Journal articles on the topic 'Cognitive-motivational-relational theory of emotion'
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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.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Καφέτσιος, Κωνσταντίνος. "Συναίσθημα και διαπροσωπικές σχέσεις: Μια γόνιμη διαλεκτική." Psychology: the Journal of the Hellenic Psychological Society 23, no. 1 (October 15, 2020): 54. http://dx.doi.org/10.12681/psy_hps.23018.
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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.
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Guo, Chutian. "The Neural Mechanism of Positive Emotion and the Effect of AI + Education on It." International Journal of e-Education, e-Business, e-Management and e-Learning 10, no. 3 (2020): 274–82. http://dx.doi.org/10.17706/ijeeee.2020.10.3.274-282.
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Cognitive psychology, represented by the expansion-construction theory, believes that positive emotions can broaden the scope of cognition, promote cognitive processes such as creative problem solving, executive control, cognitive flexibility, attention and decision-making. However, they cannot explain the phenomena in some experiments that are contrary to this conclusion. Thus, the motivational dimension model came into being. The theory believes that the effect of emotion on cognition is related to the motivation of emotion rather than its valance. After combing the literatures, it was found that dopamine mediates the positive emotions promoting cognitive activities. The activation of frontal lobe, anterior cingulate cortex, orbitofrontal cortex, hippocampus and amygdala are all the brain mechanisms for positive emotions. Looking ahead, further research on neurophysiological mechanisms will promote scholars’ more comprehensive and profound understanding of positive emotions. AI + education refers to the deep integration and development of artificial intelligence and education, taking the application of artificial intelligence based on education scenes as the path to promote education equity, improve education quality and realize education personalization. It can better perceive students' dynamic learning path and emotional change, and the teaching effect is better.
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Neil, Rich, Paul Bayston, Sheldon Hanton, and Kylie Wilson. "The influence of stress and emotions on association football referees’ decision-making." Sport & Exercise Psychology Review 9, no. 2 (September 2013): 22–41. http://dx.doi.org/10.53841/bpssepr.2013.9.2.22.
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Grounded in Lazarus’ (1999) Cognitive Motivational Relational Theory of Emotions and informed by Courneya and Carron’s (1992) Game Location Framework, this study examined the influence of stress and emotions on the decision-making of UK association football referees who were refereeing at different competitive levels. Through the use of interviews, it was found that stressors emanating from the crowd, previous mistakes, confrontation, players with bad reputations, and assessors evaluating referee performance was associated with threat or harm stress appraisals. These appraisals were associated with negative emotions that, when not managed, influenced poor perceived decision-making. In particular, the amateur referees reported situations where they were not able to cope with the stress and negative emotions experienced, and displayed either counter-attacking decision-making through giving decisions against the offending player, coach or team, or incorrect decisions due to a lack of focus caused by anxiety. In comparison, professional referees demonstrated problem-focused and emotion-focused coping strategies that promoted better decision-making. Implications for referee development are provided, as are recommendations for future research.
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Rezwan, Roksana Binte, and Yoshi Takahashi. "The Psychology behind Knowledge Hiding in an Organization." Administrative Sciences 11, no. 2 (May 27, 2021): 57. http://dx.doi.org/10.3390/admsci11020057.
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This study aimed to understand the psychological process behind employees’ knowledge hiding (KH) behaviors in organizations. KH is an intentional act of concealing knowledge when it is requested by a colleague and can lead to counterproductive consequences for the organization. Therefore, this study synthesized previous studies (n = 88) on KH through a systematic literature review. We used the cognitive–motivational–relational (CMR) theory of emotion to create a framework for the studies’ findings. Based on the framework, the psychological process behind KH has two stages—personal goal generation and the knowledge-request event appraisal process, each of which contains its own CMR process. In the first stage, an individual’s internal and external attributes related to the organization shape their personal goals. In the second stage, an individual appraises the features of a knowledge-request event in terms of both their personal goal and the internal and external attributes that created the goal. If the knowledge request is appraised as harmful for the personal goal, emotion arises and leads to the manifestation of KH. This study contributes to the knowledge management literature as, to our knowledge, it is the first to propose a CMR theory-based framework to understand the overall psychological process behind KH.
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Lazarus, Richard S., and Susan Folkman. "Transactional theory and research on emotions and coping." European Journal of Personality 1, no. 3 (September 1987): 141–69. http://dx.doi.org/10.1002/per.2410010304.
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In this article we examine the fundamental premises of our cognitive‐relational theory of emotion and coping and assess our progress in examining them through 10 years of programmatic empirical research. Our discussion involves the metatheoretical topics of transaction and relationship, process, and emotion as a system. The person‐environment relationship is mediated by two key processess: cognitive appraisal and coping. We evaluate the findings of our research on these processes, their dynamic interplay, their antecedents, and their short‐term and long‐term outcomes. In the final section we highlight major substantive and methodological issues that need to be addressed. These include issues surrounding the theory and measurement of appraisal, functional and dysfunctional coping, causal inference, microanalytic vs macroanalytic research strategies, objective vs subjective approaches and confounding, and the problem of method variance.
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Tao, Vivienne Y. K., Yun Li, and Anise M. S. Wu. "Incremental intelligence mindset, fear of failure, and academic coping." Journal of Pacific Rim Psychology 16 (January 2022): 183449092211447. http://dx.doi.org/10.1177/18344909221144703.
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Guided by the implicit theories of intelligence (ITI) and the cognitive–motivational–relational theory of emotion and coping, the current cross-sectional study aimed to test the effects of students’ incremental view of intelligence (i.e., growth mindset) in coping with academic underachievement and the potential mediating role of the fear of failure (FOF). A total of 444 Chinese undergraduate students, aged 18 to 25 years old ( M = 19.76, SD = 1.48, 53.4% were female), voluntarily completed the paper-and-pencil questionnaire. A partial mediational model showed good fit with the survey data. Growth mindset had a positive direct effect on problem-focused coping (PFC) and a negative effect on FOF. FOF had a positive effect on emotion-focused coping (EFC) but not PFC. The bootstrapping results showed that growth mindset had an indirect negative effect on EFC via FOF. Our findings provide further evidence that ITI can affect different coping styles, specifically in the domain of academic failure. Growth mindset directly promoted remedial coping and prevented disengagement-oriented coping in the context of negative academic outcomes through lessening the fear of subsequent aversive consequences of failure.
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Osborne, Margaret S., and Gary E. McPherson. "Precompetitive appraisal, performance anxiety and confidence in conservatorium musicians: A case for coping." Psychology of Music 47, no. 3 (February 28, 2018): 451–62. http://dx.doi.org/10.1177/0305735618755000.
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The way musicians appraise their abilities to succeed in a forthcoming evaluative performance impacts on the range of emotions they will experience. According to Lazarus’ cognitive-motivational-relational theory, emotions may wield powerful consequences depending on whether the performance is interpreted as a threat (high importance/primary appraisal; low coping prospects/secondary appraisal), or challenge (high importance; high coping prospects). Thirty-six Bachelor of Music students at a large University music school completed an adaptation of the Precompetitive Appraisal Measure (PAM) and Competitive State Anxiety Inventory–2R-D twice in relation to their end-of-semester recital: at the start of semester, and within an hour before their recital. Primary and secondary appraisals formed theoretically consistent and reliable evaluations of threat and challenge. Secondary appraisals were significantly lower for students who viewed the performance as a threat. Students who viewed the performance as a challenge reported significantly less cognitive anxiety and higher self-confidence. Findings indicate that the PAM is a brief and reliable measure of cognitive appraisals that trigger precompetitive emotions of anxiety and confidence which can be used to identify those performers who could benefit from pre-performance intervention strategies to manage performance stress.
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Van Coillie, Hermina, and Iven Van Mechelen. "Expected consequences of anger‐related behaviours." European Journal of Personality 20, no. 2 (March 2006): 137–54. http://dx.doi.org/10.1002/per.580.
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In a study with 140 participants (66 men, 74 women), we investigated behaviour outcome expectancies (cognitive, affective and relational) regarding a broad group of anger‐related behaviours (e.g. hit someone, run away). Results of a three‐mode component analysis indicated that behaviour outcome expectancies vary considerably, depending on the behaviour (aggressive versus nonaggressive ones), the consequence (consequences related to the self versus consequences for the anger) and the individual. The findings are discussed in the context of catharsis theory, emotion regulation and functionalistic accounts of emotion‐related behaviour. Copyright © 2006 John Wiley & Sons, Ltd.
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Sertdemir, İlknur. "Intuitive Learning in Moral Awareness. Cognitive-Affective Processes in Mencius’ Innatist Theory." Academicus International Scientific Journal 25 (January 2022): 235–54. http://dx.doi.org/10.7336/academicus.2022.25.15.
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Mencius, referred to as second sage in Chinese philosophy history, grounds his theory about original goodness of human nature on psychological components by bringing in something new down ancient ages. Including the principles of virtuous action associated with Confucius to his doctrine, but by composing them along psychosocial development, he theorizes utterly out of the ordinary that makes all the difference to the school. In his argument stated a positive opinion, he explains the method of forming individuals’ moral awareness by means of inseparable integrity of feelings and thoughts, saying human being are born innately good. According to Mencius, heart-mind correlation is the motivational complement of inner incentives. Knowledge and virtue, which are extensions of inborn goodness, comprehended intuitively; then affective motives respond to circumstance, what is learned transmits to cognitive process and eventually behavior emerges. Comparing during the years of Warring State period he lived, in western geography Aristotle, who is one of the pioneers of Greek philosophy, argues deductive and inductive methods in mental activity. On the other hand, Mencius uses analogical reasoning throughout his self-titled work. This essay is an attempt to assert that most postulates of developmental theories, which have been considered an integral part of modern psychology, begin with Mencius in early era. Secondly, this study also aims to discuss the main paradigm of Mencius across emotivist-rationalist opposition, which keeps emotion above thought as well as reason above emotion.
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Zaslonkina, Anna. "Semantic Primes of Perception from the Perspective of Word Formation." Linguaculture 9, no. 1 (June 15, 2018): 55–68. http://dx.doi.org/10.47743/lincu-2018-1-0113.
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The object of the present study is the domain of Greimassian semiotic theory. Several previous findings on supraindividual phenomena were summarized and theoretical underpinnings of the soi-disant thymic category were extended. Investigation of such an object discloses the relation between the experiential (which approximates sensational) and cognitive nature of perception. Whereas conceptual universals that bear the information on feelings, senses and emotions as those inherent in the corporal framework and correspond to the basic level of categorization have already been demonstrated, their iconic efficiency in terms of Piercian semiotics is still unclear. Therefore, the aim of the current analysis is to clarify structural-semantic links between derived and root words constituting the thymic lexical corpus of modern English. This paper emphasizes the importance of understanding how the motivational means conditioned by the classification of associative-figurative and evaluative features of the conceptual triad SENSE: FEELING: EMOTION are exteriorised within the thymic category. These characteristics can be developed and enhanced through the iconic reflection of the correlation between the native speakers’ evaluation of the sign acting as a motivator and expressive as well as gnoseological functions of perception.
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Zaslonkina, Anna. "Semantic Primes of Perception from the Perspective of Word Formation." Linguaculture 11, no. 1 (June 10, 2020): 60–74. http://dx.doi.org/10.47743/lincu-2020-1-0161.
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The object of the present study is the domain of Greimassian semiotic theory. Several previous findings on supraindividual phenomena have been summarized and theoretical underpinnings of the so-called thymic category have been extended. Investigation of such an object discloses the relation between the experiential (which approximates the sensational) and the cognitive nature of perception. Whereas conceptual universals that bear the information on feelings, senses and emotions such as those inherent in the corporal framework which correspond to the basic level of categorization have already been demonstrated, their iconic efficiency in terms of Peircian semiotics is still unclear. Therefore, the aim of the current analysis is to clarify structural-semantic links between derived and root words constituting the thymic lexical corpus of modern English. This paper emphasizes the importance of understanding how the motivational means conditioned by the classification of associative-figurative and evaluative features of the conceptual triad SENSE : FEELING : EMOTION are exteriorised within the thymic category. These characteristics can be developed and enhanced through the iconic reflection of the correlation between the native speakers’ evaluation of the sign acting as a motivator and the expressive as well as gnoseological functions of perception.
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Sokolova, Elena E. "On the Problem of the Unity of "Affect" and "Intellect" in Activity Psychology (In the Continuation of the Discussion)." Sibirskiy Psikhologicheskiy Zhurnal, no. 82 (2021): 20–36. http://dx.doi.org/10.17223/17267080/82/2.
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This text is a response to the article written by A.D. Maidansky (Siberian Journal of Psychology. 2020. 76) [2] and aims to update the discussion of controversial aspects of cultural and activity psychology, especially some of the provisions of the activity theory by A.N. Leontiev and his scientific school, which, in contrast to the creative heritage of L.S. Vygotsky, are now rarely considered in both foreign and domestic literature. The article analyses the solution of the problem of correlation between "affect" (motivational and emotional component of mental life) and "intellect" (cognitive processes) in this scientific school. It is shown that the definition of the mind as an orienting activity (A.N. Leontiev, P.Ya. Galperin, etc.) does not imply the reduction of mental processes to cognitive ones, since any orienting process is always affectively loaded. Sensations are not separated from affects already in the primary forms of sensitivity that arise in phylogeny. However, even at later stages of mental development, a similar unity is maintained, although the mental life (including emotional states) becomes more differentiated. It is shown that this unity of the subject's knowledge of the object and the subject's attitude to this object is best represented in A.N. Leontiev's scientific school in the definition of mental phenomena through the category of sense. Since affect (emotion in the broad sense of the word) is a subjective form of motivation, the problem of "mastering affects" is transformed in the school of A.N. Leontiev into the problem of awareness (comprehension) of the motives of a person's activity and possible restructuring of the hierarchy of motives, which is best represented in the situation of an act. The act as a responsible and free action of a personality is performed by choosing one of the meaningful motives, which acquires a new sense (and thus an additional motivating force) due to the inclusion of this motive in a higher system of values, in the limit - in universal values. And since, according to Leontiev's scientific school, in the activity of any person the "motivational-emotional" ("affect") and cognitive ("intellect") components are inseparable, they are usually proportional to each other: the higher forms of emotional regulation, overcoming the lower ones, correspond with the higher forms of knowledge of the world as a whole. The author sees a clear parallel of these ideas with B. Spinoza's arguments about "Amor Dei intellectualis". Thus, the formula of B. Spinoza - L. S. Vygotsky about free will as a reasonable mastery of affects discussed in the article by A. D. Maidansky is clarified and filled with concrete psychological content.
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Ul Haq, Inzamam, and Tahir Mumtaz Awan. "Impact of e-banking service quality on e-loyalty in pandemic times through interplay of e-satisfaction." Vilakshan - XIMB Journal of Management 17, no. 1/2 (October 12, 2020): 39–55. http://dx.doi.org/10.1108/xjm-07-2020-0039.
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Purpose This study aims to empirically explore e-banking service quality and its impact on the e-banking loyalty through a mediating impact of e-banking satisfaction. The account holders of three domestic systemically important banks of Pakistan were surveyed during COVID-19 to examine the electronic services provided by these banks. Design/methodology/approach The data was collected through an adapted questionnaire by using emails and messaging applications. The database of a local marketing company in Pakistan was used, and 976 responses were included in the analysis. The structured equation modeling was used to test the propositions of study. Findings The findings delineate that reliability and website design proved to increase e-banking loyalty, particularly during COVID-19. The link between e-banking privacy and security and e-banking loyalty was proved as fully mediated by e-banking satisfaction; however, indirect effect of the reliability and website design with e-banking loyalty was partially mediated. Practical implications In strategic planning of e-banking mechanisms and the associated consumer behavior, the results of this study can be helpful for policymakers. In case of similar epidemics and natural calamities, consumers may depict similar behavior as shown during the lockdown and social distancing during COVID-19; hence, the study can help regulatory bodies in preparing their safety roadmap. Originality/value The mediating effect of e-banking satisfaction between privacy & Security and e-banking loyalty implies that customer give importance to secure e-banking platforms. There can be a variation in their loyalty because of privacy concerns. The application of cognitive–motivational–relational (CMR) theory in a relationship between e-banking service quality and e-banking loyalty with a mediating role of satisfaction is an emotional response to capture the behavioral changes during COVID-19. It enables researchers to understand the CMR theory concerning COVID-19 and e-banking perspective.
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Sánchez Tombe, José Raul. "Lesions in the Ventromedial Prefrontal Cortex and their Impact on Social Cognition." Revista Colombiana de Psicología 31, no. 2 (July 18, 2022): 11–26. http://dx.doi.org/10.15446/rcp.v31n2.88206.
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Aims: To identify the impact of ventromedial prefrontal cortex injury (vmPFC) on social cognition (SC) processes in a stroke patient in relation to a control group matched by age, gender and schooling. Possible associations between post-injury behavior and impacted neuropsychological attributes of emotion recognition, Theory of Mind (ToM), and empathy are discussed. Method: A patient with stroke in right vmPFC and 10 healthy participants completed different screening, neuropsychological assessment and SC tests. Results: Correlations were found between damage in vmPFC and alterations in affective ToM, working and retrograde memory, mood and relational alterations in the patient. Discrepancies were found with respect to other studies in relation to the laterality of the injury and the impact of cognitive and affective empathy which seems to be relatively intact. Conclusions: There is a need to clarify the role of affective ToM after acquired brain injury (ABI) in vmPFC. A protocol is needed to assess and intervene in aspects of ToM that would involve documenting strengths and deficits of ToM: inter and intrapersonal after an ABI. Similarly, there is a need to address the lateralization of different domains of function in vmPFC and their relationship to affective ToM. How to cite: Sánchez Tombe, J. R. (2022). Lesions In The Ventromedial Prefrontal Cortex And Their Impact On Social Cognition. Revista Colombiana de Psicología,31(2), 11-26. https://doi.org/10.15446/rcp.v31n2.88206
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Minyaycheva, M., K. Kiselnikova, and O. Papsuev. "Battery of scales for comprehensive assessment of social cognition, neurocognition and motivation in patients with schizophrenia." European Psychiatry 33, S1 (March 2016): S581—S582. http://dx.doi.org/10.1016/j.eurpsy.2016.01.2158.
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IntroductionThere has been a special interest in roles of neurocognition, social cognition and motivation impairments in patients with schizophrenia and possible approaches to remediating these deficits. Clinical practice lacks a comprehensive tool to measure those deficits.ObjectiveTo build a comprehensive assessment battery to measure neurocognitive, social cognitive and motivational deficits in order to form targets for remediation programs and assess their efficiency.AimsTranslation and adaptation for Russian speaking subjects (if needed) of identified assessments upon authors’ agreement.MethodsBy consensus decision of 5 professionals in the field of clinical psychiatry, psychology and neuroscience a number of assessments were selected with the following criteria: 1. Relevance to domain assessed, 2. Appropriateness for Russian social context, 3. Reference rates in scientific papers, 4. Time consumed by each assessment.ResultsSix measures reflecting main domains (neurocognition, Theory of Mind, attributional style, social perception, emotion processing, motivation) were selected: 1. BACS (Brief Assessment of Cognition in Schizophrenia) (R.S. Keefe et al., 2008), 2. Hinting Task (R. Corcoran 1995), 3. AIHQ (Ambiguous Intentions Hostility Questionnaire) (D.R. Combs et al., 2007), 4. RAD–15 (Relationships Across Domains) (M. Sergi et al., 2004), 5. Ekman–60 (P. Ekman et al., 1976), 6. AES (Apathy Evaluation Scale) (R.S. Marin et al., 1991).ConclusionsThe battery built encompasses all targeted domains of neurocognition, social cognition and motivation. Time consumed by the battery estimates 130 ± 15 minutes, which is appropriate for clinical practice in a rehabilitation centre. Future research will focus on patients profiling and shaping of rehabilitation programs accordingly.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Burkitt, Ian. "Decentring Emotion Regulation: From Emotion Regulation to Relational Emotion." Emotion Review 10, no. 2 (October 20, 2017): 167–73. http://dx.doi.org/10.1177/1754073917712441.
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This article takes a critical approach to emotion regulation suggesting that the concept needs supplementing with a relational position on the generation and restraint of emotion. I chart the relational approach to emotion, challenging the “two-step” model of emotion regulation. From this, a more interdisciplinary approach to emotion is developed using concepts from social science to show the limits of instrumental, individualistic, and cognitivist orientations in the psychology of emotion regulation, centred on appraisal theory. Using a social interactionist approach I develop an ontological position in which social relations form the fundamental contexts in which emotions are generated, toned, and restrained, so that regulation is decentred and seen as just one moment or aspect in the relational patterning of emotion.
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Shin, Donghee, and Yujong Hwang. "The effects of security and traceability of blockchain on digital affordance." Online Information Review 44, no. 4 (May 23, 2020): 913–32. http://dx.doi.org/10.1108/oir-01-2019-0013.
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PurposeThis study takes an affordance approach to explain how users perceive the affordance of user action within blockchain and examines how it influences the subsequent user experience. Focusing on the effect of trust on cognitive processes, the authors analyze how affordances in blockchains affect the user experience.Design/methodology/approachThe blockchain affordances are examined through a two-stage process. The authors employ a qualitative analysis based on insights gained from the current literature and interviews. The authors then apply a quantitative survey to examine the role of trust in interactions with blockchain services. A structural user model was tested in which their appreciation of affordances of blockchain predicted the trust and satisfaction.FindingsUsers' appreciation for transparency and reliability explained to what extent they trust and are satisfied, thereby suggesting the heuristic roles of trust in blockchains. The study findings indicate a heuristic role for trust regarding underlying links to technological and affective affordances. A user's cognitive heuristics affect their attitudes toward blockchain, in which technological features are processed through users' perceptions and experience.Research limitations/implicationsThe model contributes to the conceptualization of security, privacy and traceability along with trust, which is then linked to transparency and reliability. The findings show how the frame of affordances gains explanatory power by being linked to the concepts of affect and emotion. The heuristics of direct perception of security–traceability–privacy (STP) can be used to understand the trajectory of heuristics and ongoing choices of blockchain.Practical implicationsThe study results offer a lens through which to address the technology's most common problems by pairing user experience principles and heuristics to blockchain technologies. This study offers insights into the understanding of user actions related to blockchains and into practical implications for developing trust-based services. The results guide the application and tailoring of motivational affordances in blockchain.Originality/valueWhile blockchain technology has gained popularity and momentum, there has been little research on how specific features of blockchain technology create value. This study contributes to the research gap by highlighting the role and dimension of trust in relation to STP in blockchains and provides meaningful implications for theory and practice.
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Dewey, Christopher. "Inflexibly Enacted Traditional Masculinity Norms (IE-TMNs) and Their Impact on Adolescent and Young Adult Depression: The Hybrid Case Study of "Tommy"." Pragmatic Case Studies in Psychotherapy 16, no. 3 (December 29, 2020): 237–304. http://dx.doi.org/10.14713/pcsp.v16i3.2077.
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The purpose of this study is to explore and discuss the effects of inflexibly enacted traditional masculinity norms (IE-TMNs) on adolescent and young adult males with depression and how to address such issues in therapy. This study provides a literature review of the subject of IE-TMNs and how such a worldview holds a potentially negative influence and impact on the physical and mental health of boys and young men. Specifically, the study aims to highlight how these beliefs, attributes, and values influence the extent to which these individuals seek help, express emotion, and utilize healthy coping skills when experiencing depressive symptoms and how such behaviors can be addressed in therapy. Treatment considerations are explored through the hybrid case example of "Tommy," a depiction of a depressed college freshman following IE-TMNs while going through a difficult life transition. A fictional case, Tommy serves as a composite character informed by real life psychotherapy cases and clinical examples found in relevant literature. Tommy’s course of treatment depicts potential clinical issues that could come up when working with a depressed male client with strong internalized masculinity norms and how some of these themes can be adequately addressed to create a more flexible masculine identity. Through use of a qualitative, disciplined inquiry approach, I explore therapeutic interventions that could be utilized to meet the unique needs of such a client within the context of historical, contextual, and cultural factors. Tommy’s case material is analyzed qualitatively and quantitatively in accordance with the pragmatic case study research format (Fishman, 2013). The hybrid case of Tommy explores how client-centered therapy, motivational interviewing, harm reduction interventions, and cognitive-behavioral interventions can be integrated to assist adolescent boys and young men with strongly internalized and rigid beliefs about masculinity, while also utilizing Bronfenbrenner’s ecological systems theory to explore the proximal and distal factors in one’s environment that contribute to such a worldview. The hybrid case study of Tommy is designed to serve as a resource for therapists working with clients with IE-TMNs and provides guidance about how to alter unhelpful coping strategies; increase emotional expression and help-seeking behaviors; and explore personal beliefs, goals, and values. This case study concludes with a critical discussion of future directions for research on this topic, as well as the advantages and limitations of the hybrid case study design.
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Marx, Paul. "Should we study political behaviour as rituals? Towards a general micro theory of politics in everyday life." Rationality and Society 31, no. 3 (June 12, 2019): 313–36. http://dx.doi.org/10.1177/1043463119853543.
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Political behaviour research is divided into several explanatory approaches. They have in common that they disregard, to varying extents, the social bases of their explanatory concepts. To fill this void, the present article explores the theoretical advantages of applying Randal Collins’s ritual theory to political behaviour. The central claim is that any cognitive factor, such as interests, values, norms or identities has to be infused with emotional resonance in concrete social interaction in order to become a relevant motivation for political behaviour. Based on this argument, the article develops four testable propositions and discusses how they relate to existing approaches. The article concludes that ritual-based emotions are a unified motivational basis for political behaviour, which help understand which cognitive factor becomes politically relevant in a specific situation. The theoretical discussion is complemented with suggestions of how to study political rituals empirically.
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Robins, Garry, and Jennifer Boldero. "Relational Discrepancy Theory: The Implications of Self-Discrepancy Theory for Dyadic Relationships and for the Emergence of Social Structure." Personality and Social Psychology Review 7, no. 1 (February 2003): 56–74. http://dx.doi.org/10.1207/s15327957pspr0701_4.
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Relationship formation and maintenance is guided by more than similarity between partners' actual selves. Expanding the domain of self-discrepancy theory (SDT; Higgins, 1987), we propose that a type of discrepancy previously not considered—discrepancies between self-aspects of relational partners—is central to relationship cognition, including perceptions of intimacy and trust, and to the emergence of roles within relationships. Our argument relates both to unconstrained environments, where individuals freely choose partners, and constrained environments (e.g., workplaces) with relationships imposed. We argue that SDT's prediction of emotional consequences from discrepancies permits a motivational account of why individuals might form and maintain relationships in terms of hierarchies and roles.
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Trigueros, Aguilar-Parra, López-Liria, and Rocamora. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education." International Journal of Environmental Research and Public Health 16, no. 22 (November 12, 2019): 4444. http://dx.doi.org/10.3390/ijerph16224444.
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Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously conducted studies have focused on motivational processes and not on emotional processes, nor on the way in which students learn. The objective of the present study was to explore the dark side of the self-determination theory, its influence on emotional intelligence and the meta-cognitive strategies of students. Methodology: A total of 1602 young people undertaking secondary education participated, with self-reported ages between 13 and 19 years. The following questionnaires were utilized: Controlling Coach Behaviors Scale, Frustration of Psychological Needs in PE classes Scale, Emotional Intelligence in PE Scale and Motivated Strategies for Learning Questionnaire. A structural equation model was developed which explained causal associations between the study variables. Results: Psychological control positively predicted each one of the sub-factors of frustration of psychological needs. Frustration of psychological needs negatively predicted emotional intelligence. Finally, emotional intelligence positively predicted meta-cognitive thinking. Conclusions: The influence and importance of the teaching style adopted by teachers is indicated, in addition to the effect of students’ psychological experiences on emotions and learning strategies.
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Güss, C. Dominik, Ma Teresa Tuason, Noemi Göltenboth, and Anastasia Mironova. "Creativity Through the Eyes of Professional Artists in Cuba, Germany, and Russia." Journal of Cross-Cultural Psychology 49, no. 2 (September 14, 2017): 261–89. http://dx.doi.org/10.1177/0022022117730817.
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Creativity plays an important role in the advancement of all societies around the world, yet the role of cultural influences on creativity is still unclear. Following systems theory, activity theory, and ecocultural theory, semistructured interviews with 30 renowned artists (writers, composers, and visual artists) from Cuba, Germany, and Russia were conducted to explore the complexity of the creative process and potential cultural differences. All interviews were transcribed verbatim and analyzed using consensual qualitative research methodology. The following eight main domains resulted from the interviews: How I became an artist, What being an artist means to me, Creating as a cognitive process, Creating as an emotional process, Creating as a motivational process, Fostering factors of creativity, Hindering factors, and The role of culture in creating. Artists in the three countries similarly talked about creativity being a fluid process where ideas change, and elaborated on the role of intuition and the unconscious when creating art. Meaningful cross-cultural differences were seen among the artists of three cultural backgrounds in terms of attitudes about financial instability, in how they perceive themselves, in their art’s societal function, in the cognitive and in the emotional process of creating, and in terms of social connectedness. Results highlight (a) the complexity of the creative process going beyond cognitive factors and including motivational, emotional, and sociocultural factors, and (b) the cultural differences in the creative process. Results are beneficial for further developing a comprehensive theory of the creative process taking cultural differences into consideration.
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Pekrun, Reinhard. "The Impact of Emotions on Learning and Achievement: Towards a Theory of Cognitive/Motivational Mediators." Applied Psychology 41, no. 4 (October 1992): 359–76. http://dx.doi.org/10.1111/j.1464-0597.1992.tb00712.x.
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Gipps, Richard G. T. "Does the cognitive therapy of depression rest on a mistake?" BJPsych Bulletin 41, no. 5 (October 2017): 267–71. http://dx.doi.org/10.1192/pb.bp.115.052936.
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SummaryCognitive therapy for depression is common practice in today's National Health Service, yet it does not work well. Aaron Beck developed it after becoming disillusioned with the psychoanalytic theory and therapy he espoused and practised. But Beck's understanding of psychoanalysis appears to have been seriously flawed. Understood rightly, the psychoanalytic approach offers a cogent theory and therapy for depression which, unlike the cognitive approach, takes us to its emotional-motivational roots. A clinically successful therapy can afford to eschew theory and rest on its pragmatic laurels. This is not the case for cognitive therapy. The time is right to re-examine the psychoanalytic theory and treatment of depression.
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Paparoidamis, Nicholas G., Huong Thi Thanh Tran, and Constantinos N. Leonidou. "Building Customer Loyalty in Intercultural Service Encounters: The Role of Service Employees’ Cultural Intelligence." Journal of International Marketing 27, no. 2 (April 18, 2019): 56–75. http://dx.doi.org/10.1177/1069031x19837950.
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Intercultural service encounters, in which customers and service employees from different cultures interact, are becoming more common in the market. Despite the importance of such encounters for international marketers, limited research attention has been directed to this area. Drawing on social exchange theory, this study examines how frontline employees’ cultural intelligence (CQ) influences customer loyalty outcomes of service quality perceptions. Specifically, the authors propose that the three components of CQ—cognitive, emotional/motivational, and physical—have differential moderating effects on the perceived service quality (PSQ)–customer loyalty link and that these effects vary across two national markets. Data collected with a multirespondent (i.e., frontline service employees and customers) cross-cultural research design indicate that cognitive CQ negatively mitigates the impact of PSQ on customer loyalty in an emerging-market context while emotional/motivational CQ has a positive moderating effect in a mature-market setting. When service employees have high physical CQ, the positive role of PSQ in creating and maintaining customer loyalty is strengthened in both markets. The authors discuss these implications for theory and practice.
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Perikova, Ekaterinа Igorevna, and Valentina Mihailovna Byzova. "Undergraduate students’ metacognition of learning (with the main focus on students with different levels of mental self-regulation)." Science for Education Today 10, no. 5 (October 31, 2020): 104–18. http://dx.doi.org/10.15293/2658-6762.2005.06.
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Introduction. A number of researchers have reported the influence of metacognition and self-regulation on learning and academic performance. However, to date there has been little agreement on how these processes are related to each other. This study is aimed at identifying the relationship between metacognition and mental self-regulation of learning, as well as comparing the components of metacognitive awareness among students with different levels of mental self-regulation. Materials and Methods. A theoretical framework of this study included J. Flavell and A. Brown’s Metacognition Theory; Konopkin’s Structural-Functional Approach to Studying Conscious Self-Regulation and B. Zimmerman’s Self-Regulated Learning Theory. The study used the following psychological testing techniques: (a) V. Morosanova’s Style of Behaviour self-regulation questionnaire, (b) G. Schraw & R. Dennison’s Metacognitive Awareness Inventory (short version) adapted by Perikova and Byzova, (c) E. Y. Mandrikova’s Self-regulation questionnaire, (d) D. V. Lyusin’s Emotional intelligence inventory, (e) D. A. Leontiev’s Differential reflexivity diagnostic. The sample consisted of 186 students of St. Petersburg State University aged 19,51±1,39 years. Results. The results indicate a wide range of relationships between mental self-regulation and metacognitive, cognitive, motivational and emotional components. Self-regulation is primarily linked with metacognitive processes of control and regulation of cognition, as well as cognition management. Metacognitive awareness of general and individual patterns, cognitive abilities and strategies are included in the process of self-regulation to a lesser extent. However, the results of factor analysis and regression analysis indicate that metacognition components did not affect self-regulation. Analysis of the variance confirmed that individuals with a low level of self-regulation demonstrate significantly less pronounced metacognitive, motivational and emotional components. Conclusions. The study demonstrates the systemic nature of the relationship between mental self-regulation and metacognitive components, as well as cognitive, motivational and emotional components.
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Zayas, Vivian, Joshua A. Tabak, Gül Günaydýn, and Jeanne M. Robertson. "A social-cognitive model of human behavior offers a more parsimonious account of emotional expressivity." Behavioral and Brain Sciences 32, no. 5 (October 2009): 407–8. http://dx.doi.org/10.1017/s0140525x09990094.
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AbstractAccording to socio-relational theory, men and women encountered different ecologies in their evolutionary past, and, as a result of different ancestral selection pressures, they developed different patterns of emotional expressivity that have persisted across cultures and large human evolutionary time scales. We question these assumptions, and propose that social-cognitive models of individual differences more parsimoniously account for sex differences in emotional expressivity.
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Atif Ali Gill, Riaz Hussain Ansari, Kashif Akram, and Muhammad Waseem Tufail. "Application of Cognitive Motivational Relational Theory to Examine the Influence of E-Banking Quality Factors on Customer Loyalty." Journal of Accounting and Finance in Emerging Economies 7, no. 1 (March 31, 2021): 241–49. http://dx.doi.org/10.26710/jafee.v7i1.1608.
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Banks equipped themselves with modern tools to provide innovative and dynamic services to clients. Traditional banking transformed into digital online banking to facilitate customers all over the world through the internet. High-quality online banking services are necessary to retain clients. Customers using online banking services of the top five commercial Pakistani private banks were the study population. A structural equation modeling technique was employed to analyze the hypothesis. The results found the significant impact of reliability, website design, and security on customer trust leading to higher loyalty based on cognitive, motivational relational theory. The research findings provide numerous theoretical and practical implications for banks' administration to make internet banking website design more user-friendly and reliable with enhanced security features that win the customers' trust and strengthen loyalty.
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STROIAN, Paula I. "Emotional Needs and Schematic Functioning in Depression: A Narrative Review." Journal of Evidence-Based Psychotherapies 21, no. 1 (March 1, 2021): 21–36. http://dx.doi.org/10.24193/jebp.2021.1.2.
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"Grounded in cognitive theory, the schema therapy model of psychopathology proposes a set of maladaptive cognitive structures, called early maladaptive schemas, resulting from the invalidation of emotional needs. More recently, the schema therapy model has been adapted for use with depressed clients. However, the utility of addressing emotional needs in the psychotherapeutic treatment of depression has not been established. The present paper aims to provide a narrative review of the current literature on basic needs as motivational factors in depression and their relation to schematic functioning. Theoretical considerations and practical evidence on the use of constructs related to basic motivation in depression are drawn from the literature on the cognitive and schema therapy-based models of depression. The implications for the theoretical understanding of needs are discussed, as are future directions for the research of schematic functioning in depression."
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Danish Habib, Muhammad, and Saman Attiq. "A model and empirical examination of influencing factors of customer satisfaction and service performance through interactional quality." Business & Economic Review 12, no. 1 (March 10, 2020): 119–38. http://dx.doi.org/10.22547/ber/12.1.6.
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Marketing scholars have recognized that building and maintaining strong employee-customer relationships are contributors to the performance of organizations. Empirical evidences concerning employee-customer interaction with the help of integrated framework by using the data from supervisor, employee and customer is scarce. Insights from literature, application of service profit chain and unique set of triad (supervisor, employee and customer) as a unit of analysis, enables an examination of various relational paths among the antecedents and outcomes of interactional quality and fills in the aforementioned void. This study seeks to model and empirically test key cognitive (role overload, self-efficacy, and service climate) and emotional aspects (emotional regulation) on outcome variables (interactional quality, customer satisfaction, service performance). An integrated theoretical model rooted in the reflections of emotional cognition theory, cognitive energetical theory and cognitive emotional theory is developed. A survey questionnaire on the basis of well-established measurements from the previous research studies is adopted for data collection from insurance sector of Pakistan. Data is collected with the help of purposive sampling. A total of 270 sets of survey responses are used to empirically test the measurements and propositions through structural equation modelling using AMOS 23. The findings are in support of a significant model and proposed relational paths. In general, results revealed that role overload, self-efficacy, service climate and emotional regulations lead towards customer satisfaction and service performance through interactional quality. This research offers a number of academic and practical implications. The main implication of this research is the extension in conceptual research of marketing literature by providing empirical evidence regarding employee-customer relationship. Managers should recognize that frontline employees, whether they simply interact or actually render the service are the central actor in delivering better quality services that resulted in customer satisfaction. A number of academic as well as managerial implications are proposed and discussed.
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Kudryashov, Arkadiy Aleksandrovich, and Luiza Gagikovna Simonyan. "THE PHENOMENON OF EMOTIONAL CONTAGION IN PSYCHOLOGY AND PSYCHOPHYSIOLOGY." Психология. Психофизиология 12, no. 4 (January 15, 2020): 12–23. http://dx.doi.org/10.14529/jpps190402.
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Abstract. The authors present a theoretical analysis of the phenomenon of "emotional contagion". Aim. The purpose of the article is to establish the content of the phenomenon of “emotional contagion" as a non-verbal form of communication that affects the cognitive, motivational and emotional spheres of the personality. Materials and methods. A theoretical analysis of scientific and methodological works devoted to the psychophysiological aspects of the perception of emotional information in the context of “emotional contagion” was performed. Results. “Emotional contagion” is considered as a form of non-verbal communication when the direct interaction of communicants is minimized or eliminated. The content of modern biopsychosocial models (theories, concepts) of emotional contagion is presented that explain the possible mechanisms of its activity: the contagion theory, "inorganic viruses"; concepts of collective emotions, interpersonal limbic regulation; models of "emotional convention", mirror neurons. The directions of research and the scope of the application of "emotional contagion" in educational activities, psychotherapy, advertising industry, political science, demography are determined. The authors focus on the positive and negative effects of the techniques of “emotional contagion”: from individual exposure as part of corrective measures to the planetary scale and regulation of the demographic situation. Conclusion. The analysis of scientific research presented in the review actualizes the need to increase the psychophysiological resources of stress resistance to modern conditions.
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Amjad, Sameera, Hafiz Muhammad Basit, Ahmed Usman Khan, and Hamza Akram. "The Influence of Psychological Empowerment & Turnover Intention Through Career Growth in Pharmaceutical Companies, Lahore, Pakistan." Jurnal Aplikasi Manajemen, Ekonomi dan Bisnis 7, no. 1 (October 27, 2022): 53–81. http://dx.doi.org/10.51263/jameb.v7i1.154.
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The aim of this study is to examine the impact of psychological empowerment on employee turnover intention with the moderating effect of career growth. A cross sectional survey was used to collect data. A total of 207employees of different pharmaceutical companies in Lahore, were participating through random sampling in this survey. Our finding shows that the two dimensions of psychological empowerment (emotional and relational) have an inverse relationship with intention to quit, whereas (behavioral and cognitive) psychological empowerment is not significantly related to the theory. Career growth shows moderating effect on relational psychological empowerment and turnover intention, although there is no moderating impact found in the remaining dimension of psychological empowerment (cognitive, emotional and behavioral) and turnover intention. Because of the strategic importance of human capital in an organization, it is important for the continuity of the pharmaceutical firms to retain their employees by providing best career growth path to move the employees as well as organization to the next level and save the human capital cost
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Malerstein, Abraham J., Mary M. Ahern, and Steven Pulos. "Prediction of Three Social Cognitive-Motivational Structure Types." Psychological Reports 89, no. 2 (October 2001): 371–85. http://dx.doi.org/10.2466/pr0.2001.89.2.371.
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Previously, using interviews from Baumrind's longitudinal study, three cognitive-motivational structures (CMSs) were predicted in 68 adolescents from caregiving settings and from the CMS types of their mothers, based on the mothers' interviews elicited six years earlier. CMS theory proposes that during Piaget's Concrete Operational Period care-receiving influences the child's adoption of a social cognitive style, which corresponds to one of Piaget's stages of cognitive development. One who is classified as an Operational experiences the caregiving setting as tuned to the child's long-term interests, becomes focused on function and control of function and grasps the distinctions between and gradations of social attributes. One classified as future Intuitive experiences the caregiving as insufficient or unreliable and becomes focused on getting and having, and assesses social situations based on current striking dimensions. A person classified as being future Symbolic experiences the caregiving as out of tune with the self or the world, becomes focused on identity and emotional closeness, and may define self or object by a single attribute. This previous study did not distinguish between the influence of caregiving (including mothers' CMS) on the formation of adolescent CMS type and the possible constancy of CMS type from ages 9 to 15 years. The current study was designed to distinguish between these two possibilities, using data from 67 of the same mothers. Mothers' interviews were purged of descriptions of her child's behavior. Another interview was composed of the purged descriptions of child behavior. This was also done for interviews held when the child was 4 and 15 as well as at 9. From interviews with descriptions of child behavior purged, mother's CMS type at the child's age of 4 and 9 yr. agreed with her adolescent's previously assigned CMS type ( p < .05), and caregiving setting at 9 years predicted the adolescent's CMS type ( p < .05). From interviews composed of descriptions of only the child's behavior, adolescent CMS type agreed with previously assigned adolescent CMS type ( p < .01). Findings were consonant with the idea that CMS type formation is influenced at about Age 9 and sufficiently established to be recognized at Age 15.
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Main, Alexandra, Eric A. Walle, Carmen Kho, and Jodi Halpern. "The Interpersonal Functions of Empathy: A Relational Perspective." Emotion Review 9, no. 4 (May 12, 2017): 358–66. http://dx.doi.org/10.1177/1754073916669440.
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Empathy is an extensively studied construct, but operationalization of effective empathy is routinely debated in popular culture, theory, and empirical research. This article offers a process-focused approach emphasizing the relational functions of empathy in interpersonal contexts. We argue that this perspective offers advantages over more traditional conceptualizations that focus on primarily intrapsychic features (i.e., within the individual). Our aim is to enrich current conceptualizations and empirical approaches to the study of empathy by drawing on psychological, philosophical, medical, linguistic, and anthropological perspectives. In doing so, we highlight the various functions of empathy in social interaction, underscore some underemphasized components in empirical studies of empathy, and make recommendations for future research on this important area in the study of emotion.
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Roeser, Sabine. "Reid and Moral Emotions." Journal of Scottish Philosophy 7, no. 2 (September 2009): 177–92. http://dx.doi.org/10.3366/e1479665109000438.
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The name of Thomas Reid rarely appears in discussions of the history of moral thought. This is a pity, since Reid has a lot of interesting ideas that can contribute to the current discussions in meta-ethics. Reid can be understood as an ethical intuitionist. What makes his account especially interesting is the role affective states play in his intuitionist theory. Reid defends a cognitive theory of moral emotions. According to Reid, there are moral feelings that are the result of a moral judgment made by reason. The judgment and the feeling together constitute what Reid calls sentiments. Reid thinks that affective states (feelings and sentiments) play the role of helping reason to guide and control the egoistic feelings and passions. The affective states are particularly important, in Reid's view, because the motivating force of reason is often defeated by the stronger motivating force of the passions. So without affective states, we would often not be able to do what is morally good or right. In this paper, I will argue that the role of the affective states is still too limited in Reid's approach. He takes affective states to have a merely motivational function, namely, to help reason to control the passions and motivate to action where reason is too weak. Reid thinks that in making moral judgments we do not need to have feelings, feelings are at most a result of a judgment. Instead, I will argue that affective states also play an epistemological role.
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Riedenauer, Markus. "Basic Evaluation and the Virtuous Realisation of Values: The Integrative Model of Aristotle." Labyrinth 18, no. 2 (December 30, 2016): 7. http://dx.doi.org/10.25180/lj.v18i2.45.
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Human affectivity is a research topic situated at the intersection of psychology, philosophical anthropology, theory of action and ethics. This article reconstructs the Aristotelian theory of emotions in the context of his theory of aspiration (o)/recij) and in terms of their function as primary evaluators of situations, which forms the basis for virtue ethics. The Aristotelian model integrates desire, motivation and morality for a rational being in community. Affects (pa/Jh) reveal the profile of relevance of the world to a person as an indispensable basis for the work of practical reason. They are analysed in the dimensions of their cognitive core, their social, bodily, and motivational aspects. Affectivity constitutes a primary evaluative response to situations and thereby disposes human beings to realise their call to morally good, virtuous and fulfilling action.
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Núñez, Juan L., José Martín-Albo, Alberto Paredes, Oliver Rodríguez, and Noemí Chipana. "The mediating role of perceived competence: testing a motivational sequence in university students." Universitas Psychologica 10, no. 3 (July 28, 2010): 669–80. http://dx.doi.org/10.11144/javeriana.upsy10-3.mrpc.
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In order to test the mediating role of perceived competence between each goal orientation (i.e. task and ego orientations) and intrinsic motivation in a motivational sequence in the context of university education, two models based on the cognitive evaluation theory and the achievement goal theory were tested with 276 Bolivian undergraduate students (138 males, 138 females), who completed Spanish versions of instruments designed to assess motivation, perceived competence, and positive emotions and interest. Two models were found with structural equation modeling techniques, one for ego orientation and one for task orientation. Results showed that perceived competence acts as a good mediator in the relation between ego orientation and intrinsic motivation, and as a partial mediator in the relation between task orientation and intrinsic motivation.
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Pepi, Annamaria, Marianna Alesi, and Maria Geraci. "Theories of Intelligence in Children with Reading Disabilities: A Training Proposal." Psychological Reports 95, no. 3 (December 2004): 949–52. http://dx.doi.org/10.2466/pr0.95.3.949-952.
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A recent trend in the study of reading difficulties promotes multidimensional intervention, focusing on the reciprocal influences exerted by cognitive and emotional-motivational variables. This study evaluated improvements in reading performance as a function of metacognitive training in 36 children ( M age = 8.7 yr.) with different representations of intelligence. Posttest evaluations show significantly more improvement in reading comprehension in children with an incremental theory of intelligence. These results indicate the importance of treatment programmes that take into account both the specificity of deficits and factors relating to the domain of motivation.
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Wei, Hongguo, Diana Bilimoria, and Shaobing Li. "How Does Culture Matter? The Xin (Heart-Mind)-based Social Competence of Chinese Executives." Management and Organization Review 13, no. 2 (May 15, 2017): 307–44. http://dx.doi.org/10.1017/mor.2016.37.
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ABSTRACTIn this study we explore the emotional and cognitive dimensions of Chinese business leaders’ social competence. We argue for a culturally inclusive conceptualization of leader social competence and its internal structure, which takes into account Chinese indigenous features. Data were collected by critical incident interviews from 42 top executives of small- and medium-sized private enterprises in China. A total of 302 competency episodes were included in the current study. Grounded theory was used for data analysis. The following xin (heart-mind)-based social competencies were referenced in episodes of effective Chinese competency-relevant social interactions: guanxi building and maintenance, empathy, inspiration with wisdom, empowerment and developing others, resilience, and appreciation of problem solving. Each of these competencies includes an emotional and a cognitive element and embodies dynamic interplay between the emotional and cognitive dimensions of social competence. Xin-based social competencies impact effective interactions in relational contexts that implicate the individual self, the organizational self, and their interactions. The theoretical contributions and practical implications of the findings are discussed.
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Bouderbala, Rym. "The Direct Role of Anticipated Regret in the Formation of Student’s Entrepreneurial Intention." Journal of Enterprising Culture 27, no. 04 (December 2019): 385–417. http://dx.doi.org/10.1142/s0218495819500146.
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The most widely used entrepreneurial intention models explain only cognitive motivational factors. However, psychological studies reveal that emotional factors and counterfactual thinking such as anticipated affect also explain the intention and then behaviour. The objective of this research is to identify the role of anticipated regret in forming students’ entrepreneurial intentions. To test the hypotheses of the conceptual model integrating anticipated regret among the antecedent motivational factors to entrepreneurial intention, a hierarchical regression technique has been adopted. Data have been collected from 266 students in management degree. Our results show that anticipated regret, as well as attitude towards business start-up and perceived behavioural control, have a direct and positive influence on entrepreneurial intention described in the theory of planned behaviour. This study contributes to extend prior cognition-based explanations of the origin of earlier stages in an entrepreneurial journey.
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Shankar, Amit, Rambalak Yadav, Manish Gupta, and Charles Jebarajakirthy. "How Does Online Engagement Drive Consumers' Webrooming Intention?" Journal of Global Information Management 29, no. 6 (November 2021): 1–25. http://dx.doi.org/10.4018/jgim.20211101.oa19.
Full textAbstract:
Based on the cognitive-motivational-relational (CMR) theory, this study empirically investigates the mechanisms through which consumers' online engagement impacts their channel switching intention. The present study examines the mediating effects of perceived value and the ways in which these mediating effects are moderated by online risk perception. Data were collected from 428 online Indian consumers using systematic random sampling. The results of the structural and process macro analyses indicated that consumer online engagement has a significant impact on consumer online search benefits which in turn leads to webrooming intention. Also, perceived value mediated the effects of online search benefits and offline purchase benefits on webrooming intention. The results advance the theory of CMR by explaining consumer channel switching behaviour and are expected to help multi-channel retailers to identify the key drivers that help engage consumers online.