (a) stress and emotion should be considered as a single topic; (b) discrete emotion categories offer the richest and most useful information; (c) appraisal, coping, and relational meaning are essential theoretical constructs for stress and emotion; and (d) although process and structure are both essential to understanding, when it comes to stress and the emotions, we cannot afford to under-emphasize process. These positions and elaborations of them lead to my examination of how a number of discrete emotions might influence performance in competitive sports.
4
Campo, Mickaël, Stephen Mellalieu, Claude Ferrand, Guillaume Martinent, and Elisabeth Rosnet. "Emotions in Team Contact Sports: A Systematic Review." Sport Psychologist 26, no. 1 (March 2012): 62–97. http://dx.doi.org/10.1123/tsp.26.1.62.
Pełny tekst źródłaStreszczenie:
This study systematically reviewed the literature on the emotional processes associated with performance in team contact sports. To consider the entire emotional spectrum, Lazarus’s (1999) cognitive motivational relational theory was used as a guiding framework. An electronic search of the literature identified 48 of 5,079 papers as relevant. Anxiety and anger were found to be the most common emotions studied, potentially due to the combative nature of team contact sports. The influence of group processes on emotional experiences was also prominent. The findings highlight the need to increase awareness of the emotional experience in team contact sports and to develop emotion-specific regulation strategies. Recommendations for future research include exploring other emotions that might emerge from situations related to collisions (e.g., fright) and emotions related to relationships with teammates (e.g., guilt and compassion).
5
Rathschlag, Marco, and Daniel Memmert. "The Influence of Self-Generated Emotions on Physical Performance: An Investigation of Happiness, Anger, Anxiety, and Sadness." Journal of Sport and Exercise Psychology 35, no. 2 (April 2013): 197–210. http://dx.doi.org/10.1123/jsep.35.2.197.
Pełny tekst źródłaStreszczenie:
The present study examined the relationship between self-generated emotions and physical performance. All participants took part in five emotion induction conditions (happiness, anger, anxiety, sadness, and an emotion-neutral state) and we investigated their influence on the force of the finger musculature (Experiment 1), the jump height of a counter-movement jump (Experiment 2), and the velocity of a thrown ball (Experiment 3). All experiments showed that participants could produce significantly better physical performances when recalling anger or happiness emotions in contrast to the emotion-neutral state. Experiments 1 and 2 also revealed that physical performance in the anger and the happiness conditions was significantly enhanced compared with the anxiety and the sadness conditions. Results are discussed in relation to the Lazarus (1991a, 2000a) cognitive-motivational-relational (CMR) theory framework.
6
Pensgaard, Anne Marte, and Joan L. Duda. "Sydney 2000: The Interplay between Emotions, Coping, and the Performance of Olympic-Level Athletes." Sport Psychologist 17, no. 3 (September 2003): 253–67. http://dx.doi.org/10.1123/tsp.17.3.253.
Pełny tekst źródłaStreszczenie:
Drawing upon the Cognitive-Motivational-Relational Theory of Emotion (Lazarus, 1991, 1999, 2000) and Hanin’s (1993, 2000) conceptualization of emotions, the purpose of this study was threefold. First, the reported content, frequency, and intensity of emotions experienced by 61 athletes in relation to a stressful event when competing in the 2000 Olympic Games were determined. Second, the relationships between emotional responses and reported coping strategies and perceived coping effectiveness were examined. Finally, the degree to which emotions and perceived coping effectiveness predicted subjective and objective performance during the Olympics was ascertained. In general, the athletes experienced a high frequency of optimizing emotions. Optimizing emotions were related to coping effectiveness, which emerged as a positive predictor of objective competitive results. Coping effectiveness also positively predicted subjective performance while reported dysfunctional emotions emerged as a negative predictor.
7
Nicholls, Adam R., John L. Perry, and Luis Calmeiro. "Precompetitive Achievement Goals, Stress Appraisals, Emotions, and Coping Among Athletes." Journal of Sport and Exercise Psychology 36, no. 5 (October 2014): 433–45. http://dx.doi.org/10.1123/jsep.2013-0266.
Pełny tekst źródłaStreszczenie:
Grounded in Lazarus’s (1991, 1999, 2000) cognitive-motivational-relational theory of emotions, we tested a model of achievement goals, stress appraisals, emotions, and coping. We predicted that precompetitive achievement goals would be associated with appraisals, appraisals with emotions, and emotions with coping in our model. The mediating effects of emotions among the overall sample of 827 athletes and two stratified random subsamples were also explored. The results of this study support our proposed model in the overall sample and the stratified subsamples. Further, emotion mediated the relationship between appraisal and coping. Mediation analyses revealed that there were indirect effects of pleasant and unpleasant emotions, which indicates the importance of examining multiple emotions to reveal a more accurate representation of the overall stress process. Our findings indicate that both appraisals and emotions are just as important in shaping coping.
8
Miles, Adam James, Rich Neil, and Jamie Barker. "Preparing to Take the Field: A Temporal Exploration of Stress, Emotion, and Coping in Elite Cricket." Sport Psychologist 30, no. 2 (June 2016): 101–12. http://dx.doi.org/10.1123/tsp.2014-0142.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to explore the stress, emotion, and coping (SEC) experiences of elite cricketers leading up to and on the day of their first competitive fixture of the season. Four elite male cricketers (M = 21.25, SD = 1.5) completed Stress and Emotion Diaries (SEDs) for the 7-day period leading up to and on the day of their first competitive fixture of the season. We then interviewed the cricketers to explore the content of the SEDs in more detail. We used semistructured interviews to glean insight into the stressors, cognitions, emotions, coping strategies, and behaviors. Inductive and deductive content data analysis provided a holistic and temporal exploration of the SEC process underpinned by the cognitive-motivational-relational theory of emotions (Lazarus, 1999). The results highlighted the ongoing and continuous nature of the SEC process while illustrating the coping strategies the cricketers used leading up to and on the day of competition.
9
Downs, Kala, and Steven R. Gold. "The Role of Blame, Distress, and Anger in the Hypermasculine Man." Violence and Victims 12, no. 1 (January 1997): 19–35. http://dx.doi.org/10.1891/0886-6708.12.1.19.
Pełny tekst źródłaStreszczenie:
Research has demonstrated an association between the hypermasculine personality pattern and a history of sexually aggressive behavior. This study was conducted to examine emotions experienced by hypermasculine or macho men when prevented from attaining a goal relevant to their sense of attractiveness and sexuality by a woman. It was hypothesized that macho males would respond to high and moderate threats to their masculine identity with greater blame and anger than nonmacho males. Macho men’s blame was hypothesized to mediate the transformation of negative emotions such as distress into anger. After screening with the Hypermasculinity Inventory, 34 high hypermasculine and 36 low hypermasculine men were assigned to one of three experimental conditions in which the feedback received from a female partner was either highly threatening, moderately threatening, or neutral in nature. Measures of emotion and blame were collected after the men received their feedback. Results of the study indicated that macho and nonmacho men differed only in the moderate threat condition. Macho men in this condition reported greater anger yet less blame than the nonmacho men. The pattern of results is most consistent with Berkowitz’s cognitive-neoassociationistic model of emotion, which does not require blame for anger to occur, as does Lazarus’s cognitive-motivational-relational theory of emotion. Results of the study suggest that anger in macho men is associated with the level of surprise in a situation.
10
Καφέτσιος, Κωνσταντίνος. "Συναίσθημα και διαπροσωπικές σχέσεις: Μια γόνιμη διαλεκτική". Psychology: the Journal of the Hellenic Psychological Society 23, № 1 (15 жовтня 2020): 54. http://dx.doi.org/10.12681/psy_hps.23018.
Pełny tekst źródłaStreszczenie:
Emotion and relationships are involved in an intricate dialectic. Relational contexts can influence the perception, experience and communication of strong emotion, and conversely, emotion and affective processes within close relationships can influence the quality of the relationship between two persons. The present paper discusses central approaches to emotion in interpersonal relationships from a socio-cognitive, relational and behavioral perspective. Through a critical evaluation of those approaches the importance of focusing on emotional and affective processes in interpersonal interaction is underlined. These processes are suggestive of the interdependent nature of interpersonal interaction in relationships. Research and theory on emotion and affect in interpersonal interaction can provide the basis of a multilevel model that can explain how intrapersonal and relationally situated processes (including factors outside the relationship) can influence emotion in highly interdependent contexts, and conversely, how emotional and affective processes in interpersonal interaction can determine relational schemas.
Rozprawy doktorskie na temat "Cognitive-motivational-relational theory of emotion"
1
Bartrum, Dee A., and n/a. "Job Change and Job Insecurity in the Police Service: Applying the Cognitive-Motivational-Relational Theory of Emotion." Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070219.115614.
Pełny tekst źródłaStreszczenie:
This thesis tested an appraisal, coping and adaptation model of job insecurity and organisational change with a sample of police officers. The model integrated key aspects of Lazarus' (1991a, 1999) cognitive-motivational-relational theory of emotion (personal coping resources, appraisal questions, emotion, coping and adaptation outcomes) with the ten job characteristics (opportunity for control, opportunity for skill use, externally generated goals, variety, environmental clarity, availability of money, physical security, opportunity for interpersonal contact, valued social position and supportive supervision) from Warr's (1987, 1999) vitamin model. The ten job characteristics were viewed as valued aspects of the environment that may potentially be lost or threatened during organisational crisis or change. The service within which the police officers worked underwent a large scale organisational restructuring from late 2001 to July 2002. Three research studies were conducted for this thesis. The first study developed a psychometrically sound, 40-item job characteristics scale, based on the ten dimensions of Warr's vitamin model. This scale assessed participants' worries about changes to aspects in their work environment. The development of this scale met a need within the job insecurity literature for a theoretically-derived measure of valued job features, and enabled the investigation of the appraisal, coping and adaptation model. This measure was included in the questionnaire for the cross-sectional and longitudinal studies that formed the second and third major research projects of this thesis. The main aim of the second study was to test a proposed model of appraisal, emotion, coping and adaptation following the experience of organisational change. The model proposed that person variables and personal coping resources (e.g., personal control and coping self-efficacy) would have indirect associations with the adaptational outcomes of Psychological Distress, Life Satisfaction and Job Withdrawal Behaviour. The personal coping resources were proposed to have indirect relationships with coping strategies through job characteristics, appraisal and emotion as well as direct associations with levels of distress, Life Satisfaction and Job Withdrawal Behaviour. The ten job characteristics were expected to have a direct relationship with Psychological Distress, and indirect associations with the three adaptational outcomes through appraisal, emotion and coping. Primary and secondary appraisal was proposed to precede and directly influence emotion. In turn, emotions were expected to directly relate to the coping strategies that were used, with coping strategies mediating the association between emotion and the three adaptational outcomes. An additional focus of this study was to determine whether there were mean differences for males and females on the variables examined. The second study was conducted in November 2002, three months after the restructuring. Two thousand two hundred and eighteen police officers were invited to participate in the study, with a total sample of 303 police officers responding. The antecedent variables (personal resources, job characteristics, perception of global job insecurity, appraisal components, feelings, coping strategies) and the indicators of employee adjustment (Psychological Distress, Life Satisfaction and Job Withdrawal Behaviour) were collected via a self-report questionnaire. Collateral data were also obtained from a friend, spouse/partner or work colleague of the police officer for the dependent variables of Psychological Distress and Life Satisfaction. Hierarchical multiple regression analyses were applied to investigate the aims of this study. Some support for a partial mediating model was obtained, mainly with the work specific adaptational outcomes of Psychological Distress and Job Withdrawal Behaviour. The antecedent variables in the model explained a substantial amount of variance for each of the adaptation outcomes. Notably, the antecedents of the model to uniquely account for variance in Life Satisfaction, a non-work contextual outcome, were person variables and personal coping resources. The third research study used a two-wave longitudinal panel design. The principle aim of this study was to test the proposed model of appraisal, coping and adaptation, longitudinally. Specifically, the aim was to examine whether initial levels, and changes in levels over time in aspects of the proposed model predicted later levels, and changes across time in the adaptational outcomes of Psychological Distress, Life Satisfaction and Job Withdrawal Behaviour. The study was conducted in April and May, four to five months after the T1 data had been collected, and seven months after the restructuring. A total of 158 police officers responded from the 303 that participated in Study 2. Difference scores were calculated to examine change across time within hierarchical multiple regression analyses. Three longitudinal regression models (Basic, Change-in-Outcome and Change/Change) were examined to test for robust effects. The model explained considerably more variance in Psychological Distress across all three longitudinal models tested, compared to Life Satisfaction and Job Withdrawal Behaviour. Generally the work related antecedents (T1) had no or minimal association with change in Life Satisfaction. However, change in physical safety was associated with change in Life Satisfaction across the two points in time. Some robust associations were found for emotion coping strategies with Psychological Distress; personal control with Life Satisfaction; and negative feelings with Job Withdrawal Behaviour. The findings from the three studies are discussed with reference to Lazarus' (1991a, 1999) cognitive-motivational-relational theory and Warr's (1987, 1999) vitamin model. The findings from the cross-sectional and longitudinal research studies support partial mediating relationships among the antecedents with the adaptational outcomes. There is debate within the job insecurity literature as to whether potential loss of job features should be included in the definition and operationalisation of this construct. Based on the results of the research, it is recommended that the definition and operationalisation of job insecurity include potential loss of job features and potential loss of the job. The model tested accounted for more variance in the work specific outcomes of Psychological Distress and Job Withdrawal Behaviour than Life Satisfaction. Thus, the organisational restructuring appeared to have a greater association with work-specific outcomes rather than non-work outcomes. Some limitations of the research are noted. For example, the small sample size limited the ability to use latent variable model testing procedures. Second, the conclusions from the research studies are applicable to a police service organisation and thus may be limited in their application to employees in other organisations. Third, the model focused quite heavily on the individual within the organisation, examining personal resources and characteristics. Nonetheless, this research has contributed to the literature in several ways by: (a) developing a theoretically founded measure of valued job characteristics, (b) demonstrating the importance of evaluating changes to these features of the work environment and the potential loss of the job during organisational instability, and (c) testing an appraisal, coping and adaptation model that shows much promise for use within organisations undergoing crisis or change. This newly developed and tested model appears especially useful in understanding the impact of organisation changes on work related outcomes.
2
Bartrum, Dee A. "Job Change and Job Insecurity in the Police Service: Applying the Cognitive-Motivational-Relational Theory of Emotion." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366781.
Pełny tekst źródłaStreszczenie:
This thesis tested an appraisal, coping and adaptation model of job insecurity and organisational change with a sample of police officers. The model integrated key aspects of Lazarus' (1991a, 1999) cognitive-motivational-relational theory of emotion (personal coping resources, appraisal questions, emotion, coping and adaptation outcomes) with the ten job characteristics (opportunity for control, opportunity for skill use, externally generated goals, variety, environmental clarity, availability of money, physical security, opportunity for interpersonal contact, valued social position and supportive supervision) from Warr's (1987, 1999) vitamin model. The ten job characteristics were viewed as valued aspects of the environment that may potentially be lost or threatened during organisational crisis or change. The service within which the police officers worked underwent a large scale organisational restructuring from late 2001 to July 2002. Three research studies were conducted for this thesis. The first study developed a psychometrically sound, 40-item job characteristics scale, based on the ten dimensions of Warr's vitamin model. This scale assessed participants' worries about changes to aspects in their work environment. The development of this scale met a need within the job insecurity literature for a theoretically-derived measure of valued job features, and enabled the investigation of the appraisal, coping and adaptation model. This measure was included in the questionnaire for the cross-sectional and longitudinal studies that formed the second and third major research projects of this thesis. The main aim of the second study was to test a proposed model of appraisal, emotion, coping and adaptation following the experience of organisational change. The model proposed that person variables and personal coping resources (e.g., personal control and coping self-efficacy) would have indirect associations with the adaptational outcomes of Psychological Distress, Life Satisfaction and Job Withdrawal Behaviour. The personal coping resources were proposed to have indirect relationships with coping strategies through job characteristics, appraisal and emotion as well as direct associations with levels of distress, Life Satisfaction and Job Withdrawal Behaviour. The ten job characteristics were expected to have a direct relationship with Psychological Distress, and indirect associations with the three adaptational outcomes through appraisal, emotion and coping. Primary and secondary appraisal was proposed to precede and directly influence emotion. In turn, emotions were expected to directly relate to the coping strategies that were used, with coping strategies mediating the association between emotion and the three adaptational outcomes. An additional focus of this study was to determine whether there were mean differences for males and females on the variables examined. The second study was conducted in November 2002, three months after the restructuring. Two thousand two hundred and eighteen police officers were invited to participate in the study, with a total sample of 303 police officers responding. The antecedent variables (personal resources, job characteristics, perception of global job insecurity, appraisal components, feelings, coping strategies) and the indicators of employee adjustment (Psychological Distress, Life Satisfaction and Job Withdrawal Behaviour) were collected via a self-report questionnaire. Collateral data were also obtained from a friend, spouse/partner or work colleague of the police officer for the dependent variables of Psychological Distress and Life Satisfaction. Hierarchical multiple regression analyses were applied to investigate the aims of this study. Some support for a partial mediating model was obtained, mainly with the work specific adaptational outcomes of Psychological Distress and Job Withdrawal Behaviour. The antecedent variables in the model explained a substantial amount of variance for each of the adaptation outcomes. Notably, the antecedents of the model to uniquely account for variance in Life Satisfaction, a non-work contextual outcome, were person variables and personal coping resources. The third research study used a two-wave longitudinal panel design. The principle aim of this study was to test the proposed model of appraisal, coping and adaptation, longitudinally. Specifically, the aim was to examine whether initial levels, and changes in levels over time in aspects of the proposed model predicted later levels, and changes across time in the adaptational outcomes of Psychological Distress, Life Satisfaction and Job Withdrawal Behaviour. The study was conducted in April and May, four to five months after the T1 data had been collected, and seven months after the restructuring. A total of 158 police officers responded from the 303 that participated in Study 2. Difference scores were calculated to examine change across time within hierarchical multiple regression analyses. Three longitudinal regression models (Basic, Change-in-Outcome and Change/Change) were examined to test for robust effects. The model explained considerably more variance in Psychological Distress across all three longitudinal models tested, compared to Life Satisfaction and Job Withdrawal Behaviour. Generally the work related antecedents (T1) had no or minimal association with change in Life Satisfaction. However, change in physical safety was associated with change in Life Satisfaction across the two points in time. Some robust associations were found for emotion coping strategies with Psychological Distress; personal control with Life Satisfaction; and negative feelings with Job Withdrawal Behaviour. The findings from the three studies are discussed with reference to Lazarus' (1991a, 1999) cognitive-motivational-relational theory and Warr's (1987, 1999) vitamin model. The findings from the cross-sectional and longitudinal research studies support partial mediating relationships among the antecedents with the adaptational outcomes. There is debate within the job insecurity literature as to whether potential loss of job features should be included in the definition and operationalisation of this construct. Based on the results of the research, it is recommended that the definition and operationalisation of job insecurity include potential loss of job features and potential loss of the job. The model tested accounted for more variance in the work specific outcomes of Psychological Distress and Job Withdrawal Behaviour than Life Satisfaction. Thus, the organisational restructuring appeared to have a greater association with work-specific outcomes rather than non-work outcomes. Some limitations of the research are noted. For example, the small sample size limited the ability to use latent variable model testing procedures. Second, the conclusions from the research studies are applicable to a police service organisation and thus may be limited in their application to employees in other organisations. Third, the model focused quite heavily on the individual within the organisation, examining personal resources and characteristics. Nonetheless, this research has contributed to the literature in several ways by: (a) developing a theoretically founded measure of valued job characteristics, (b) demonstrating the importance of evaluating changes to these features of the work environment and the potential loss of the job during organisational instability, and (c) testing an appraisal, coping and adaptation model that shows much promise for use within organisations undergoing crisis or change. This newly developed and tested model appears especially useful in understanding the impact of organisation changes on work related outcomes.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Psychology<br>Full Text
3
Blons, Charles Roderick. "Research on a cognitive-relational theory of emotion ; a replication and extension of Smith, Haynes, Lazarus, and Pope /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819059594201.
Pełny tekst źródłaKsiążki na temat "Cognitive-motivational-relational theory of emotion"
1
Hamilton, Nancy A., Ruth Ann Atchley, Lauren Boddy, Erik Benau, and Ronald Freche. Emotion Regulation and Cognitive Control in Pain Processing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0003.
Pełny tekst źródłaStreszczenie:
Chronic pain is a multidimensional phenomenon characterized by deficits at the behavioral, social, and affective levels of functioning. Depression and anxiety disorders are overrepresented among pain patients, suggesting that pain affects processes of emotion regulation. Conceptualizing the experience of chronic pain within a motivational organizing perspective offers a useful framework for understanding the emotional experiences of individuals living with chronic pain and how they balance harm-avoidant goals with generative approach oriented goals. To that end this chapter also integrates theories of emotion regulation (ER) and cognitive control to shed additional light on the problem of living with chronic pain, and it introduces a theory, consistent with findings from affective neuroscience, suggesting that painful flare-ups may be driven by anticipatory pain reactions in addition to somatic signals.
2
Leary, Mark R., Kirk Warren Brown, and Kate J. Diebels. Dispositional Hypo-egoicism. Edited by Kirk Warren Brown and Mark R. Leary. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199328079.013.20.
Pełny tekst źródłaStreszczenie:
This chapter examines the cognitive, motivational, emotional, and interpersonal characteristics that distinguish hypo-egoic from egoic individuals and speculates about the origins of these differences. Cognitively, hypo-egoic people tend to be more focused on stimuli in the present moment, which they process in an experiential fashion with minimal internal commentary. They also tend to be less egocentric and to have a less individuated identity than people who are more egoic. In terms of motivation and emotion, hypo-egoic people appear motivated to balance their own self-interests with the needs of other people, show less concern with how they are evaluated by others, and display greater emotional equanimity. Interpersonally, hypo-egoicism appears to be associated with an agreeable, attentive, and caring style of relating to other people. In addition, people with these characteristics are probably more likely to experience hypo-egoic phenomena such as flow, awe, compassion, and mystical experiences.
3
Kring, Ann M., and Amy H. Sanchez. Reflection. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225100.003.0012.
Pełny tekst źródłaStreszczenie:
Many people with schizophrenia have the symptom of anhedonia, which refers to diminished experience of pleasure. Interestingly, however, one of the most well-replicated affective science findings in schizophrenia is that people with schizophrenia report experiencing similar (or slightly less) amounts of pleasure and positive emotion compared to those without schizophrenia in the presence of emotionally evocative stimuli (e.g., films, food) and in daily life. If people with schizophrenia experience pleasure and positive emotion, how can they have anhedonia? Our research has shown that people with schizophrenia report expecting less pleasure from enjoyable activities, and experience less pleasure when anticipating future events, than people without schizophrenia. However, when participating in pleasant activities, people with and without schizophrenia report experiencing the same amount of pleasure. The example of anhedonia in schizophrenia illustrates the multifaceted nature of pleasure, showing that it emerges from interacting cognitive, affective, and motivational systems.
4
Walker, Stephen G., and Mark Schafer. Operational Code Theory: Beliefs and Foreign Policy Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.411.
Pełny tekst źródłaStreszczenie:
The process of foreign policy decision making is influenced in large part by beliefs, along with the strategic interaction between actors engendered by their decisions and the resulting political outcomes. In this context, beliefs encompass three kinds of effects: the mirroring effects associated with the decision making situation, the steering effects that arise from this situation, and the learning effects of feedback. These effects are modeled using operational code analysis, although “operational code theory” more accurately describes an alliance of attribution and schema theories from psychology and game theory from economics applied to the domain of politics. This “theory complex” specifies belief-based solutions to the puzzles posed by diagnostic, decision making, and learning processes in world politics. The major social and intellectual dimensions of operational code theory can be traced to Nathan Leites’s seminal research on the Bolshevik operational code, The Operational Code of the Politburo. In the last half of the twentieth century, applications of operational code analysis have emphasized different cognitive, emotional, and motivational mechanisms as intellectual dimensions in explaining foreign policy decisions. The literature on operational code theory may be divided into four general waves of research: idiographic-interpretive studies, nomothetic-typological studies, quantitative-statistical studies, and formal modeling studies. The present trajectory of studies on operational code points to a number of important trends that straddle political psychology and game theory. For example, the psychological processes of mirroring, steering, and learning associated with operational code analysis have the potential to enrich our understanding of game-theoretic models of strategic interaction.
5
Skovholt, Thomas M., and Len Jennings, eds. Master Therapists. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190496586.001.0001.
Pełny tekst źródłaStreszczenie:
The search for the best outcomes in psychotherapy and counseling has been a long and winding trail. Traditional research methods attempting to quantify expertise have yet to map the complex path and characteristics of expert psychotherapists and counselors. This book blazes a new trail using extensive qualitative research methods to understand psychotherapy experts. Ten peer-nominated, active practitioners representing four different professions were interviewed by three interviewers for a total of over 100 hours. Based on the data from these interviews, we offer a portrait of the master therapist as well as an exploration of central characteristics, emotional wellness and resiliency of masters, how they construct the therapy relationship, ethical values of these experts, a history of the concept of expertise, and a description of our research methods. Master Therapists continues to be a valuable resource for counseling and therapy practitioners and scholars because it explicates the cognitive, emotional, and relational (CER) model of counseling expertise and provides the initial context for the more recent surge of expertise studies in counseling and psychotherapy. This research-based qualitative work provides essential signposts and markers on the road to psychotherapy expertise.
6
Hill, Christopher S. Perceptual Experience. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192867766.001.0001.
Pełny tekst źródłaStreszczenie:
Abstract This book offers an account of perceptual experience—its intrinsic nature, its engagement with the world, its relations to mental states of other kinds, and its role in epistemic norms. One of the book’s main claims is that perceptual experience constitutively involves representations of worldly items. A second claim is that the relevant form of representation can be explained in broadly biological terms. After defending these foundational doctrines, the book proceeds to give an account of perceptual appearances and how they are related to the objective world. Appearances turn out to be relational, viewpoint dependent properties of external objects. There is also a complementary account of how the objects that possess these properties are represented. Another major concern is the phenomenological dimension of perception. The book maintains that perceptual phenomenology can be explained reductively in terms of the representational contents of experiences, and it uses this doctrine to undercut the traditional arguments for dualism. This treatment of perceptual phenomenology is then expanded to encompass cognitive phenomenology, the phenomenology of moods and emotions, and the phenomenology of pain. The next topic is the various forms of consciousness that perceptual experience can possess. A principal aim is to show that phenomenology is metaphysically independent of these forms of consciousness, and another is to de-mystify the form known as phenomenal consciousness. The book concludes by discussing the relations of various kinds that perceptual experiences bear to higher level cognitive states, including relations of format, content, and justification or support.
7
Londoño-Pérez, Constanza, Martha Peña-Sarmiento, Santiago Amaya-Nassar, Daniel Felipe Rodríguez-Caballero, Sandra Jimena Perdomo-Escobar, Ana María Pérez-Caro, Jaime Humberto Moreno-Méndez, et al. Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. Edited by Constanza Londoño-Pérez and Martha Peña-Sarmiento. Editorial Universidad Católica de Colombia, 2021. http://dx.doi.org/10.14718/9789585133808.2021.
Pełny tekst źródłaStreszczenie:
This book presents investigative advances in psychology related to the lines of research of the Department of Psychology of the Catholic University of Colombia, whose central purpose is the generation of new knowledge with social repercussions. In this sense, the studies presented within the framework of the lines of Educational Psychology, Clinical Psychology, Health and Addictions, Psychobiological and Behavioral Processes, Legal Psychology and Criminology, Social, Political and Community Psychology, and Research Methods applied to the behavioral sciences, although oriented from different perspectives and methodologies, they unite in the same purpose: to strengthen their approach towards problems of social relevance without losing their contribution to psychological discipline. As a consequence, this book presents an enriched thematic variety directly related to the lines of research such as credibility of the testimony, adolescent domestic violence, cognitive training in older adults, family functioning and quality of life, emotional reparation in survivors of sexual violence in the middle of the Colombian armed conflict, dissatisfaction with body image, relational therapy, acceptance and commitment therapy in victims of the Colombian armed conflict, the relationship between physical activity and academic performance, and organizational change. The results of the studies can be problematized and vitalized in different application contexts.
8
Pagnini, Francesco, and Zachary Simmons, eds. Amyotrophic Lateral Sclerosis. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757726.001.0001.
Pełny tekst źródłaStreszczenie:
Amyotrophic lateral sclerosis: Understanding and optimizing quality of life and psychological well-being presents a comprehensive and up-to-date review of the enhancement of the lives of people with amyotrophic lateral sclerosis (ALS) and their caregivers. ALS is a progressive, fatal neurodegenerative disorder. No current medical therapy can reverse or stop its progression, and the promotion of quality of life and psychological well-being is a central component of ALS care. Health care professionals who work in this field should incorporate attention to psychological, emotional, and relational aspects of the disease into their approach to care. This book provides some of the knowledge and direction necessary for optimizing the quality of care for individuals with ALS and their caregivers. Topics discussed include an ALS-centred view of quality of life, depressive features, anxiety, resilience, cognitive impairment, complementary and alternative medicines, and psychological research. Specific elements of ALS, such as end-of-life concerns and bulbar dysfunction, are described through the lens of their psychological impact. There is extensive discussion of the development of new psychological treatments, as well as the impact and incorporation of new technologies, with the goal of fostering optimal quality of life and psychological well-being as key parts of a holistic approach to care for the patients and for those who are close to such individuals.
Części książek na temat "Cognitive-motivational-relational theory of emotion"
1
Özdoğru, Asil Ali. "Revisiting Effective Instructional Strategies for Twenty-First-Century Learners." In Educational Theory in the 21st Century, 175–95. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_8.
Pełny tekst źródłaStreszczenie:
AbstractRapid changes in the society and technology of the twenty-first century world have brought unique challenges for humanity. This chapter summarizes some of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation. Theories and research imply that learning is not only a cognitive process but also a social-emotional process that takes place environmentally and culturally across one’s lifespan. Strategies to foster effective learning and teaching should pursue developing a process that is more active, authentic, collaborative, creative, interactive, personalized, relational, and self-regulative. Effective instruction is centered on the learner and knowledge, promotes conceptual understanding and metacognition, and utilizes assessment and technology in alignment with the instructional objectives. Productive instructional strategies used in a caring and supportive environment embedded in service and support systems foster learners’ cognitive, social, and emotional development.
2
Kalenscher, Tobias, Lisa-Maria Schönfeld, Sebastian Löbner, Markus Wöhr, Mireille van Berkel, Maurice-Philipp Zech, and Marijn van Wingerden. "Rat Ultrasonic Vocalizations as Social Reinforcers—Implications for a Multilevel Model of the Cognitive Representation of Action and Rats’ Social World." In Language, Cognition, and Mind, 411–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50200-3_19.
Pełny tekst źródłaStreszczenie:
AbstractRats are social animals. For example, rats exhibit mutual-reward preferences, preferring choice alternatives that yield a reward to themselves as well as to a conspecific, over alternatives that yield a reward only to themselves. We have recently hypothesized that such mutual-reward preferences might be the result of reinforcing properties of ultrasonic vocalizations (USVs) emitted by the conspecifics. USVs in rats serve as situation-dependent socio-affective signals with important communicative functions. To test this possibility, here, we trained rats to enter one of two compartments in a T-maze setting. Entering either compartment yielded identical food rewards as well as playback of pre-recorded USVs either in the 50-kHz range, which we expected to be appetitive or therefore a potential positive reinforcer, or in the 22-kHz range predicted to be aversive and therefore a potential negative reinforcer. In three separate experimental conditions, rats chose between compartments yielding either 50-kHz USVs versus a non-ultrasonic control stimulus (condition 1), 22-kHz USVs versus a non-ultrasonic control stimulus (condition 2), or 50-kHz versus 22-kHz USVs (condition 3). Results show that rats exhibit a transient preference for the 50-kHz USV playback over non-ultrasonic control stimuli, as well as an initial avoidance of 22-kHz USV relative to non-ultrasonic control stimuli on trend-level. As rats progressed within session through trials, and across sessions, these preferences diminished, in line with previous findings. These results support our hypothesis that USVs have transiently motivating reinforcing properties, putatively acquired through association processes, but also highlight that these motivating properties are context-dependent and modulatory, and might not act as primary reinforcers when presented in isolation. We conclude this article with a second part on a multilevel cognitive theory of rats’ action and action learning. The “cascade” approach assumes that rats’ cognitive representations of action may be multilevel. A basic physical level of action may be invested with higher levels of action that integrate emotional, motivational, and social significance. Learning in an experiment consists in the cognitive formation of multilevel action representations. Social action and interaction in particular are proposed to be cognitively modeled as multilevel. Our results have implications for understanding the structure of social cognition, and social learning, in animals and humans.
3
Muñoz, Karla, Paul Mc Kevitt, Tom Lunney, Julieta Noguez, and Luis Neri. "Affective Educational Games and the Evolving Teaching Experience." In Computer Games as Educational and Management Tools, 206–28. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-569-8.ch013.
Pełny tekst źródłaStreszczenie:
Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.
4
Barber, Sarah J., and Hyunji Kim. "The Positivity Effect." In Multiple Pathways of Cognitive Aging, 84–104. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197528976.003.0005.
Pełny tekst źródłaStreszczenie:
As people get older they show an increased preference toward positive and/or away from negative information. This is known as the positivity effect and it is typically explained through the lens of socioemotional selectivity theory. According to this theory, as people get older they see time as more limited, and this causes them to prioritize emotion-related goals. Age-related changes in time horizons may also contribute to positivity effects. However, because positivity effects are thought to involve motivated goal pursuit, they are often theorized to require cognitive control resources. This review evaluates evidence that positivity effects are related to time horizons and to motivational priorities and are linked to individual differences in cognitive capabilities. It concludes that research has yielded mixed results about the links between positivity effects, time horizons, and cognitive capabilities, and that researchers should consider whether there are multiple pathways that lead to positivity effects.
5
Grossberg, Stephen. "From Knowing to Feeling." In Conscious Mind, Resonant Brain, 480–516. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190070557.003.0013.
Pełny tekst źródłaStreszczenie:
Visual and auditory processes represent sensory information, but do not evaluate its importance for survival or success. Interactions between perceptual/cognitive and evaluative reinforcement/emotional/motivational mechanisms accomplish this. Cognitive-emotional resonances support conscious feelings, knowing their source, and controlling motivation and responses to acquire valued goals. Also explained is how emotions may affect behavior without being conscious, and how learning adaptively times actions to achieve desired goals. Breakdowns in cognitive-emotional resonances can cause symptoms of mental disorders such as depression, autism, schizophrenia, and ADHD, including explanations of how affective meanings fail to organize behavior when this happens. Historic trends in the understanding of cognition and emotion are summarized, including work of Chomsky and Skinner. Brain circuits of conditioned reinforcer learning and incentive motivational learning are modeled, including the inverted-U in conditioning as a function of interstimulus interval, secondary conditioning, and attentional blocking and unblocking. How humans and animals act as minimal adaptive predictors is explained using the CogEM model’s interactions between sensory cortices, amygdala, and orbitofrontal cortex. Cognitive-emotional properties solve phylogenetically ancient Synchronization and Persistence Problems using circuits that are conserved between mollusks and humans. Avalanche command circuits for learning arbitrary sequences of sensory-motor acts, dating back to crustacea, increase their sensitivity to environmental feedback as they morph over phylogeny into mammalian cognitive and emotional circuits. Antagonistic rebounds drive affective extinction. READ circuits model how life-long learning occurs without associative saturation or passive forgetting. Affective memories of opponent emotions like fear vs. relief can then persist until they are disconfirmed by environmental feedback.
6
Wolfe, Hannah, and Derek Isaacowitz. "Motivational Processes in Emotional Aging." In Multiple Pathways of Cognitive Aging, 66–83. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197528976.003.0004.
Pełny tekst źródłaStreszczenie:
This chapter considers the role of motivation in emotion-cognition links and how goals may relate to age differences (and similarities) in emotion regulation. Socioemotional selectivity theory (SST) posits that, as their future time perspective shrinks, older adults become more motivated to prioritize their emotional well-being and exhibit “positivity effects” in attention and memory. After reviewing basic evidence on age-related positivity effects, the chapter turns to studies that have attempted to highlight the role of goals specifically in contributing to age-related positivity effects. While some studies suggest that goals are important in producing age differences in emotion-cognition links, others have not found support for clear links to goals. The chapter considers these mixed findings in the context of recent work suggesting fewer age differences in emotion regulation than might be expected, as well as presents goals other than emotion regulation that may drive age differences in cognition.
7
Smith, Mark Ashton. "Functions of Unconscious and Conscious Emotion in the Regulation of Implicit and Explicit Motivated Behavior." In Affective Computing and Interaction, 25–55. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-892-6.ch002.
Pełny tekst źródłaStreszczenie:
In this chapter the objective is to taxonomize unconscious and conscious affective and emotional processes and provide an account of their functional role in cognition and behavior in the context of a review of the relevant literature. The position adopted is that human affect and emotion evolved to function in motivational-cognitive systems and that emotion, motivation and cognition should be understood within a single explanatory framework. A ‘dual process’ account that integrates emotion, motivation and cognition, is put forward in which emotion plays different functional roles in implicit motivations and explicit motivations.
8
Schunk, Dale H. "Cognitions and Emotions Energize and Sustain Motivation." In Motivation Science, 221—C6.1B6. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197662359.003.0037.
Pełny tekst źródłaStreszczenie:
Abstract Motivational processes (e.g., cognitions, emotions) energize, direct, and sustain behavior. Some important cognitive processes are self-efficacy, values, interests, goals and evaluations of goal progress, and social comparisons with others. Emotions also enter in, both positive and negative. When motivated to pursue a goal people may feel anticipatory excitement or joy, and they may experience satisfaction when they attain a goal. Conversely, people may experience fear or boredom. But not all cognitions or emotions are motivational. To be motivational, cognitions and emotions must energize and direct actions. Thoughts and feelings of happiness that do not lead to actions would not be motivational.
9
Gros, C. "Emotions, Diffusive Emotional Control and the Motivational Problem for Autonomous Cognitive Systems." In Handbook of Research on Synthetic Emotions and Sociable Robotics, 119–32. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-354-8.ch007.
Pełny tekst źródłaStreszczenie:
All self-active living beings need to solve the motivational problem—the question of what to do at any moment of their life. For humans and non-human animals at least two distinct layers of motivational drives are known, the primary needs for survival and the emotional drives leading to a wide range of sophisticated strategies, such as explorative learning and socializing. Part of the emotional layer of drives has universal facets, being beneficial in an extended range of environmental settings. Emotions are triggered in the brain by the release of neuromodulators, which are, at the same time, are the agents for meta-learning. This intrinsic relation between emotions, meta-learning and universal action strategies suggests a central importance for emotional control for the design of artificial intelligences and synthetic cognitive systems. An implementation of this concept is proposed in terms of a dense and homogeneous associative network (dHan).
10
Gros, C. "Emotions, Diffusive Emotional Control and the Motivational Problem for Autonomous Cognitive Systems." In Machine Learning, 1784–97. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-818-7.ch706.
Pełny tekst źródłaStreszczenie:
All self-active living beings need to solve the motivational problem—the question of what to do at any moment of their life. For humans and non-human animals at least two distinct layers of motivational drives are known, the primary needs for survival and the emotional drives leading to a wide range of sophisticated strategies, such as explorative learning and socializing. Part of the emotional layer of drives has universal facets, being beneficial in an extended range of environmental settings. Emotions are triggered in the brain by the release of neuromodulators, which are, at the same time, are the agents for meta-learning. This intrinsic relation between emotions, meta-learning and universal action strategies suggests a central importance for emotional control for the design of artificial intelligences and synthetic cognitive systems. An implementation of this concept is proposed in terms of a dense and homogeneous associative network (dHan).
Streszczenia konferencji na temat "Cognitive-motivational-relational theory of emotion"
1
Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.
Pełny tekst źródłaStreszczenie:
Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.
2
Klimenko, I. V. "FEATURES OF THE DEVELOPMENT OF ECOLOGICAL CONSCIOUSNESS OF STUDENTS DURING THEIR STUDIES AT THE UNIVERSITY." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-126-129.
Pełny tekst źródłaStreszczenie:
The article discusses the importance of the development of students’ ecological consciousness during the period of vocational training. Ecological consciousness is considered as an integrative formation of a personality, the structural components of which are motivational-value, cognitive, reflective, emotional and activity-practical. It is concluded that the motivational-value component of ecological consciousness is central and backbone. It is noted that the development of the ecological consciousness of students in the educational system of the university should be provided with a holistic complex of psychological and pedagogical conditions using various methods. It is concluded that for the effective development of the ecological consciousness of a future specialist, a specially organized environmentally-oriented educational environment is important.
3
Mojsa-Kaja ab, Justyna, Magda Gawlowska b, Ewa Beldzik ab, Aleksandra Domagalik ab, and Tadeusz Marek ab. "The Error-Related Negativity as a Neural Indicator of Error Processing and its Modulation by Individual Differences." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100385.
Pełny tekst źródłaStreszczenie:
The error-related negativity (ERN) is a negative deflection in the event-related potential that is maximal approximately 50 ms after the commission of an error. The ERN is generated in the anterior cingulate cortex (ACC), a region implicated in both cognitive and emotional processing. Despite a growing body of research concerning the ERN, discussion regarding its functional significance remains open. The conflict and reinforcement-learning theories point at specific, ACC-related processes, involved in generation of the ERN and describe the process of error monitoring itself in human brain. Above mentioned theories explain what happens on neuronal level when individual commits an error, but they do not emphasize the crucial role of individual differences in modulating the ERN magnitude. On the other hand, there is a dynamically growing area of research suggesting that ERN is heritable, stable over time and linked with several dimensions of personality, that may interact with motivational, contextual factors and moderate the magnitude of the ERN. This approach defines ERN as a neural marker of a neurobehavioral trait and variation in its amplitude is linked with individual differences having impact on emotional or motivational aspects of error processing. Therefore, we would focus on selective literature review concerning ERN in the light of motivational factors and individual differences and present implications and future research directions in this area.
4
Scheuerer, Sarah, Frank Reinhold, and Kristina Reiss. "Relationship Between In-Service Mathematics Teachers’ Motivational and Emotional Orientations and Knowledge in Statistics." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.gmgli.
Pełny tekst źródłaStreszczenie:
Teachers’ professional competence is understood to include both cognitive and affective aspects. In the field of statistics, however, studies that address the relationship between in-service teachers’ orientations (affective aspect) and their knowledge (cognitive aspect) are scarce, and studies with prospective teachers yielded contradictory results in this regard. Accordingly, we surveyed 88 in-service mathematics teachers about their motivational and emotional orientations regarding teaching statistics, tested their basic statistical knowledge, and used linear mixed-effects models to analyze the relationship between orientations and knowledge. The results indicated that teachers with high self-efficacy showed higher statistical knowledge than less self-effective teachers, and that anxious women performed better than less anxious female teachers. This demonstrates the close relationship between the cognitive and affective aspects of in-service statistics teachers. Therefore, in order to develop professionally competent teachers, it seems worthwhile to address teachers’ fears and to strengthen their self-efficacy already during their teacher training in statistics.
5
Özmen, Alparslan. "An Emotional Approach to City Branding: Experiential Marketing." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01753.
Pełny tekst źródłaStreszczenie:
Nowadays, transportation, communication, technology and scientific developments are rapidly changing all areas. Consumers have been changed by the intensification of rivalry. Businesses have to produce proper products and services by giving more attention to changing consumer demands and needs against this rivalry. So, the experience economy is seen to take the place of the service economy. In this context, marketing strategies rather than selling products and services varies as to ensure consumer experience. Thus, the experience economy is starting with proposing products and services as a theater or visual art. Service here; to put on the stage is to create unforgettable moments and memories for customers. Today consumers are looking for features that address to their emotions and feelings. In this sense, experience takes the place of the functional value by providing mental, emotional, cognitive, behavioral and relational values. Consumption experience, is composing the focal point of the experiential approach, creating fantasies, emotions and entertainment. From this point they entered rivalry and began branding in cities. Therefore, all the dynamics of the city is necessary to make a difference by staging features that the experiential marketing has revealed. With which properties cities must be at the forefront, they should be identified and tried to be marketed. Experiential marketing will create an unforgettable experience by making the biggest help for city branding. By taking experiential marketing, the study will attempt to evaluate its effect to city branding with making conceptual analysis in the theoretical structure framework.
6
Tikhonova, I. V., T. N. Adeeva, and U. Yu Sevastyanova. "Personality adaptation and internal picture of the defect in adolescents with different variants of dysontogenesis." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.951.964.
Pełny tekst źródłaStreszczenie:
Disabilities are traditionally seen as development conditions involving personality desocialization risks. Features of the disorder are reflected in the consciousness of the individual. A person’s subjective perception of their disorder is important for social and psychological adaptation. Adaptive features and adolescent content of the inward disorder pattern (IDP) are presented in the article. The sample consisted of 109 participants — adolescents with visual impairments, with hearing impairments, with severe speech impairments, with delayed mental development. The optimal level of adaptation is typical for all respondents. Adolescents with hearing impairment demonstrate a high level of adaptability, indicate a high level of acceptance of themselves and others, emotional comfort, and internal orientation of self-control. At the same time, respondents demonstrate dependence on others. Respondents with delayed mental development have the opposite adaptation variant. A relatively critical level of acceptance of oneself and others, a moderate level of emotional comfort is observed in this group. Teenagers with delayed mental development often demonstrate dominance in relationships. A comparative analysis of the inward disorder pattern components shows a significant difference in the completeness of all components of the inward disorder pattern. Teenagers with visual impairment are best aware of their violation, know the causes and prevention factors. Adolescents with severe speech disorders show poor cognitive component IDP. Teenagers with delayed mental development are fixated on physical sensations. Children with hearing disorders do not notice physical sensations and discomfort associated with the disorder, and do not demonstrate motivation to change in response to the disorder. The greatest number of correlations exists between the motivational, physical component in the IDP and adaptation indicators. However, reliable correlations are established between the cognitive component and the manifestations of dominancedependence.
7
Zakharova, Nadira. "A Study on Young People's Environmental Awareness." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-34.
Pełny tekst źródłaStreszczenie:
The study of ecological consciousness as a system of interrelated structural components of mentality, expressed in the awareness of the individual’s attitude towards the surrounding reality, is currently relevant due to the contradiction between the need to develop the ecological culture of the subject of activity and the insufficient level of socio-ecological activity. The study is aimed at defining the specific traits of ecological consciousness among today’s students. The main research method is a survey, the data of which has been processed by the means of mathematical statistics. The methodological foundations of the research are the provisions on the integral structure of ecological consciousness (system level), on the reflexion as a process of individuality self-consciousness and personal unity of the inner world with the outer world around it; on the structuralism of the psychological phenomenon, which implies that the system of ecological consciousness is conditioned by the properties of structure, according to hierarchical specificity. The study has resulted in the revelation of trends in affective, reflexive and motivative constituents of ecological consciousness. The substance of ecological consciousness components has been defined. The cognitive-evaluation component manifests itself in the dynamics of the development of environmental competence; evaluation of the results of socio-environmental activities. The reflexive component is characterised by the ability to recognise the fresponsibility for one’s actions in the world around us. The affective component is determined according to the development of positive emotions in connection with socio-environmental activities. The motivational component manifests itself in the dynamics of the motives of the activity to transform the surrounding reality. The regulatory-behavioural component is represented in student youth by a set of active actions to transform their immediate environment. The novelty of the research consists in determining the peculiarities of the relationship between personal characteristics and the level of development of the ecological consciousness of young people, the specificity of the content of the components of ecological consciousness.
8
Mortensen Steagall, Marcos, and Sergio Nesteriuk Gallo. "LINK 2022 4th Conference in Creative Practice, Research and Global South." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.191.
Pełny tekst źródłaStreszczenie:
It is increasingly overwhelming that our societies are living in disintegrating environments and need for more sustainable design approaches and wiser ways of living and being. Anthropogenic design impact in corporate spheres is causing socio-ecological destruction that threatens the underpinnings of civilisation and bio-diverse nature. Hence, economies and life worlds are facing the limitations of narratives of progress and creeds of growth with their designs and actions that are inapposite to the flourishing of life on our planet. In this context that the LINK Conference has emerged. LINK is a research group created from reflections we always had about our actions as educators, researchers, and practitioners in the field of Art and Design. Over the last few years, we have noticed that such concerns have remained while they have multiplied, diversified, and become more complex. The more we dialogued with people worldwide, especially from the so-called “Global South”, the more we realised that these same issues were also dear to our colleagues, albeit with their colours and contours. The intensification of globalisation and commodities fostered by markets and technology has led today’s critical theorists to advocate for new kinds of engagement between Art, Design and the world. Not coincidentally, the last decades saw significant contributions to Art and Design Research in the Global South and Indigenous contexts, where inquiry is situated within an intelligent and intelligible world of natural systems, replete with relational patterns for being in the world. Indigenising methodologies centre the production of knowledge around Art and Design processes and pieces of epistemologies derived from Indigenous Cultures. The relationships between researchers, practitioners and practice are being challenged and redefined, empowering Indigenous peoples to collect, analyse, interpret, and control research data instead of simply participating in projects as subjects. These shifting orientations and approaches respond for the decolonisation of research in higher education institutions and research methodologies employed by academics. Art and Design can help to transform obsolete social and economic practices into novel forms of life or living a meaningful life, thus replacing anthropo-centric Design for more pluriversal and transformational approaches beyond apocalyptical visions and dystopia. LINK Conference focuses on ways of knowing that inform research and methods involving Art and Design Research in the Global South and Indigenous contexts . LINK 2022 will challenge emerging themes, new epistemologies, and the multiple relationships between theory and practice (if such a distinction can be made). This recipe has consolidated as a sort of amalgam of LINK Conference. In its 4th edition, LINK 2022 celebrates the relationship between practice-led Art and Design research, Global South and Indigenous world views, fostering cognitive shifts to address twenty-first-century issues and the creation of inclusive communities that emphasise the interconnectedness (physical, social, emotional, spiritual, and intellectual) between people and landscapes. We hope you enjoy the reading.
9
Desatnik-Miechimsky, Ofelia. "TRAINING SYSTEMIC FAMILY THERAPISTS RELATED TO PSYCHOSOCIAL INTERVENTION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end021.
Pełny tekst źródłaStreszczenie:
"The purpose of this paper is to focus the need of a reflexive stand about systemic training in family therapy in a higher education program. This training is associated to diverse social interrelationships that combines theoretical and clinical objectives, as well as research activities and community issues. We have been working in training programs at the National Autonomous University of Mexico, Iztacala Faculty, since 2001. The epistemological basis of this training are the systemic and cybernetic perspectives, and constructionist view about social construction of meanings in therapy and in educational processes. We emphasize observer implication, where the student/therapist in training is observer and observant in the therapeutic and educational process. The community context is where the therapy occurs which represents complex problems of reality. We focus at individual and community influences in problem construction and at the diverse ways the systems structure is organized. We attend the emotional, cognitive, situational, social aspects of the person of the therapist. The dialogical systemic approach lead us to consider the situation of the therapist, the supervisors and the consultants. We focus on the ethics, the relational responsibility, of the systems participants involved. We propose the search for contradictions, concordances or dilemmas, associated to family, social and gender diversity, oriented to look for alternative ways of connecting with consultants and therapists. We emphasize the positioning of persons as subjects who can act upon their realities, that can explore different ways of action upon society, at the actual historical context where we live, trying to search for individual and collective strengths and possibilities. We propose a reflexive stand when we focus our educational work, about what we do, in which theoretical and ethical perspectives we base our proposals, in order to anticipate and promote responsible professionals in connection with community needs. This reflective processes can take in account dimensions such as: plurality, complexity, diversity, systemic relationships, meaning construction, history, contexts, social resources, gender perspective, power and the implication of the person of the therapist. Power relationships between professors, clinical supervisors, students, consultants, institutional systems, could be externalized in order to approach ethical considerations in the clinical and educational processes."