Journal articles on the topic 'Emotional'
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Milenkovic, Ana. "The conceptualisation of primary emotions in the Serbian language (The case of verbs expressing joy, sadness, fear and anger)." Juznoslovenski filolog 77, no. 1 (2021): 163–85. http://dx.doi.org/10.2298/jfi2101163m.
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The paper analyses the conceptual mechanisms underlying the development of secondary emotional meanings of ?non-emotional? verbs (in relation to their primary meaning). Being abstract, psychological entities, emotions are formalised and expressed by linguistic means using emotional lexis. Emotional verbs represent a type of this lexis: they denote emotions, emotional relationships and processes, emotional expression and an emotional situation as a whole. The research material consists of 92 verbs which are classified according to two criteria: a. the semantic role of the experiencer, i.e. whether the verbs denote experiencing or provoking an emotion (emotionally-active and emotionally-passive verbs) and b. the criterion of the primary emotion, i.e. whether the verbs belong to the emotional domain of joy, sorrow, fear or anger. The analysis showed that emotions are conceptualised by specific emotional metaphors, based on the pleasure: discomfort distinction. The primary metaphor MAN IS THE CONTAINER FOR EMOTIONS and the general metonymic rule PHYSIOLOGICAL MANIFESTATIONS OF EMOTIONS ARE THE EMOTION ITSELF, represent general mechanisms for the conceptualisation of secondary emotional meanings of verbs. It has also been shown that a certain type of a verb?s primary meaning potentially develops a certain secondary emotional meaning; in other words, each primary emotion has an intrinsic source domain which concretises its abstract meanings.
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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Kiishi, Vina Dooshima. "The Role of Emotional Intelligence in Effective Leadership and Its Impact on Team Performance: A Study of the University of Ibadan, Nigeria." International Journal of Business and Management Review 12, no. 2 (February 15, 2024): 75–138. http://dx.doi.org/10.37745/ijbmr.2013/vol12n275138.
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This study aimed to investigate the impact of emotional intelligence on leadership effectiveness in the University of Ibadan, Nigeria. The emotional intelligence model used in this study consisted of four sub-variables: self-emotion appraisal, others emotion appraisal, regulation of emotions, and use of emotions. The study found that emotional intelligence has a strong positive and significant relationship with leadership effectiveness. The results of the regression analysis showed that emotional intelligence positively relates to leadership effectiveness. The study concluded that emotional intelligence is an indicator of leadership effectiveness, and employees in the University of Ibadan, Nigeria are emotionally intelligent. Self-emotion appraisal and use of emotion were the most emotional intelligence factors impacting leadership effectiveness in the organization. On the other hand, emotion regulation seemed to be difficult to control, thus it’s the least factor in affecting leaders' effectiveness. The findings further show that use of emotion accounts for more of the variance in leadership effectiveness.
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C, Akalya Devi, Karthika Renuka D, Aarshana E. Winy, P. C. Kruthikkha, Ramya P, and Soundarya S. "2-D Attention Based Convolutional Recurrent Neural Network for Speech Emotion Recognition." International Journal of Informatics, Information System and Computer Engineering (INJIISCOM) 3, no. 2 (October 1, 2022): 163–72. http://dx.doi.org/10.34010/injiiscom.v3i2.8409.
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Recognizing speech emotions is a formidable challenge due to the complexity of emotions. The function of Speech Emotion Recognition(SER) is significantly impacted by the effects of emotional signals retrieved from speech. The majority of emotional traits, on the other hand, are sensitive to emotionally neutral elements like the speaker, speaking manner, and gender. In this work, we postulate that computing deltas for individual features maintain useful information which is mainly relevant to emotional traits while it minimizes the loss of emotionally irrelevant components, thus leading to fewer misclassifications. Additionally, Speech Emotion Recognition(SER) commonly experiences silent and emotionally unrelated frames. The proposed technique is quite good at picking up important feature representations for emotion relevant features. So here is a two dimensional convolutional recurrent neural network that is attention-based to learn distinguishing characteristics and predict the emotions. The Mel-spectrogram is used for feature extraction. The suggested technique is conducted on IEMOCAP dataset and it has better performance, with 68% accuracy value.
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Tereskinas, Arturas. "Emotional Capital and Its Uses in Lithuanian Middle-Class Fathers’ Narratives." Social Sciences 11, no. 6 (June 15, 2022): 261. http://dx.doi.org/10.3390/socsci11060261.
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The article examines Lithuanian middle-class fathers’ uses of emotional capital to learn which patterns of emotional engagement with children they employ in their fathering. Emotional capital is defined, in the article, as a type of interpersonal resource that consists of emotion-based knowledge and emotion-management abilities that can lead to social benefits. The 24 in-depth interviews with 35- to 48-year-old fathers show that males believe they are emotionally prepared to cope with their children’s concerns and challenges. The use of emotional capital is an attempt to strengthen their standing as fathers and gain pleasure. Emotional capital is activated by fathers regulating negative emotions and using positive emotions to speak with their children and form friendship bonds. Emotion-based knowledge, management abilities, and capacities to feel provide fathers with a sense of authority and pride. Importantly, in the interviews, it is indicated that men and women have similar emotional resources. Compared to their female partners or wives, men generally consider themselves capable of skillfully enacting emotional capital in their interactions with children.
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Sahib, Rizwan. "Emotion Work in Tabligh Jama’at Texts." Religions 13, no. 7 (July 7, 2022): 632. http://dx.doi.org/10.3390/rel13070632.
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This study examines the emotional dynamics of the written and oral texts of Tabligh Jama’at—respectively, Faza’il-e-A’maal (Virtues of Good Deeds) and bayan (religious sermon). In them, the study identifies emotion work—the attempt to generate certain emotions. The study discusses how the texts’ emotion work relates to Tablighi discursive ideology (framing) and also posits several emotions that the emotion work might generate. From these findings, the study offers the idea that Tablighi emotion work contributes to transforming Muslims’ emotional sphere by attaching them emotionally to ultimate religious concerns. By enchanting Muslims’ emotional sphere and attaching Muslims to Islamic social actors, values, practices, and Islamic revivalist goals, Tablighi emotion work contributes to the social transformation of individuals and society.
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McConatha, Jasmin Tahmaseb, Frances Marshall Leone, and Jill M. Armstrong. "Emotional Control in Adulthood." Psychological Reports 80, no. 2 (April 1997): 499–507. http://dx.doi.org/10.2466/pr0.1997.80.2.499.
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Although it is widely believed that emotions vary with age, there is a dearth of information on emotional experiences in later adulthood. Several researchers think that older adults experience less emotional intensity than younger people while others have suggested that aging is accompanied by a decrease in positive affect and an increase in negative emotions. Sex similarities and differences in emotionality have also been documented. This study focuses on age and sex similarities and differences in emotional control. Three hundred and twenty seven men and women aged 19 to 92 years were administered two emotion measures. The results support previous research which suggests that the control of emotions increases with age. In evaluating sex differences in emotional control, women scored as more emotionally expressive than men, a finding which is consistent with previous research. Results are discussed in relation to socioemotional selectivity theory.
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Bebko, Genna M., Bobby K. Cheon, Kevin N. Ochsner, and Joan Y. Chiao. "Cultural Differences in Perceptual Strategies Underlying Emotion Regulation." Journal of Cross-Cultural Psychology 50, no. 9 (October 2019): 1014–26. http://dx.doi.org/10.1177/0022022119876102.
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Cultural norms for the experience, expression, and regulation of emotion vary widely between individualistic and collectivistic cultures. Collectivistic cultures value conformity, social harmony, and social status hierarchies, which demand sensitivity and focus to broader social contexts, such that attention is directed to contextual emotion information to effectively function within constrained social roles and suppress incongruent personal emotions. By contrast, individualistic cultures valuing autonomy and personal aspirations are more likely to attend to central emotion information and to reappraise emotions to avoid negative emotional experience. Here we examined how culture affects perceptual strategies employed during emotion regulation, particularly during cognitive reappraisal and emotional suppression. Eye movements were measured while healthy young adult participants viewed negative International Affective Picture System (IAPS) images and regulated emotions by using either strategies of reappraisal (19 Asian American, 21 Caucasian American) or suppression (21 Asian American, 23 Caucasian American). After image viewing, participants rated how negative they felt as a measure of subjective emotional experience. Consistent with prior studies, reappraisers made lower negative valence ratings after regulating emotions than suppressers across both Asian American and Caucasian American groups. Although no cultural variation was observed in subjective emotional experience during emotion regulation, we found evidence of cultural variation in perceptual strategies used during emotion regulation. During middle and late time periods of emotional suppression, Asian American participants made significantly fewer fixations to emotionally salient areas than Caucasian American participants. These results indicate cultural variation in perceptual differences underlying emotional suppression, but not cognitive reappraisal.
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Föcker, Julia, and Brigitte Röder. "Event-Related Potentials Reveal Evidence for Late Integration of Emotional Prosody and Facial Expression in Dynamic Stimuli: An ERP Study." Multisensory Research 32, no. 6 (2019): 473–97. http://dx.doi.org/10.1163/22134808-20191332.
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Abstract The aim of the present study was to test whether multisensory interactions of emotional signals are modulated by intermodal attention and emotional valence. Faces, voices and bimodal emotionally congruent or incongruent face–voice pairs were randomly presented. The EEG was recorded while participants were instructed to detect sad emotional expressions in either faces or voices while ignoring all stimuli with another emotional expression and sad stimuli of the task irrelevant modality. Participants processed congruent sad face–voice pairs more efficiently than sad stimuli paired with an incongruent emotion and performance was higher in congruent bimodal compared to unimodal trials, irrespective of which modality was task-relevant. Event-related potentials (ERPs) to congruent emotional face–voice pairs started to differ from ERPs to incongruent emotional face–voice pairs at 180 ms after stimulus onset: Irrespectively of which modality was task-relevant, ERPs revealed a more pronounced positivity (180 ms post-stimulus) to emotionally congruent trials compared to emotionally incongruent trials if the angry emotion was presented in the attended modality. A larger negativity to incongruent compared to congruent trials was observed in the time range of 400–550 ms (N400) for all emotions (happy, neutral, angry), irrespectively of whether faces or voices were task relevant. These results suggest an automatic interaction of emotion related information.
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Rivas, Marcelo B. S., Agnes F. C. Cruvinel, Daniele P. Sacardo, Daniel U. C. Schubert, Mariana Bteshe, and Marco A. de Carvalho-Filho. "All You Need Is Music: Supporting Medical Students’ Emotional Development With a Music-Based Pedagogy." Academic Medicine 99, no. 7 (March 22, 2024): 741–44. http://dx.doi.org/10.1097/acm.0000000000005709.
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Abstract Problem Although the practice of medicine is often emotionally challenging, medical curricula seldom systematically address the emotional development of medical students. To fill this gap, the authors developed and evaluated an innovative pedagogical activity based on music to nurture medical students’ emotional development. The authors believe that the metaphoric nature of music offers an efficient venue for exploring emotion perception, expression, and regulation. Approach The pedagogical activity Emotions in Medicine was carried out throughout 2020 and 2021 and consisted of 4 encounters to explore: (1) emotion perception, (2) emotion expression, (3) emotion regulation, and (4) the role of emotions in medical practice. During all encounters, the authors used music to evoke students’ emotions and focused the discussions on the relevance of emotions for meaningful medical practice. Emotional intelligence before and after the workshop was tested using the Schutte Self-Report Emotional Intelligence Test (SSEIT), a validated psychometric scale. Outcomes The workshop facilitated emotional connection among students and created a safe space to explore the role of emotions in medical practice. The mean total pretest SSEIT score was 110 (SD = 14.2); it increased to 116.8 (SD = 16.1) in the posttest (P < .001). This increase was true across its 4 dimensions: (1) perception of emotions, (2) management of own emotions (3) management of others’ emotions, and (4) use of emotions. Next Steps Music can be an active tool to explore the role of emotions in medical practice. It fosters students’ capacity to identify and reflect on emotions while exploring their role in patient care. Further (qualitative) research is needed to explore the mechanisms by which music facilitates learning emotion perception, expression, and regulation.
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Lee, Mikyoung, and Keum-Seong Jang. "Nurses’ emotions, emotion regulation and emotional exhaustion." International Journal of Organizational Analysis 27, no. 5 (November 4, 2019): 1409–21. http://dx.doi.org/10.1108/ijoa-06-2018-1452.
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Purpose The purpose of this study is to investigate the relations between emotion regulation (reappraisal and suppression), discrete emotions and emotional exhaustion among nurses. Design/methodology/approach A cross-sectional design was used with 168 nurses in South Korea. Structural equation modeling and path analysis were conducted for analysis. Findings Reappraisal correlated positively with enjoyment and pride and negatively with anxiety, anger and frustration, whereas suppression correlated negatively with enjoyment and positively with anxiety and frustration. Moreover, reappraisal was negatively associated with emotional exhaustion, whereas suppression was positively associated with it. Enjoyment was negatively related to emotional exhaustion, and anger and frustration were positively related to it. Enjoyment and frustration mediated the relation between emotion regulation and emotional exhaustion. Findings demonstrate the potentially beneficial influences of reappraisal as well as harmful impacts of suppression in the nursing context. Research limitations/implications This paper expands research on nurses’ emotion management by applying Gross’s emotion regulation framework rather than Hochschild’s emotional labor framework. The mediating result suggests that not only nurses but also hospital administrators and nurse managers should pay attention to nurses’ emotional experiences to improve nurses’ well-being and ultimately better nursing practice. This research can provide the basis for developing practical interventions to efficiently regulate nurses’ emotions. Originality/value This is the first study exploring the mediating role of emotions in the link between nurses’ emotion regulation and emotional exhaustion. It contributes to interdisciplinary research by integrating perspectives from psychological emotion and emotion regulation research into the nursing field.
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Flower, Lisa. "Emotional Defence Lawyers." Emotions: History, Culture, Society 3, no. 2 (November 15, 2019): 282–99. http://dx.doi.org/10.1163/2208522x-02010061.
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Abstract The emotions of defence lawyers have garnered little sociological attention. This is surprising, as their role requires them to show loyalty to clients, representing them in court irrespective of the client or the crime. Theirs is thus an emotionally demanding role, requiring the management of inappropriate emotions. This essay explores this by showing that justice systems have structurally embedded emotional regimes guiding emotional performances. My study reveals these invisible rules, along with the ways in which one category of legal professional in particular – defence lawyers – performs its role in the Swedish justice system. The material considered includes fieldnotes gathered from an extensive courtroom ethnography and interviews with defence lawyers. The analysis looks at how defence lawyers perform their duty of loyalty, and finds it to be an interactional accomplishment demanding emotion management and impression management strategies ensuring conformity to the emotional regime of law.
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Ringnes, Hege Kristin, Sarah Demmrich, Harald Hegstad, Gry Stålsett, and Lars Johan Danbolt. "End Time and Emotions: Emotion Regulation Functions of Eschatological Expectations among Jehovah’s Witnesses in Norway." Journal of Empirical Theology 32, no. 1 (July 15, 2019): 105–37. http://dx.doi.org/10.1163/15709256-12341385.
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Abstract The aim of this qualitative interview study was to explore the specific expectations that N = 29 Jehovah’s Witnesses (JWs) had of end times and paradise using an emotion regulation perspective. Beyond the general eschatological doctrine of JWs, the participants were encouraged to report their individual beliefs and connected emotions. Thematic analysis identified forecasting of life in paradise in the form of a continuation of physical life but with an overall positive emotional atmosphere. Emotionally, paradise was often contrasted with the present time, as negative emotions and the downregulation of strong positive emotions dominate the current end time. As an emotion regulation strategy between current end times and future paradise, emotional forecasting, i.e., predicting which emotions would arise in the future to regulate present-day emotions, is used. The results are discussed in the frame of positive and negative psychological implications of JWs’ eschatological beliefs and emotional forecasting.
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Doménech, Pablo, Ana M. Tur-Porcar, and Vicenta Mestre-Escrivá. "Emotion Regulation and Self-Efficacy: The Mediating Role of Emotional Stability and Extraversion in Adolescence." Behavioral Sciences 14, no. 3 (March 4, 2024): 206. http://dx.doi.org/10.3390/bs14030206.
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The feeling of emotional self-efficacy helps people understand how to handle positive and negative emotions. Emotion regulation is the process that helps people control their emotions so that they can adapt to the demands of the environment. This study has a twofold aim. First, it examines the relationships among emotion regulation, the personality traits of extraversion and emotional stability, and the feeling of emotional self-efficacy for positive and negative emotions in an adolescent population. Second, it examines the mediating role of personality traits (extraversion and emotional stability) in the relationship between emotion regulation and emotional self-efficacy for positive and negative emotions. The participants were 703 adolescents (49.9% male and 50.1% female) aged between 15 and 18 years (M = 15.86, SD = 0.30). Significant relationships were observed among emotion regulation, the personality traits of extraversion and emotional stability, and emotional self-efficacy for positive and negative emotions. The structural equation model confirmed the direct link between emotion regulation and emotional self-efficacy and mediation by the personality traits of extraversion and emotional stability. This study confirms that emotional self-efficacy is connected to the emotion regulation strategies that adolescents use. Effective emotion regulation encourages self-perception and emotional coping. The results are discussed in connection to previous research.
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Liu, Xiao-Yu, Nai-Wen Chi, and Dwayne D. Gremler. "Emotion Cycles in Services: Emotional Contagion and Emotional Labor Effects." Journal of Service Research 22, no. 3 (March 17, 2019): 285–300. http://dx.doi.org/10.1177/1094670519835309.
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Service organizations encourage employees to express positive emotions in service encounters, in the hope that customers “catch” these emotions and react positively. Yet customer and employee emotions could be mutually influential. To understand emotional exchanges in service encounters and their influences on customer outcomes, the current study models the interplay of emotional contagion and emotional labor, as well as their influence on customer satisfaction. Employees might catch customers’ emotions and transmit those emotions back to customers through emotional contagion, and employee emotional labor likely influences this cycle by modifying the extent to which emotional contagion occurs. Data from 268 customer-employee dyads, gathered from a large chain of foot massage parlors, confirm the existence of an emotion cycle. Deep acting, as one type of emotional labor used by employees, hinders the transmission of negative emotions to customers, whereas surface acting facilitates it. Both customer emotions and employee emotional labor thus have critical influences on service encounters. The findings highlight the importance of understanding the potential influence of customer preservice emotions and the presence of an emotion cycle during service delivery.
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Salice, Alessandro, and Mikko Salmela. "What are emotional mechanisms?" Emotions and Society 4, no. 1 (March 1, 2022): 49–68. http://dx.doi.org/10.1332/263169021x16369909628542.
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The article offers an account of emotional mechanisms (EMs). EMs are claimed to be personal, often unconscious, distinctively patterned, mental processes whereby an emotion of a given kind is transmuted into an emotion of a different kind. After preliminary considerations about emotions as felt evaluations, the article identifies three families of emotional mechanisms. These processes are set in motion when a given emotion (for example, envy, shame or anger) generates feelings of inferiority and/or impotence in the subject resulting in a negative sense of self. These feelings prompt an evaluative reappraisal of the emotion’s intentional target. Based on the reappraisal, the subject comes to feel a different kind of emotion, which does not generate feelings of inferiority and/or impotence. Importantly, the second emotion entails a psychological disposition to be collectivised: the subject seeks confirmation of the revised evaluation by sharing the emotion with others. It is argued that these features set EMs apart from other emotion regulatory processes.
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Thonhauser, Gerhard. "Towards a Taxonomy of Collective Emotions." Emotion Review 14, no. 1 (January 2022): 31–42. http://dx.doi.org/10.1177/17540739211072469.
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This paper distinguishes collective emotions from other phenomena pertaining to the social and interactive nature of emotion and proposes a taxonomy of different types of collective emotion. First, it emphasizes the distinction between collective emotions as affective experiences and underpinning mechanisms. Second, it elaborates on other types of affective experience, namely the social sharing of emotion, group-based emotions, and joint emotions. Then, it proposes a working definition of collective emotion via a minimal threshold and four structural features. Finally, it develops a taxonomy of five types of collective emotion: emotional sharing, emotional contagion, emotional matching, emotional segregation, and emotional fusion.
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Wang, Liyan, Jun Yang, Yongshan Wang, Yong Qi, Shuai Wang, and Jian Li. "Integrating Large Language Models (LLMs) and Deep Representations of Emotional Features for the Recognition and Evaluation of Emotions in Spoken English." Applied Sciences 14, no. 9 (April 23, 2024): 3543. http://dx.doi.org/10.3390/app14093543.
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This study is dedicated to developing an innovative method for evaluating spoken English by integrating large language models (LLMs) with effective space learning, focusing on the analysis and evaluation of emotional features in spoken language. Addressing the limitation of current spoken English evaluation software that primarily focuses on acoustic features of speech (such as pronunciation, frequency, and prosody) while neglecting emotional expression, this paper proposes a method capable of deeply recognizing and evaluating emotional features in speech. The core of the method comprises three main parts: (1) the creation of a comprehensive spoken English emotion evaluation dataset combining emotionally rich speech data synthesized using LLMs with the IEMOCAP dataset and student spoken audio; (2) an emotion feature encoding network based on transformer architecture, dedicated to extracting effective spatial features from audio; (3) an emotion evaluation network for the spoken English language that accurately identifies emotions expressed by Chinese students by analyzing different audio characteristics. By decoupling emotional features from other sound characteristics in spoken English, this study achieves automated emotional evaluation. This method not only provides Chinese students with the opportunity to improve their ability to express emotions in spoken English but also opens new research directions in the fields of spoken English teaching and emotional expression evaluation.
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Whissell, Cynthia. "The Common Emotional Plot of the Four Gospels." Advances in Social Sciences Research Journal 7, no. 2 (February 16, 2020): 1–8. http://dx.doi.org/10.14738/assrj.72.7339.
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One way of defining or describing a plot is through its emotional structure. This article examines the emotional structure of the gospels of Matthew, Mark, Luke, and John in a modern English translation (WEB). Measures of emotion are based on quantitative sentiment analysis (Dictionary of Affect in Language). A common plot is identified for all gospels, modeled with a regression analysis (p<.001), and described in terms of the relationship of emotion to content across time. The plot opens on an emotionally positive note. Emotions become increasingly unpleasant as Jesus meets with resistance from religious authorities while engaging in his ministry. Emotions then become more pleasant as Jesus completes his pre-Judean ministry, experiences the Transfiguration, and enters Jerusalem in triumph. After this, emotions become increasingly unpleasant again, leading to the low of the crucifixion. A turn to more pleasant emotions characterizes the resurrection. In a separate analysis it was noted that segments of the gospels presented as spoken by Jesus were more pleasant than remaining materials (p<.001): however, they did not vary emotionally in accordance with the plot (p>.20), but remained relatively stable across time.
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Simoës-Perlant, Aurélie, Céline Lemercier, Christelle Pêcher, and Sarah Benintendi-Medjaoued. "Mood self-assessment in children from the age of 7." Europe’s Journal of Psychology 14, no. 3 (August 31, 2018): 599–620. http://dx.doi.org/10.5964/ejop.v14i3.1408.
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The evaluation of emotions is one of the main challenges facing theorists and applied psychology researchers. In children, in order to focus on subjective feelings, psychologists mainly use non-verbal scales that measure both the intensity and valence of the emotions felt. The use of these scales poses a main research questions: What is the children’s knowledge of the emotion presented? In order to properly assess the emotional state of a child, it is first necessary to measure the child’s understanding of the major characteristics of emotion. Secondly, it is important to assess the child’s ability to designate the primary emotion associated with a particular situation, and assess how these emotional situations alters their own assessment of their emotional state. This research aims to know if children from the age of seven to eleven can be emotionally induced and if this induction varies in the lifespan.
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Macht, Michael. "Emotionsbedingtes Essverhalten: Die Bedeutung der Emotionen." Zeitschrift für Psychologie / Journal of Psychology 213, no. 1 (January 2005): 9–22. http://dx.doi.org/10.1026/0044-3409.213.1.9.
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Zusammenfassung. Wirkungen von Emotionen auf das Essverhalten variieren in Abhängigkeit von Person- und Emotionsmerkmalen. Bisherige Untersuchungen waren größtenteils auf den Einfluss von Personmerkmalen gerichtet. Sie zeigten, dass ein gezügelter sowie ein emotionaler Ess-Stil zu gesteigerter Nahrungsaufnahme bei negativen Emotionen prädisponieren. Weitere Untersuchungen verweisen auf den Einfluss von Emotionsmerkmalen wie Intensität und Valenz. Der vorliegende Beitrag fasst den Forschungsstand zusammen und unterteilt die Wirkungen von Emotionen auf das Essverhalten in fünf Varianten, die sich durch definierte Person- und Emotionsmerkmale vorhersagen lassen: emotionale Steuerung der Nahrungswahl, emotionale Hemmung des Essverhaltens, emotionale Enthemmung gezügelten Essverhaltens, emotional-instrumentelles Essverhalten und emotionkongruente Modulation des Essverhaltens.
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Reyes-Aguilar, Azalea, and Fernando A. Barrios. "A Preliminary Study of Sex Differences in Emotional Experience." Psychological Reports 118, no. 2 (April 2016): 337–52. http://dx.doi.org/10.1177/0033294116633350.
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Evolutionary approaches have proposed that women possess an advantage over men in emotional functioning to promote attachment for child-rearing. Likewise, sex differences have been reported in traits such as personality and empathy, traits that likely modulate emotional processing. In this preliminary study, sex differences in emotional processing were analyzed, including empathy as a social emotion and personality traits, as well as whether there exist relationships between those measures. Young volunteers ( N = 105) indicated the emotional valence, activation, and dominance that they experience in situations categorized as emotionally positive, negative, or neutral. The results of comparison between sexes supported the approach that women showed more sensitivity to high activation and dominance for positive emotions and empathy, and men were more sensitive to negative situations. Correlation analysis showed only one positive relationship between scores of Self-transcendence, a subscale of Temperament and Character Inventory, with activation scores of neutral situations, but not with emotionally charged situations, perhaps because emotions are context-dependent processes while personality traits are considered context-independent descriptions of habits. These findings should be replicated to enrich knowledge about problems in emotional processing.
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Mazurkiewicz-Sokołowska, Jolanta. "Introspektion als Verfahren in der Erforschung der emotionalen Komponente der Bedeutung." Germanica Wratislaviensia 143 (December 17, 2018): 255–68. http://dx.doi.org/10.19195/0435-5865.143.17.
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Mit dem vorliegenden kognitionslinguistisch orientierten Beitrag wird für den Einsatz der Introspektion als Methode der Erhebung und Auswertung individuell-subjektiver Daten plädiert. Es wird gezeigt, wie mittels der introspektiv-intersubjektiven Verfahren individuell-subjektiv konzeptualisierte Bedeutungsinhalte der Ausdrücke ermittelt und hinsichtlich ihrer emotionalen Prägung untersucht werden können. Es wird veranschaulicht, dass nicht nur die die Emotionen benennenden und ausdrückenden Spracheinheiten, sondern auch die scheinbar neutralen Ausdrücke, darunter auch die grammatischen, prozessual emotionale Prägung aufweisen.Introspection as a method in the research on emotionalmeaning componentsThe paper, presenting research within the scope of cognitive linguistics, provides arguments for the application of introspection as a method of collection and evaluation of individual-subjective data. It shows how individually and – subjectively conceptualized meaning content of expressions can be analyzed with respect to their emotional markedness with the use of the introspective-intersubjective method. It shall be demonstrated that not only the language items which name and express emotions but also the seemingly neutral expressions, including grammar items, exhibit processually emotional markedness.
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TANGUY, EMMANUEL, PHILIP J. WILLIS, and JOANNA J. BRYSON. "A DYNAMIC EMOTION REPRESENTATION MODEL WITHIN A FACIAL ANIMATION SYSTEM." International Journal of Humanoid Robotics 03, no. 03 (September 2006): 293–300. http://dx.doi.org/10.1142/s0219843606000758.
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This paper presents the Dynamic Emotion Representation (DER), and demonstrates how an instance of this model can be integrated into a facial animation system. The DER model has been implemented to enable users to create their own emotion representation. Developers can select which emotions they include and how these interact. The instance of the DER model described in this paper is composed of three layers, each representing states changing over different time scales: behavior activations, emotions and moods. The design of this DER is discussed with reference to emotion theories and to the needs of a facial animation system. The DER is used in our Emotionally Expressive Facial Animation System (EE-FAS) to produce emotional expressions, to select facial signals corresponding to communicative functions in relation to the emotional state of the agent and also in relation to the comparison between the emotional state and the intended meanings expressed through communicative functions.
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Landweer, Hilge. "Emotionale Fähigkeiten." Deutsche Zeitschrift für Philosophie 70, no. 6 (December 1, 2022): 937–54. http://dx.doi.org/10.1515/dzph-2022-0065.
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Abstract This paper outlines a philosophical approach to emotional abilities. It sets out by charting different dimensions of emotional abilities, emphasising the distinction between the ability of an agent to develop an emotional repertoire and the ability to appropriately adapt specific emotions to specific situations. The paper elucidates this latter ability by focusing on two distinct varieties of it. First, there is a more active, explicit modulation of emotions. Second, there is also an implicit mode of emotion modulation that is habitualised. This implicit mode will then be characterised more precisely by means of a phenomenological differentiation between feeling and emotion and by means of the concept of an affective position-taking (Stellungnahme) towards one’s own bodily affectedness. Only the implicit mode can appear on its own, while the explicit mode aims to be habitualised and thus to transition into the implicit mode. By means of the implicit mode, emotionally competent agents can adapt elastically to the situation. The concept of emotional change of aspect is explained by way of an example. Finally, further consequences for a philosophical approach to emotional abilities are formulated.
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Camacho, David. "Blurring boundaries: An emotionally aware caregiver, social worker, and researcher." Qualitative Social Work 15, no. 5-6 (August 1, 2016): 682–95. http://dx.doi.org/10.1177/1473325016652682.
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In this article, I illustrate lived experiences within my roles as caregiver, clinical social worker, and researcher. Empirical attention has focused on the emotional toll of caregiving and management of emotions as clinical social workers, however, little attention has been given to the impact emotions have on the researcher and how emotional awareness can be useful in the creation of knowledge. Using a personal reflexive account, I “out” myself as an emotionally aware caregiver, clinical social worker, and researcher. Finally, I provide examples of how to incorporate emotion into the research process.
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Isomura, Tomoko, and Tamami Nakano. "Automatic facial mimicry in response to dynamic emotional stimuli in five-month-old infants." Proceedings of the Royal Society B: Biological Sciences 283, no. 1844 (December 14, 2016): 20161948. http://dx.doi.org/10.1098/rspb.2016.1948.
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Human adults automatically mimic others' emotional expressions, which is believed to contribute to sharing emotions with others. Although this behaviour appears fundamental to social reciprocity, little is known about its developmental process. Therefore, we examined whether infants show automatic facial mimicry in response to others' emotional expressions. Facial electromyographic activity over the corrugator supercilii (brow) and zygomaticus major (cheek) of four- to five-month-old infants was measured while they viewed dynamic clips presenting audiovisual, visual and auditory emotions. The audiovisual bimodal emotion stimuli were a display of a laughing/crying facial expression with an emotionally congruent vocalization, whereas the visual/auditory unimodal emotion stimuli displayed those emotional faces/vocalizations paired with a neutral vocalization/face, respectively. Increased activation of the corrugator supercilii muscle in response to audiovisual cries and the zygomaticus major in response to audiovisual laughter were observed between 500 and 1000 ms after stimulus onset, which clearly suggests rapid facial mimicry. By contrast, both visual and auditory unimodal emotion stimuli did not activate the infants' corresponding muscles. These results revealed that automatic facial mimicry is present as early as five months of age, when multimodal emotional information is present.
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KEILLOR, JOCELYN M., ANNA M. BARRETT, GREGORY P. CRUCIAN, SARAH KORTENKAMP,, and KENNETH M. HEILMAN. "Emotional experience and perception in the absence of facial feedback." Journal of the International Neuropsychological Society 8, no. 1 (January 2002): 130–35. http://dx.doi.org/10.1017/s1355617701020136.
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The facial feedback hypothesis suggests that facial expressions are either necessary or sufficient to produce emotional experience. Researchers have noted that the ideal test of the necessity aspect of this hypothesis would be an evaluation of emotional experience in a patient suffering from a bilateral facial paralysis; however, this condition is rare and no such report has been documented. We examined the role of facial expressions in the determination of emotion by studying a patient (F.P.) suffering from a bilateral facial paralysis. Despite her inability to convey emotions through facial expressions, F.P. reported normal emotional experience. When F.P. viewed emotionally evocative slides her reactions were not dampened relative to the normative sample. F.P. retained her ability to detect, discriminate, and image emotional expressions. These findings are not consistent with theories stating that feedback from an active face is necessary to experience emotion, or to process emotional facial expressions. (JINS, 2002, 8, 130–135.)
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Papelis, YE, RA Kady, LJ Bair, and E. Weisel. "Modeling of human behavior in crowds using a cognitive feedback approach." SIMULATION 93, no. 7 (November 12, 2016): 567–78. http://dx.doi.org/10.1177/0037549716673153.
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We present an agent-based approach to modeling crowd behavior that is based on complementary psychological and engineering principles. The application focus is for developing realistic models that address not only the physical but also the psychological aspects of crowd behavior. Our approach to modeling the psychology of a crowd is based on the principle of emotional reflection. According to this principle, human emotions are evoked in response to the perception of other people’s emotions, implying that emotions propagate in a crowd as a result of each person’s perception of other crowd members’ emotions in addition to external factors. We demonstrate that when incorporating an emotional component into a crowd simulation, there is enough sensitivity between the outcomes and emotion-based responses to provide a rich and powerful test-bed for assessing possible effects of emotionally driven responses in crowds. The emotional model is coupled with a movement model that is based on the social forces formulation, but with parameters that vary according to the current emotional state of each crowd member. We present the model along with results of how different emotional levels can affect the movement dynamics of crowds.
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SHIPMAN, KIMBERLY L., and JANICE ZEMAN. "Socialization of children's emotion regulation in mother–child dyads: A developmental psychopathology perspective." Development and Psychopathology 13, no. 2 (May 16, 2001): 317–36. http://dx.doi.org/10.1017/s0954579401002073.
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This study investigated the socialization of children's emotion regulation in 25 physically maltreating and 25 nonmaltreating mother–child dyads. Maltreating mothers and their 6- to 12-year-old children were recruited from two parenting programs affiliated with Children's Protective Services with a control group matched on race, SES, child gender, and child age. Children and their mothers were interviewed individually about their (a) management of emotional expression, (b) strategies for coping with emotional arousal, and (c) anticipated consequences following emotional displays. Compared to controls, maltreated children expected less maternal support in response to their emotional displays, reported being less likely to display emotions to their mothers, and generated fewer effective coping strategies for anger. Maltreating mothers indicated less understanding of children's emotional displays and fewer effective strategies for helping children to cope with emotionally arousing situations than nonmaltreating mothers. Further, findings indicated that maternal socialization practices (e.g., providing support in response to children's emotional display, generating effective coping strategies for their child) mediate the relation between child maltreatment and children's regulation of emotional expression and emotional arousal. These findings suggest that children's emotion regulation strategies are influenced by their relationship with their social environment (e.g., physically maltreating, nonmaltreating) and that the experience of a physically maltreating relationship may interfere with children's emotional development.
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MacCann, Carolyn, Yasemin Erbas, Egon Dejonckheere, Amirali Minbashian, Peter Kuppens, and Kirill Fayn. "Emotional Intelligence Relates to Emotions, Emotion Dynamics, and Emotion Complexity." European Journal of Psychological Assessment 36, no. 3 (May 2020): 460–70. http://dx.doi.org/10.1027/1015-5759/a000588.
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Abstract. Emotional intelligence (EI) should relate to people’s emotional experiences. We meta-analytically summarize associations of felt affect with ability EI branches (perception, facilitation, understanding, and management) and total scores ( k = 7–14; N = 1,584–2,813). We then use experience sampling ( N = 122 undergraduates over 5 days, 24 beeps) to test whether EI predicts emotion dynamics and complexity. Meta-analyses show that EI correlates significantly with lower negative affect (NA; ρ = −.21) but not higher positive affect (PA; ρ = .05). PA (but not NA) shows a significantly stronger relationship with emotion management (ρ = .23) versus other EI branches (ρ = −.01 to .07). In the experience sampling study, only management significantly related to higher PA, whereas lower NA was significantly related to total EI, perception, facilitation, and management. After controlling for mean affect: (a) only understanding significantly predicted NA dynamics whereas only management and facilitation significantly predicted PA dynamics; (b) management and facilitation predicted lower PA differentiation (EI was unrelated to NA differentiation); and (c) perception and facilitation predicted greater bipolarity. Results show that EI predicts affect, emotion dynamics, and emotion complexity. We discuss the importance of distinguishing between different branches of ability EI.
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Serritella, Elena, Mirko Duradoni, and Elisa Guidi. "Self-presentation and emotional contagion on Facebook: new experimental measures of profiles' emotional coherence." PSICOLOGIA DI COMUNITA', no. 2 (October 2022): 13–33. http://dx.doi.org/10.3280/psc2022-002002.
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Social Networks allow users to self-present by sharing personal content, and emotions expressed in a post affect the subsequent posts, eliciting a congruent emotion. The main goals of this research were to investigate the emotional coherence between wall posts and their comments on SNSs and to evaluate the association between the profiles' General Emotional Coherence and self-presentation styles from a sample of adolescent's Facebook profiles (n = 50; Mage = 16.95; 50% female). Two new experimental metrics were developed, describing the emotional load (positive and negative) of posts and comments, and the mood correspondence between them. The combination of these measures was used to define the profiles' "General Emotional Coherence". Results confirm how publishing an emotional post corresponds to receiving comments with a coherent mood. The more "emotionally coherent" profiles are characterized by a typical self-presentation style (more posts, more comments and likes).
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Roy, Ananya. "Interpersonal Emotion Regulation and Emotional Intelligence: A Review." International Journal of Research Publication and Reviews 04, no. 02 (2023): 623–27. http://dx.doi.org/10.55248/gengpi.2023.42002.
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In recent years, research on the connection between interpersonal emotion regulation and emotional intelligence has expanded. Both ideas have significant consequences for how people perform in a range of situations. While emotional intelligence refers to the capacity to comprehend and regulate emotions in oneself and others, interpersonal emotion regulation refers to the ability to control one's own and other's emotions during social interactions. This study analyses the most recent research on the connection between emotional intelligence and interpersonal emotion regulation, concentrating on the effects these abilities have on relationships, health, and the workplace. According to the findings of the research we analysed, people with high emotional intelligence are better able to control their emotions in social situations, which leads to better outcomes for stress management, conflict resolution, and relationship satisfaction. The way in which a person can enhance their emotional intelligence and interpersonal emotion regulation is through mindfulness techniques, training in emotional awareness, cognitive behavioural training, training in emotional regulation as well as social support
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Panksepp, Jaak. "Neurologizing the Psychology of Affects: How Appraisal-Based Constructivism and Basic Emotion Theory Can Coexist." Perspectives on Psychological Science 2, no. 3 (September 2007): 281–96. http://dx.doi.org/10.1111/j.1745-6916.2007.00045.x.
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Abundant neurobehavioral data, not discussed by Lisa Feldman Barrett (2006) , support the existence of a variety of core emotional operating systems in ancient subneocortical regions of the brain ( Panksepp, 1998a , 2005a ). Such brain systems are the primary-process ancestral birthrights of all mammals. There may be as many genetically and neurochemically coded subcortical affect systems in emotionally rich medial regions of the brain as there are “natural” emotional action systems in the brain. When emotional primes are aroused directly, as with local electrical or chemical stimulation, the affective changes sustain conditioned place preferences and place aversions, which are the premier secondary-process indices of affective states in animals. Humans are not immune to such brain manipulations; they typically exhibit strong emotional feelings. Human emotion researchers should not ignore these systems and simply look at the complex and highly variable culturally molded manifestations of emotions in humans if they wish to determine what kinds of “natural” emotional processes exist within all mammalian brain. Basic emotion science has generated workable epistemological strategies for under-standing the primal sources of human emotional feelings by detailed study of emotional circuits in our fellow animals.
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Khan, Farooq Nawaz, Maryum Imad, and Huma Shakir. "Exploring the Effects of Emotional Intelligence on Students’ Academic Performance: A case of university students in KPK, Pakistan." Journal of Social & Organizational Matters 2, no. 3 (December 31, 2023): 99–109. http://dx.doi.org/10.56976/jsom.v2i3.44.
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This research article is focused on exploring the effects of emotional intelligence on students academic performance of university of Swat. The ability to understand and control one’s emotion effectively is known as emotional intelligence. By improving and understanding our emotions we can become more understanding and fit within our working environment. This helps not only in improving our interpersonal communication but also help us emotionally more stable. In terms of students it helps students to be exhibit more stable behavior and also be more focused on their academics and the relevant tasks related with that they are required to perform as students. In order to be able to be emotionally stable and have full understanding about the one’s own individuality. It also include understanding and awareness about our own emotional flaws which carries equal importance as knowing about one’ positive traits. Since students are required to perform different task and to face different stressful situations it is of high value that they respond to such situation in a balance and mature way. Therefore it is important to find out the link between the students emotional intelligence, academic performance and their all-round success. Mean score of 3.60 shows agreement among participants regarding their capability to control emotions, even in stressful situations. Mean score of 3.74 shows students willingness towards understanding their emotions and towards understanding other’s point of view. Similarly a mean score of 3.63 shows students ability to mold themselves into different situations. Score of 3.54 reveals the importance of emotion in terms of decision making. Data also shows students agree about the positive co-relation about academic performance and emotional intelligence .
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Chahkandi, Fateme, and Abbass Eslami Rasekh. "Gender-related Emotionality in EFL Students’ Classroom: An Experience Sampling Analysis." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1300. http://dx.doi.org/10.17507/tpls.0712.18.
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This study addresses one of the neglected issues in second language acquisition (SLA) research namely emotionality in EFL students. Based on domain specificity dimension of social-cognitive model of emotions, this study aims to capture students’ ongoing and spontaneous emotions through experience sampling method. That is, it analyzed 96 forms which students completed at random times and upon receiving random signals in the EFL class. The forms were then analyzed based on the difference between females and males in the following areas: 1) EFL-related activities vs. non-EFL-related activities; 2) the frequency of different emotions; 3) the antecedents of students’ emotional states; 4) students’ use of emotion regulation strategies and the valence of emotions. The overall results indicated that females and males differed in significant ways in diverse facets of emotional experience. First, females outperformed in the amount of involvement in EFL-related tasks and thinking. Second, they reported experiencing the class emotionally different. Particularly, they experienced greater amount of anxiety and hope comparing to males. Third, they differed in the degree to which they attributed their emotions to teachers meaning that teachers have a more crucial role in emotional dispositions of female students. The implications were then discussed in the light of teachers’ responsibility in facilitating communication of emotion and creating positive emotional climate.
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Farah, Nagham. "A TEACHER OR AN ACTOR? ON EMOTIONS AND THE EMOTIONAL LABOR AMONG TEACHERS: A LITERATURE REVIEW." Journal of Innovations in Business and Industry 1, no. 2 (2023): 71–78. http://dx.doi.org/10.61552/jibi.2023.02.003.
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The teaching profession involves demands of various kinds as recently more and more space has been given to the emotional aspect that emerges from teaching. This trend stems from the awareness that teachers need to cope not only with pedagogical tasks but also with emotional burdens since teaching does not only involve pedagogical training as it carries many emotional aspects. In recent years, more and more studies address the issue of emotions in teaching. The concept of emotional labor refers to the ability to regulate emotions in an occupational setting. Studies on emotional labor among teachers have been conducted in the United States, in Europe and Asia. The concept of emotional work was first coined in 1983 by the American sociologist Arlie Hochschild. Two main techniques (strategies) have been identified: "surface acting" - the expression of an ideal emotion that is inconsistent with the authentic emotion and "deep acting" - turning the ideal emotion into an authentic emotion in order to match the expression of the emotions demanded by the organization. Based on studies that have indicated the relevance of emotional labor to teaching, this study seeks to review the topic of emotional labor and demonstrate a link between emotional labor and emotional regulation among teachers.
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Hariyady, Hariyady, Ag Asri Ag Ibrahim, Jason Teo, Wildan Suharso, Muhammad Balya Firjaun Barlaman, Muhammad Aulanas Bitaqwa, Azhana Ahmad, Fouziah Md Yassin, Carolyn Salimun, and Ng Giap Weng. "Virtual Reality and Emotional Responses: A Comprehensive Literature Review on Theories, Frameworks, and Research Gaps." ITM Web of Conferences 63 (2024): 01022. http://dx.doi.org/10.1051/itmconf/20246301022.
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This extensive literature review examines virtual reality (VR) and emotional responses, including theories, paradigms, and research gaps. Foundational to VR is its ability to evoke profound emotional involvement through heightened presence. The study synthesizes presence theory, appraisal theory, and transportation theory to explain how they affect virtual emotional experiences. It also examines affective computing and multisensory integration frameworks for emotional design for VR and their importance in creating emotionally engaging VR experiences. Furthermore, the study highlights key research gaps and issues in the field. These include individual variances in emotional responses, the undiscovered long-term effects of repeated VR exposure, and ethical issues surrounding emotion manipulation and user permission. To fill these gaps, computer science, psychology, and allied sciences should work together to comprehend the complex relationship between VR and human emotions. The ethical, theoretical, and practical aspects of VR’s emotional landscape are explored in this synthesis to guide future research.
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Bauer, Karen. "Emotion in the Qur'an: An Overview." Journal of Qur'anic Studies 19, no. 2 (June 2017): 1–30. http://dx.doi.org/10.3366/jqs.2017.0282.
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In the Western academic study of the Qur'an, very little has been written about emotion. The studies that do acknowledge the power of emotion tend to concentrate on emotion as a response to the text's aesthetics. And yet emotion is a central part of the Qur'an: fostering the correct emotions is a part of pietistic practice, emotion helps to convince believers to act as they should, and emotional words and incidents bring unity to this synoptic text. This article has four parts. It begins by reviewing approaches that have been taken in History and Biblical studies, in order to clarify the nature of emotions. I argue that emotions are universal but that they have socially constructed elements and a social function. Also, control of emotions can be as revealing as emotional expression. Part Two describes the overall message of emotions in the Qur'an. Humans must cultivate God-fearingness, while God bestows mercy/compassion and love, or anger and displeasure. Believers are distinguished by their emotional sensitivity to God's word, and their ability to form an emotional attachment to God, and thus emotional control is a key pietistic practice. In Part Three, I propose a new method for analysing emotion within Qur'anic suras, which is to trace emotional plots. This method involves identifying the emotional journey undertaken or described in a passage of text. Part Four examines the resonance that is created by the use of specific emotion words in different suras.
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Bezrukov, Andrii, and Oksana Bohovyk. "Emotion concepts for representing the vicissitudes of fate in Markus Zusak’s “Bridge of Clay”." Synopsis: Text Context Media 28, no. 1 (2022): 14–20. http://dx.doi.org/10.28925/2311-259x.2022.1.3.
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The problem of studying emotionally expressive information contained in a text is of considerable interest since it interprets reality, expressing value or emotionally significant attitudes toward this reality. The analysis of the emotivity and expressiveness of a literary text focuses primarily on its research from the cognitive (separation of emotiogenic knowledge) and semantic (determining the features of its use to indicate the author’s purposes) perspectives. A literary text is considered as a dual dimension: on the one hand, it is related to emotions, and on the other hand, it is specified by them. The aim of the article is to identify and examine the emotional concepts represented in Markus Zusak’s Bridge of Clay for portraying the vicissitudes of fate. The breath-taking story revolves around the Dunbar family of ‘ramshackle tragedy’ and brims with pathos. To analyse the emotion concepts, the following methods have been employed: the methods of interpretation and systematisation; contextual, stylistic, and distributive analysis as also a method of emotional valence, and the hypothetico-deductive method. The Results of the Study show that emotion concepts in Zusak’s Bridge of Clay are realised at the following levels: phonetics, morphology, and semantics, which shows the universality of functioning emotion concepts in fictional discourse. The emotion concept appears as a single entity that consists of attributes of emotivity, which are anthropocentric and character-creating. The lexical units, chosen by Zusak, convey the author’s intentions, explicitly or implicitly indicating the emotional nature of the text. Since characters belong to the category of essential universals of a literary text, the emotional meanings included in its structure have a special informative significance. The character’s emotions are represented as the special psychological reality, and the set of emotions in the text appears as a kind of dynamic plurality that changes as the story develops.
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Moon, Tae Won, and Won-Moo Hur. "Emotional Intelligence, Emotional Exhaustion, And Job Performance." Social Behavior and Personality: an international journal 39, no. 8 (September 1, 2011): 1087–96. http://dx.doi.org/10.2224/sbp.2011.39.8.1087.
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In this paper we examined how emotional intelligence (EI) affects emotional exhaustion (burnout) resulting from emotional labor, and how emotional exhaustion influences an individual's job performance in terms of organizational commitment and job satisfaction. Partial least squares regression analyses were conducted on data from 295 retail sales employees in South Korea. Of the 4 factors identified in the EI model developed by Schutte et al. (1998) we found that 3 (appraisals of emotions, optimism, and social skills) were negatively associated with emotional exhaustion but the fourth factor of utilization of emotion showed no significant links with emotional exhaustion. Emotional exhaustion was found to be negatively related to job performance in terms of organizational commitment and job satisfaction and the mediating effect of emotional exhaustion was confirmed in the relationship between job performance and appraisals of emotions, optimism, and social skills as factors in emotional intelligence.
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L.M., Dauksha, and Adamovich E.V. "INTERRELATION OF A PENCHANT FOR DESTRUCTIVE BEHAVIOR AND EMOTIONAL INTELLECT OF TEENAGERS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 4 (December 1, 2021): 77–84. http://dx.doi.org/10.32999/ksu2312-3206/2021-4-10.
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Purpose. The aim of the study was to study the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents.Methods. The methodology for diagnosing deviant behavior of minors (SDP test – propensity to deviant behavior) was developed by E. V. Leus. Two scales were used from this technique: addictive (dependent), self-injurious (auto-aggressive) behavior. The questionnaire of suicidal risk (SR) in the modification of T. N. Razuvaeva and the questionnaire for emotional intelligence (D. V. Lyusina).Results. in the main part, based on empirical material, it is shown that there is a negative relationship between demonstrativeness and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, emotion management by adolescents. A negative relationship between affectivity and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents was revealed. The uniqueness of adolescents negatively correlates with intrapersonal emotional intelligence, understanding of emotions, and emotion management by adolescents. A negative correlation was established between the failure and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management by adolescents. A negative correlation of social pessimism and interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions, and emotion management of adolescents was revealed. The time perspective negatively correlates with interpersonal emotional intelligence, understanding of emotions, and emotion management in adolescents. A negative relationship between the impossibility of constructive future planning and intrapersonal emotional intelligence of adolescents has been revealed. The tendency to dependent behavior of adolescents is negatively associated with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and managing emotions. The tendency to auto-aggressive behavior of adolescents negatively correlates with interpersonal emotional intelligence, intrapersonal emotional intelligence, understanding of emotions and emotion management.Conclusions. As a result of an empirical study, the relationship between the propensity for auto-destructive behavior and the emotional intelligence of adolescents was revealed. In conclusion, as a promising line of development of this study, the approbation of the technology for the development of high emotional intelligence as a psychological barrier to the tendency to auto-destructive behavior of adolescents is outlined.Key words: interpersonal emotional intelligence, intrapersonal emotional intelligence, tendency to dependent behavior, tendency to self-injurious behavior, tendency to suicidal behavior. Целью исследования являлось изучение связи склонности к аутодеструктивному поведению и эмоционального интеллекта подростков.Методы. Методика диагностики девиантного поведения несовершеннолетних (тест СДП – склонности к девиантному поведению) разработан Э.В. Леус. Из данной методики использовали две шкалы: аддиктивное (зависимое) и самоповреждающее (аутоагрессивное) поведение. Опросник суицидального риска (ОСР) в модификации Т.Н. Разуваевой и опросник на эмоциональный интеллект (Д.В. Люсина).Результаты. В основной части на эмпирическом материале показано, что существует отрицатель-ная связь между демонстративностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выявлена отрицательная связь между аффективностью и межличностным эмоциональным интеллектом, внутриличностным эмоциональным интеллектом, пониманием эмоций, управление эмоциями подростками. Установлено, что такие показатели, как «уникальность подростков», «несостоятельность», «социальный пессимизм», «временная перспектива, «планирование будущего», «склонность к зависимому поведению», «склонность к аутоагрессивному поведению», отрицательно коррелируют с внутриличностным эмоциональным интеллектом, межличностным эмоциональным интеллектом, пониманием эмоций, управлением эмоциями подростками. Выводы. В результате эмпирического исследования выявлена отрицательная связь склонности к аутоде-структивному поведению и эмоционального интеллекта подростков. В заключении в качестве перспективной линии развития настоящего исследования намечена апробация технологии развития высокого эмоционального интеллекта как психологического барьера склонности к аутодеструктивному поведению подростков.Ключевые слова: межличностный эмоциональный интеллект, внутриличностный эмоциональ-ный интеллект, склонность к зависимому поведению, склонность к самоповреждающему поведению, склонность к суицидальному поведению.
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Dr Kavyashree M B and Dr Anupama Sundar D. "Emotional Intelligence on Job Attitudes of Employees." international journal of engineering technology and management sciences 7, no. 4 (2023): 362–75. http://dx.doi.org/10.46647/ijetms.2023.v07i04.050.
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The diverse nature of modern business operations has made it a strategic necessity to have a proper understanding of oneself as well as why others act the way they do, this is so as to work cooperatively, harmoniously, and freely with them to mitigate conflict tendencies inherent in human nature. Therefore, achieving such harmonious and cooperative atmosphere is premised on the degree of emotional intelligence of all members of the organization irrespective of their level and position occupied. Emotional intelligence is defined as an ability of the person to assess and control his own emotion and emotion of others. The emotional intelligence had played a vital role in the organizational productivity. The person with high emotional intelligence shows a positive attitude towards the organization and EI had a significant effect on job attitudes of the employees. The EI model had four fundamental aspects like recognizing emotions, understanding emotions, regulating emotions and using emotions. Organizational settings are now considered important arenas for the manifestation of human emotions. In order to establish long-term success, today’s organizations continually emphasize the search for emotionally intelligent employees. This study aims to explore the influence of emotional intelligence on job attitudes (such as job satisfaction, organizational commitment, job involvement, perceived organizational support, and employee engagement) of employees to understand the employees' emotions and feelings at the workplace. Random sampling has been adopted to collect data from the respondents. Sample size deemed for the study was 86. Data was collected from employees working in various IT industries. Factor and regression analysis were applied to analyze the data. The study reveals that results demonstrated a significant positive influence of emotional intelligence on job attitudes (such as job satisfaction, organizational commitment, job involvement, perceived organizational support, and employee engagement) of employees. The research highlights the importance of Emotional Intelligence of employees that needs to be understood by the employees in the organization so that employees can effectively and efficiently work in the workplace. Since World Economic Forum under the category of the future of jobs have listed Emotional intelligence as the major skill required for the future workplace.
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Lazányi, Kornélia. "The role of leaders’ emotions." Applied Studies in Agribusiness and Commerce 3, no. 3-4 (September 30, 2009): 103–8. http://dx.doi.org/10.19041/apstract/2009/3-4/21.
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Western cultures support the notion that the ideal ‘professional’behaviour for a leader is primarily rational and carefully controlled emotionally. The relationship of reason and emotion is often played out as one of mutual exclusion, and moreover as one representing hierarchy of leaders and followers. Power positions in most organizations are ritually emphasized through strict emotional control/suppression. Thus this display of unemotional rationality is held to be synonymous with control, may actually belie emotional and psychical insanities, and indicate organizational incongruities. Since, emotions play crucial role in the regulation of workplace relations. Negative emotions are the basis of awareness and positive ones are that of trust, and hence they both are needed in everyday situations. Leaders’emotions can be used as tools to motivate and to express individualist attention and caring. However, this use of emotions as tools may come at a price for those leaders who are less apt at emotion regulation. In sum, workplace is an emotional place and it is of best interest of the organizational members, – both the leaders and those led, – to understand the leaders’genuine and displayed emotions, their antecedents and their consequences.
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Bailes, Lauren G., Garrett Ennis, Sarah M. Lempres, David A. Cole, and Kathryn L. Humphreys. "Parents’ emotion socialization behaviors in response to preschool-aged children’s justified and unjustified negative emotions." PLOS ONE 18, no. 4 (April 19, 2023): e0283689. http://dx.doi.org/10.1371/journal.pone.0283689.
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Parental socialization of children’s negative emotions is believed to contribute to children’s emotional development, with supportive, process-oriented responses (e.g., explicit acknowledgment of emotional expression and emotion processing) providing opportunities for children to experience and develop adaptive emotion regulation strategies for negative emotions. On the other hand, non-supportive, outcome-oriented responses (e.g., minimizing or punishing children for negative emotional expressions) tend to undermine such opportunities. Less clear, however, is the degree to which parents’ own emotional and cognitive processes influence their emotion socialization behaviors. In particular, the perceived justifiability of children’s negative emotions may be an important factor for parents’ socialization behaviors as parents may only attend to emotional displays that they feel are reasonable. Using a sample of 234 mothers and fathers (parents of 146 unique preschool aged children), we examined the degree to which parents reported: (1) feeling specific emotions as a function of whether they viewed children’s negative emotional expressions; (2) engaging in emotion socialization behaviors as a function of whether they viewed children’s negative emotions. Last, we examined whether parents’ reported emotions were related to their behaviors. For caregivers’ emotions and behaviors, we examined whether patterns differed as a function of whether the children’s emotions were perceived as justified or unjustified. Parents were more likely to report feeling emotions such as anger and frustration when they viewed children’s negative emotions as unjustified relative to justified, and for these unjustified negative emotions, anger and frustration were related to more outcome-oriented behaviors. Emotions such as sadness and guilt, however, were related to more process-oriented behaviors, regardless of whether parents felt children’s negative emotions were justified or unjustified. Findings highlight the interrelatedness of emotional and cognitive processes within the parenting context and their potential influence on emotion socialization behaviors.
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Lopata, Sagi, Ashley K. Randall, and Eran Bar-Kalifa. "Emotional Linkage as a Moderator of Emotional Reactivity Effect on Partners' Depressive Symptoms." Journal of Social and Clinical Psychology 40, no. 6 (December 2021): 562–86. http://dx.doi.org/10.1521/jscp.2021.40.6.562.
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Introduction: Romantic partners’ emotions show a degree of interdependence, a process that is often described as emotional linkage. The current study sought to test the effects of emotional linkage in emotionally reactive individuals (i.e., those who easily become emotionally aroused and find it hard to regulate their emotions) and their partners. Specifically, we examined the interplay between emotional linkage and reactivity in predicting partners’ depressive symptoms over time. Method: To assess emotional linkage and reactivity, we collected daily diary data from two samples of cohabiting couples (Ncouples=76 and 84 in samples 1 and 2, respectively). Partners’ depressive symptoms were assessed before and after the diary. Results: In dyads with low emotional linkage men's emotional reactivity predicted their greater depressive symptoms in Sample 1, and women's greater depressive symptoms in Sample 2. Discussion: The study's results suggest that dyads’ emotional linkage can moderate the negative effects of men's emotional reactivity on their and their partners’ psychological distress.
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Sitanggang, Nathanael, and Putri Lynna A. Luthan. "The effects of emotional knowledge, emotional reconciliation, emotional authenticity on the students’ emotional spirituality." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 1 (May 30, 2018): 167–80. http://dx.doi.org/10.21831/jk.v2i1.13722.
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PENGARUH PENGETAHUAN EMOSI, REKONSILIASI EMOSI, KEAUTENTIKAN EMOSI TERHADAP EMOSI SPRITUAL MAHASISWAAbstrakPenelitian ini bertujuan untuk mengetahui pengaruh pengetahuan emosi, rekonsiliasi emosi, keotentikan emosi terhadap emosi spritual. Metode penelitian adalah survei yang dilaksanakan pada tahun 2016 di Universitas Negeri Medan (UNIMED). Responden berjumlah 400 orang mahasiswa UNIMED terdiri dari 200 orang laki-laki dan 200 orang perempuan yang ditentukan secara proportional random sampling. Instrumen dari setiap variabel penelitian adalah kuesioner dengan koefisien reliabilitas yang tergolong sangat tinggi. Hipotesis diuji dengan menggunakan teknik analisis jalur. Hasil penelitian menunjukkan bahwa pengetahuan emosi secara langsung dan tidak langsung mempengaruhi emosi spritual, sedangkan rekonsiliasi emosi dan keotentikan emosi hanya memberi pengaruh langsung terhadap emosi spritual. Besarnya pengaruh langsung pengetahuan emosi, rekonsiliasi emosi dan keotentikan emosi terhadap emosi spritual mahasiswa secara berturut-turut adalah 2,82%; 9,79%; dan 2,31%. Hal ini juga mengemukakan bahwa terdapat perbedaan yang signifikan antara kemampuan laki-laki dan perempuan untuk memaafkan; kemampuan perempuan untuk memaafkan lebih baik atau lebih terbuka dibandingkan laki-laki. Selanjutnya, terdapat perbedaan yang signifikan antara emosi spritual laki-laki dan perempuan; perempuan memiliki emosi spritual yang lebih baik dibandingkan dengan laki-laki. AbstractThis study was aimed at determining the effect of emotional knowledge, emotional reconciliation, and emotional authenticity on spiritual emotion. The study used a survey method conducted in 2016 at Medan State University. The 400 respondents consisted of 200 male students and 200 female students chosen using the proportional random sampling. The instrument was a questionnaire with a very high reliability coefficient. The hypotheses were tested using path analysis techniques. The results show that the emotional knowledge directly and indirectly affects the spiritual emotions, while emotional reconciliation and emotional authenticity only give a direct influence on spiritual emotion. The direct influence of emotional knowledge, emotional reconciliation, and emotional authenticity on students’ spiritual emotions are 2.82%, 9.79%, and 2.31%. It also suggests that there is a significant difference in the forgiveness ability between men and women; women’s ability to forgive is better and more transparent than men’s. There are significant differences between males and females on spiritual emotion; women have better spiritual emotion than men.
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Rahmani, Kamal, Juergen Gnoth, and Damien Mather. "A Psycholinguistic View of Tourists’ Emotional Experiences." Journal of Travel Research 58, no. 2 (January 23, 2018): 192–206. http://dx.doi.org/10.1177/0047287517753072.
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What is the emotional impact that destinations have on their tourists? We offer a psycholinguistic view of tourists’ emotional experiences, by applying a methodology that objectively reveals how destinations move tourists emotionally. Deconstructing tourists’ perceptual process, our study extracts affective reactions from destination experiences and investigates their impact on tourists’ interpretation as expressed in large samples of Web 2.0 blogs. We apply Corpus Linguistics to measure the content and weight of eight basic emotions contained in those reactions and how they influence tourists’ meaning-making in 10 destination countries. The findings first uncover these affective reactions, and secondly, how combinations of positive and negative emotions help construct meaning-making. The emotions of Anticipation and Trust are revealed as the fundamental drivers of tourism. The study contributes theoretically and empirically to emotion research as well as a new methodology to measure experiences. The results impact destination image, experience, motivation, and satisfaction research.
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Di Bartolomeo, Alyssa A., Sonya Varma, Lindsay Fulham, and Skye Fitzpatrick. "The moderating role of interpersonal problems on baseline emotional intensity and emotional reactivity in individuals with borderline personality disorder and healthy controls." Journal of Experimental Psychopathology 13, no. 4 (October 2022): 204380872211424. http://dx.doi.org/10.1177/20438087221142481.
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Emotion dysregulation, including higher baseline emotional intensity and emotional reactivity (i.e., increased magnitude of change in emotional responding) is theoretically central to Borderline Personality Disorder (BPD). However, little research has examined which specific emotions individuals with BPD experience emotion dysregulation in. Interpersonal problems also theoretically drive emotion dysregulation in BPD. However, whether interpersonal problems elicit emotion dysregulation for some specific emotions but not others is unclear. This study aimed to assess whether interpersonal problems moderate the relationship between (1) baseline emotional intensity and (2) emotional reactivity in BPD across six specific emotions (i.e., sadness, disgust, fear, shame, guilt, and anger). Borderline Personality Disorder ( n = 30) and healthy control (HC; n = 30) groups reported their interpersonal problems at baseline and their emotions before and after listening to a laboratory stressor. For the BPD (but not HC) group, higher interpersonal problems were associated with greater baseline sadness, disgust, fear, shame, and guilt. Across groups, higher interpersonal problems were associated with greater sadness, fear, guilt, and anger, but not disgust, reactivity. Higher interpersonal problems were associated with higher shame reactivity specifically for those with BPD. Targeting interpersonal problems may reduce heightened baseline emotional intensity and emotional reactivity for those with BPD, particularly for shame reactivity in BPD.
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Gabrielsson, Alf. "Emotion perceived and emotion felt: Same or different?" Musicae Scientiae 5, no. 1_suppl (September 2001): 123–47. http://dx.doi.org/10.1177/10298649020050s105.
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A distinction is made between emotion perception, that is, to perceive emotional expression in music without necessarily being affected oneself, and emotion induction, that is, listeners’ emotional response to music. This distinction is not always observed, neither in everyday conversation about emotions, nor in scientific papers. Empirical studies of emotion perception are briefly reviewed with regard to listener agreement concerning expressed emotions, followed by a selective review of empirical studies on emotional response to music. Possible relationships between emotion perception and emotional response are discussed and exemplified: positive relationship, negative relationship, no systematic relationship and no relationship. It is emphasised that both emotion perception and, especially, emotional response are dependent on an interplay between musical, personal, and situational factors. Some methodological questions and suggestions for further research are discussed.