Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According (...) to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes. (shrink)

Based on the control-value theory, this study qualitatively investigated the relationship between control-value appraisals, achievement emotions, and English-as-a-foreign-language performance, and explored other antecedents of achievement emotions in addition to control-value appraisals. Data were collected from six Chinese high school students through two semi-structured interviews and one focus group discussion. With thematic analysis, data were analyzed under the framework of the CVT using NVivo 11.0. Results indicate that high perceived control, high perceived extrinsic, and intrinsic values were (...) interactively associated with enjoyment, pride, and hope. Low perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions and more negative achievement emotions like fear. High perceived control, high perceived extrinsic value, and low perceived intrinsic value were interactively associated with fewer positive achievement emotions, and more negative achievement emotions like anguish. Besides, positive achievement emotions were positively associated with EFL performance, while negative achievement emotions were negatively associated with EFL performance. Moreover, factors inside the classroom, factors outside the classroom, and personal factors were found to be the antecedents of achievement emotions in EFL learning. (shrink)

At present, there are so many learners in online classroom that teachers cannot master the learning situation of each student comprehensively and in real time. Therefore, this paper first constructs a multimodal emotion recognition model based on CNN-BiGRU. Through the feature extraction of video and voice information, combined with temporal attention mechanism, the attention distribution of each modal information at different times is calculated in real time. In addition, based on the recognition of learners’ emotions, a prediction model of (...) learners’ achievement based on emotional state assessment is proposed. C4.5 algorithm is used to predict students’ academic achievement in the multi-polarized emotional state, and the relationship between confusion and academic achievement is further explored. The experimental results show that the proposed multi-scale self-attention layer and multi-modal fusion layer can improve the achievement of ER task; moreover, there is a strong correlation between students’ confusion and foreign language achievement. Finally, the model can accurately and continuously observe students’ learning emotion and state, which provides a new idea for the reform of education modernization. (shrink)

Storytelling pivots around stance seen as a window unto emotion: storytellers project a stance expressing their emotion toward the events and recipients preferably mirror that stance by affiliating with the storyteller’s stance. Whether the recipient’s affiliative stance is at the same time expressive of his/her emotional resonance with the storyteller and of emotional contagion is a question that has recently attracted intriguing research in Physiological Interaction Research. Connecting to this line of inquiry, this paper concerns itself with storytellings of sadness/distress. (...) Its aim is to identify factors that facilitate emotion contagion in storytellings of sadness/distress and factors that impede it. Given the complexity and novelty of this question, this study is designed as a pilot study to scour the terrain and sketch out an interim roadmap before a larger study is undertaken. The data base is small, comprising two storytellings of sadness/distress. The methodology used to address the above research question is expansive: it includes CA methods to transcribe and analyze interactionally relevant aspects of the storytelling interaction; it draws on psychophysiological measures to establish whether and to what degree emotional resonance between co-participants is achieved. In discussing possible reasons why resonance is (not or not fully) achieved, the paper embarks on an extended analysis of the storytellers’ multimodal storytelling performance (reenactments, prosody, gaze, gesture) and considers factors lying beyond the storyteller’s control, including relevance, participation framework, personality, and susceptibility to emotion contagion. (shrink)

Verifying that conceptualisations of emotions are consistent across languages and cultures is a critical precondition for meaningful cross-cultural research on emotional experience. For achievement...

Analyzing students’ internal cognitive-motivational appraisals and achievement emotions is of pivotal importance for educational outcomes and student individual wellbeing, yet little is shown about their associations with teacher autonomy support. This study investigates the relationship between perceived teacher autonomy support and reading achievement by addressing mediating influences of control and value-related constructs, i.e., reading self-efficacy, meaning in life, and reading enjoyment. Multiple mediation modeling was adopted to test the proposed model with carrying out a total of 12,058 (...) students from 361 schools in China in the Programme for International Student Assessment 2018 reading database. The results elucidated that student-perceived teacher autonomy support is significantly positively related to adolescents’ reading outcomes by fostering internal control and value appraisals and academic enjoyment. These current findings confirm the positive correlation between teacher autonomy support and adolescents’ motivational and emotional factors, providing significant practical implications for educators to adopt various teaching strategies to enhance adolescents’ self-efficacy, intrinsic values, and positive emotions. (shrink)

Little is known about the impact of context on the meaning of emotion words. In the present study, we used a semantic profiling instrument to investigate features representing five emotion components of 11 emotion words in situational contexts involving success or failure. We compared these to the data from an earlier study in which participants evaluated the typicality of features out of context. Profile analyses identified features for which typicality changed as a function of context for all emotion words, except (...) contentment, with appraisal features being most frequently affected. Those context effects occurred for both hypothesised basic and non-basic emotion words. Moreover, both data sets revealed a four-dimensional structure. The four dimensions were largely similar. The results suggest that context may not change the underlying dimensionality but affects facets of the meaning of emotion words. (shrink)

Since the coming of Positive Psychology in the field of second language acquisition, the significance of emotion, especially positive emotion, has been well recognized by researchers. Educational research has indicated that both emotion and engagement play fundamental roles in learning process and psychological wellbeing, but research on their relationship is scant in SLA. The present study contributed to the development of Positive Psychology in SLA by investigating the relationships between achievement emotions, behavioral engagement, and self-reported English achievements. 633 (...) students from four senior high schools in China participated in the study. Data collected through questionnaires revealed: Participants reported a medium to high level of foreign language enjoyment, foreign language classroom anxiety, and behavioral engagement; females had a higher level of FLE and behavioral engagement than males; the participants reported more anxiety and less enjoyment than western samples; significant correlations were found between FLE, FLCA, behavioral engagement, and self-reported achievement; significant mediating effects of behavioral engagement were found between both achievement emotions and self-reported achievement, and the mediating effect of engagement was stronger between FLCA and self-reported achievement. The findings extended the nomological network of achievement emotions, developed our insights into the complex relationships between emotions, learner engagement and language achievement, and revealed the mediating effects of behavioral engagement. Finally, directions for future study and implications for foreign language educators were provided. (shrink)

In recent years, many studies have been done to identify the factors that affect teacher emotions at schools. However, the empirical evidence on how teachers’ emotions influence students’ outcomes and performance is not extensive. Against this background, this study explored the correlation between teacher EI and student academic achievement and possible mechanisms may lie in this relationship. A sample of 365 Chinese teachers from 25 public middle schools participated in this study by completing measurements of teacher EI, (...) teacher work engagement, and teacher self-efficacy. The student academic achievement was assessed by the grades of the previous term reported by the students. The results indicated that teacher work engagement partially mediated the path from teacher EI and student academic achievement. Moderated mediation further showed that teachers with high self-efficacy had a more significant positive impact on the relationship between teacher work engagement and student academic achievement than teachers with low self-efficacy. The limitations of this study were also discussed. (shrink)

The COVID-19 pandemic has had a significant impact on education worldwide. The disease first hit China and numerous Chinese cities then started to conduct online courses. Therefore, this study aims to explore the effect of the Shanghai students’ emotional intelligence, learning motivation, and self-efficacy on their academic achievement when they participated in online English classes during the latter phase of the pandemic in China. Furthermore, the research also examines whether the students’ emotional intelligence can influence their academic achievement (...) through the mediation effect of their learning motivation and self-efficacy. Social Cognitive Theory and the social cognitive Expectancy-Value Model were employed to build the research framework, and the method of structural equation modeling was utilized to conduct the model verification. Ten universities in Shanghai, China were selected for sampling. In total, 450 students were surveyed of which 404 questionnaires were valid. The results show that the students’ emotional intelligence did not directly affect their academic achievement. Nevertheless, the students’ emotional intelligence had a positive effect on their learning motivation and self-efficacy. In addition, mediation analysis showed that the relation between emotional intelligence and academic achievement was sequentially mediated by learning motivation and self-efficacy. (shrink)

There seem to be two kinds of emotion the rists in the world. Some work very hard to show that emotions are essentially cognitive states. Others resist this suggestion and insist that emotions are noncognitive. The debate has appeared in many forms in philosophy and psychology. It never seems to go away. The reason for this is simple. Emotions have properties that push in both directions, properties that make them seem quite smart and properties that make them (...) seem quite dumb. They exemplify the base impulses of our animal nature while simultaneously branching out into the most human and humane reaches of our mental repertoires. Depending on where one looks, emotions can emerge as our simplest instincts or our subtlest achievements. This double nature makes emotions captivating, but also confounding. Researchers find themselves picking one side at the expense of the other, or packaging seemingly disparate components into unstable unions. I will defend a more integrative approach. For a more thorough treatment, see Prinz. (shrink)

This research examines the necessary condition of emotions in predicting consumer ethical decision-making, using a new multiplicative method for identifying and measuring the necessary condition in data sets—Necessary Condition Analysis (NCA). Based on a sample of over four hundred individuals, and combining three different consumption scenarios involving ethical issues, our findings demonstrate that emotions are a necessary condition for consumer ethical decisions and behaviours. In addition, the results show that higher levels of consumer ethical decisions can only be (...) achieved if happiness, gladness and satisfaction increase towards a minimum level of necessity. The findings provide empirical support for the essential role of emotions in predicting consumer ethical decision-making. Furthermore, this research identifies the emotional thresholds without which ethical choices cannot occur and then explains why individuals sometimes behave ethically but other times do not. In addition, this is a first contribution applying NCA to consumer ethics. (shrink)

There seem to be two kinds of emotion the rists in the world. Some work very hard to show that emotions are essentially cognitive states. Others resist this suggestion and insist that emotions are noncognitive. The debate has appeared in many forms in philosophy and psychology. It never seems to go away. The reason for this is simple. Emotions have properties that push in both directions, properties that make them seem quite smart and properties that make them (...) seem quite dumb. They exemplify the base impulses of our animal nature while simultaneously branching out into the most human and humane reaches of our mental repertoires. Depending on where one looks, emotions can emerge as our simplest instincts or our subtlest achievements. This double nature makes emotions captivating, but also confounding. Researchers find themselves picking one side at the expense of the other, or packaging seemingly disparate components into unstable unions. I will defend a more integrative approach. For a more thorough treatment, see Prinz (forthcoming). (shrink)

In order to uncover the inner workings of our capacities, we look to ‘effects’. Most of us have the capacity to distinguish between spoken ‘ba’ and ‘fa’ sounds. One thought is that this is achieved through aural sensitivities that detect changes in vibration picked up by the eardrum. But the McGurk Effect suggests that there is more to the story. Without changing the incoming vibrations, sound experience can be modulated by showing a video of a mouth making a ‘ba’ sound (...) or a ‘fa’ sound with a consistent sound overlaid. We learn that our overall auditory experiences are at least in part determined by visual cues in addition to what’s first picked up by our eardrums. The McGurk Effect gives us a hint into the inner workings of audition and helps us better understand the capacity to discriminate sounds of a certain sort. -/- In the present paper, the focus is on emotional capacities and a well known effect – recalcitrance. Recalcitrant emotions, such as fearing the dog even though one knows that the dog is harmless or being angry with one’s partner even when one realises it was only in a dream that the partner was nasty, have played the role of effect in much theorising about emotions. But in my view, we’ve stayed a bit too close to home, aiming to fit the effect into a paradigm – the representationalist paradigm – that isn’t fit for purpose. I will use this criticism as a launching off point to introduce a different way of thinking about emotions that is better suited to making sense of recalcitrance. I will argue that emotions are transitions between representational states rather than being representational states themselves. The view is better suited to make sense of recalcitrance and, at the end of the paper, I will offer reasons for thinking that main points that speak in favour of a representationalist approach to emotion can be recaptured or explained away by the transitions view. (shrink)

The COVID-19 pandemic that began in 2019 has created an acute fear of economic crisis, and people have experienced the state of perceived job insecurity. Several measures were taken to control this deadly pandemic, but it still affected the majority of global operational activities. This study addresses the United Nation’s Sustainable Development Goal number 8 that relates to decent work and economic growth. This quantitative study examines the impact of fear associated with economic crisis and perceived job insecurity on mental (...) health with the moderating effect of surface and deep acting. Surface acting is displaying fake emotions, and deep acting is modifying inner feelings according to the required emotions. This study used sample data from private-sector employees and applied SmartPLS for structural model assessment. As many organizations took more challenging decisions to sustain their business operations, the study therefore analyzes the impact of the pandemic on private sector employees. The two main findings of the study are: surface acting moderates the relationships of fear of economic crisis and perceived job insecurity with mental health and declines the impact of both on mental health, while deep acting negatively moderates the relationships of fear of economic crisis and perceived job insecurity with mental health and improved mental health even in the presence of both. The study highlighted the importance of deep acting at workplaces to sustain employees’ mental and psychological stability. Organizations could introduce emotional labor strategies and strengthen the mental health of their employees against the underlying fear of economic crisis and perceived job insecurity. (shrink)

Studies investigating the COVID-19 pandemic from a psychological point of view have mostly focused on psychological distress. This study adopts the framework of existential positive psychology, a second wave of positive psychology that emphasizes the importance of effective coping with the negative aspects of living in order to achieve greater wellbeing. Trait emotional intelligence (trait EI) can be crucial in this context as it refers to emotion-related personality dispositions concerning the understanding and regulation of one’s emotions and those of (...) others. The present study investigated the relationship between trait EI and both wellbeing and psychological distress (i.e., depression, anxiety, and stress), while exploring the mediating role of meaning-centered coping (proactive transformative strategies based on meaning in life) and maladaptive coping (i.e., behavioral disengagement and self-blame) during the first few months of the COVID-19 pandemic. A sample of 326 Lebanese adults completed measures of trait EI, wellbeing, psychological distress, coping, and meaning-centered coping. Results showed a strong positive correlation between trait EI and meaning-centered coping. Trait EI also correlated positively with wellbeing and negatively with psychological distress. Structural equation modeling showed that meaning-centered coping partially mediated the relationship between trait EI and wellbeing. Maladaptive coping fully mediated the relationship between trait EI and psychological distress. Findings indicate that trait EI is positively related to dealing with a stressful situation such as the pandemic in positive ways at both the cognitive level, by reformulating the situation to see something valuable in it, and behavioral level, by being proactive about it. Trait EI was positively linked to seeing the situation as an opportunity for personal growth, finding personal meaning in this situation, maintaining an attitude of hope and courage, and acting more responsibly with one’s self and others during the current crisis. In turn, this coping formula was related to lower psychological distress and improved mental health. These results are consistent with the existential positive psychology framework and can inform implementation programs and policies aiming at raising awareness and promoting healthy and successful coping during the pandemic. (shrink)

The study aims at determining the role and significance of such moral emotions as nobility, gratitude, admiration for the socially significant behavior of a person in society. That involves identifying a close relationship between those emotions and personality’s social behavior and that they can be one of the main incentives for socially significant behavior – theoretical basis. The importance of ethical emotions with positive valence when making decisions with their implementation in society determines the research’s theoretical and (...) methodological basis. Those are studied in the cognitive dimension of human social activity, considering their subjective experience and objectification. The authors determined that ethical emotions with positive valence, pleasant emotions stimulate a person to experience them again and behave socially desirable as such behavior allows reliving those emotions and self-actualizing. Emotions with a positive valence are most desirable for a person and are the essential behavior incentives in society. A person can act actively to achieve them, to experience them repeatedly, which is the basis of motivation for socially desirable and meaningful behavior. From exclusively subjective experiences, those emotions move into objectification, i.e., those motivated to act in conditions of a definite or indefinite social continuum. In due time, these socially crucial actions acquire normative content, sometimes even a form, since they serve as a model for others. Moral emotions with positive valence, empathy, rule-making, high culture, and responsibility to oneself and others form a good way of a person’s self-realization through positive social behavior. Furthermore, moral emotions with positive valence are the most important incentive for such behavior. (shrink)

_Emotional Presence in Psychoanalysis_ provides a detailed look at the intricacies of attaining emotional presence in psychoanalytic work. John Madonna and a distinguished group of contributors draw on both the relational and modern psychoanalytic schools of thought to examine a variety of different problems commonly experienced in achieving emotional resonance between analyst and patient, setting out ways in which such difficulties may be overcome in psychoanalytic treatment, practical clinical settings and in training contexts. A focused review of relevant comparative literature (...) is followed by chapters featuring individual clinical case studies, each illustrating particularly challenging aspects. The uniqueness of this book lays not simply in the espousal of the commonly accepted importance of emotional resonance between analyst and patient; rather it is in the way in which emotional presence is registered by both participants, requiring a working through, which at times can be not only difficult but dangerous. Such efforts involve a theory which enables the lens to understanding, an effective methodology which guides intervention. The book also calls for the art of the analyst to construct with patients meanings which heal, and possess the heart to persist in commitment despite the odds. _Emotional Presence in Psychoanalysis_ is about patients who suffer, struggle, resist and prevail. It offers distinctive, transparently told accounts of analysts who engage with patients, navigating through states of confusion, hatred and more controversial feelings of love. Emotional Presence in Psychoanalysis features highly compelling material written in an accessible and easily understood style. It will be a valuable resource for psychoanalysts and psychoanalytic psychotherapists, psychologists and clinical social workers as well as teachers, trainers and students seeking to understand the power and potential of the analytic process and the resistances to it. (shrink)

Given the fundamental role of emotional intelligence in learning, especially in virtual learning contexts where individuals experience more stress and anxiety, the need to understand and recognize one's own feelings and the mutual feelings of peers has gained more importance. Flow as the ultimate state in harnessing emotions in the service of performance and learning has been introduced as the main reason for one's willingness to perform activities which are connected to no external motivation. In this regard, the present (...) study was conducted to first introduce a new educational program to enhance the EI level in the English as a foreign language online education environment and next to investigate the possibility of raising EFL learners' perceived flow. To achieve these goals, the study recruited a sample of 67 EFL learners who were next divided into experimental and control groups. The experimental group received the EI intervention over 10 weeks and the control group received the ordinary online EFL instruction. Data were collected through EI and flow questionnaires and semi-structured interviews which focused on learners' perception of the EI intervention and signs of enhanced flow. Statistical analysis of the data showed a positive effect of the program on the learners' EI and their perceived flow. The study emphasizes the role of applying positive emotions in making language learners more engaged in online classroom tasks. (shrink)

There is a wide range of things we do out of emotion. For example, we smile with pleasure, our voices drop when we are sad, we recoil in shock or jump for joy, we apologize to others out of remorse. It is uncontroversial that some of these behaviors are actions. Clearly, apologizing is an action if anything is. Things seem less clear in the case of other emotional behaviors. Intuitively, the drop in a sad person’s voice is something that happens (...) to her, rather than something she actively performs. Perhaps more interestingly, even jumping for joy can seem a problematic case: although its execution involves the active performance of certain movements, it has been argued to contrast, e.g., with an act of apology, in that it is not performed in order to achieve some end, such as repairing a relationship. This can make this behavior seem considerably different from paradigm actions. Our central concern in this paper is with which emotional behaviors should be classed as actions and why... (shrink)

In this essay, I want to explore the possibility that the success of narrative in stimulating empathy comes from the relation that narrative bears to emotion—where emotion is a kind of proto-narrative that possibly accounts for the structure and range of narratives themselves —and that our familiarity with emotions as micro-narratives results in the motivation of narrative. That is, the resolution of events occurs in terms of feeling rather than other forms of closure, since other forms of closure represent (...) literal endings as, quite simply, the cessation of events whereas emotion achieves its end by being felt or translated in empathetic terms and in ways that endure beyond the formality of the fictive event that ends the narrative. I will be using Kim Scott’s Benang: From the Heart (1999) and Peter Carey’s Jack Maggs (1997) to discuss narrative and emotions, or the role of emotion in motivating narrative events and the role of narrative in conveying and stirring emotion in the reader. (shrink)

Theoretical research into the emotional attributes of ideological and political education can improve our ability to understand human emotion and solve socio-emotional problems. To that end, this study undertook an analysis of emotion in ideological and political education by integrating a gate recurrent unit with an attention mechanism. Based on the good results achieved by BERT in the downstream network, we use the long focusing attention mechanism assisted by two-way GRU to extract relevant information and global information of ideological and (...) political education and emotion analysis, respectively. The two kinds of information complement each other, and the accuracy of emotion information can be further improved by combining neural network model. Finally, the validity and domain adaptability of the model were verified using several publicly available, fine-grained emotion datasets. (shrink)

The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention using the Thinking Emotions program. This program (...) uses Philosophy for Children as the work format and is based on the idea that reflection and dialogue among peers is one of the most effective ways to interiorize significant knowledge. The program was applied during one school year in two preschool classrooms . Comparisons of the pre- and post-treatment measures of the control and experimental groups show significant improvements in emotion comprehension and social competence in the 5-year-old children and improvements related to social competence in the 4-year-olds. (shrink)

It is well-established that party identity biases the processing of political information and the evaluation of political actors. This is presumed to avoid cognitive dissonance and achieve positive affect. What happens, however, when individuals diverge from this pattern and do make identity-inconsistent evaluations of political actors – how does this translate into positive and negative emotions toward the candidates? The paper addresses this question using large-N data from the main televised debate of the 2017 German national election by combining (...) survey responses with viewer perceptions measured during the debate. The findings suggest that candidate ratings made during the debate have different valence depending on a person’s party identity. Strikingly, a stronger party identity does not mean a reduced impact of identity-inconsistent evaluations on emotional responses toward a candidate. Rather, only evaluations in accordance with one’s party identity, and hence with lower information value, show a reduced effect on emotional responses. (shrink)

Research on cognition and emotion during the past 30 years has made reasonable progress in theory, methods and empirical research. New theories of the cognition–emotion relation have been proposed, emotion research has become more interdisciplinary, and improved methods of emotion measurement have been developed. On the empirical side, the main achievement of the past 30 years is seen to consist in the reduction of the set of serious contenders for a theory of emotions. Still, several important issues are (...) not fully resolved, including the computational implementation of appraisal processes, the nature of emotions, and the link between emotions and actions. Also, quantitative theories of the cognition–emotion relation need to be refined and tested, and improved theories of the link between emotions and bodily and facial expressions need to be developed. To counter the dangers of theoretical fragmentation and knowledge loss, more efforts should be devoted to the analysis, reconstruction, comparison and integration of important theories and hypotheses in the field of emotion, as well as to the systematization of arguments in favor and against these theories and hypotheses. (shrink)

There is a dearth of research focused on the engagement of information technology (IT) professionals. This study analyzed the relationship between emotional and social competencies and the quality of the IT professional’s perceptions of the interpersonal environment in an organization as they relate to employee engagement. Validated instruments were used and data was collected from 795 IT professionals in North America to quantitatively analyze the relationship between emotional and social competencies, role breadth self-efficacy (RBSE), with the quality of the IT (...) professional’s perceptions of the interpersonal environment, and those perceptions with employee engagement. The study results indicate that specific emotional and social competencies and RBSE relate differently to the quality of the perceptions of the interpersonal environment. The study also reveals how the quality of the IT professional’s perceptions of the interpersonal environment relates to how much they engage in the organization. The findings indicate that the relationship between achievement orientation and the perceived interpersonal environment was positive and the relationship between influencing others and the perceived interpersonal environment was negative. Understanding such relationships offers much needed insight to practitioners and can benefit organizations that wish to increase the engagement of their IT professionals. The findings also can support practitioners to more effectively select and develop talent with the desired motives and traits. By doing so, organizations can experience increased employee satisfaction, engagement, and retention, resulting in higher productivity, quality, and profitability. (shrink)

Among children and adolescents, emotion understanding relates to academic achievement and higher well-being. This study investigates the role of general and emotion-specific language skills in children’s and adolescents’ emotion understanding, building on previous research highlighting the significance of domain-specific language skills in conceptual development. We employ a novel inventory (CEVVT) to assess emotion-specific vocabulary. The study involved 10–11-year-old children (N = 29) and 16–17-year-old adolescents (N = 28), examining their emotion recognition and knowledge of emotion regulation strategies. Results highlight (...) the ongoing development of emotion-specific vocabulary across these age groups. Emotion recognition correlated with general vocabulary in the younger group. In the older age group, emotion recognition was related to emotion-specific vocabulary size, but this effect only became apparent when controlling for the depth of emotion-specific vocabulary. Against expectation, there were no significant contributions of general or emotion-specific vocabulary to knowledge of emotion regulation strategies in either age group. These findings enhance our comprehension of the nuanced interplay between language and emotion across developmental stages. (shrink)

Gentle handling of mammals , and lizards , but not of frogs and fish elevated the set-point for body temperature, i.e., produced an emotional fever, achieved only behaviourally in lizards. Heart rate, another detector of emotion in mammals, was also accelerated by gentle handling, from ca. 70 b/min to ca. 110 b/min in lizards. This tachycardia faded in about 10 min. The same handling did not significantly modify the frogs’ heart rates. The absence of emotional tachycardia in frogs and its (...) presence in lizards , together with the emotional fever exhibited by mammals and reptiles, but not by frogs or fish, would suggest that emotion emerged in the evolutionary lineage between amphibians and reptiles. Such a conclusion would imply that reptiles possess consciousness with its characteristic hedonic dimension, pleasure. The role of sensory pleasure in decision making was therefore verified in iguanas placed in a motivational conflict. To be able to reach a bait , the iguanas had to leave a warm refuge, provided with standard food, and had to venture into a cold environment. The results showed that lettuce was not necessary to the iguanas and that they traded off the palatability of the bait against the disadvantage of the cold. Thus, the behaviour of the iguanas was possibly produced, as it is in humans, through the maximization of sensory pleasure. Altogether, these results may indicate that the first elements of mental experience emerged between amphibians and reptiles. (shrink)

The importance of emotions is supported by many authors of the ethics of care in contrast to the rationalistic paradigm of justice. However, the reference to the emotions remains generic. By focusing on three paradigmatic typologies, I propose to investigate this aspect further, and distinguish between the different emotions that motivate care. I will try, first, to offer a reflection on which emotions are likely to motivate ethical action within an ethics of care; second, to survey (...) different potential obstacles to these emotions and propose how they might be overcome to more successfully achieve good care and ethical action. (shrink)

Dynamically transforming the elements of any performing artist’s craft, this practical guide is a must-have for musicians, dancers, and actors. The handbook shows how artistic performance is embodied in the unification of three critical elements—motion, emotion, and love—demonstrating how it offers experiences and opportunities distinct from the nonperforming arts. Step-by-step guidelines are provided for building intentional and inspirational practice time, thereby enhancing the relationships between the source, the performer, and the audience. Illustrating how intentional movement invokes emotions from both (...) the performer and the audience and how the concept of love gives a performance humanity and life, this eye-opening exploration creates pathways for achieving true artistry. (shrink)

Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students? academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait EI were related (...) to school performance in a sample of British pupils. Results showed that high performing students had higher trait EI scores than low performing students and that some aspects of trait EI (motivation and low impulsivity) as well as total trait EI were significant predictors of academic achievement after controlling for prior attainment at school. Therefore, initiatives to develop the emotional and social abilities of schoolchildren might be worthwhile and more effective than concentrating solely on teaching and curriculum activities. (shrink)

In this article, I provide an analysis of the widespread, intellectually fascinating, and existentially challenging phenomenon of self-reflexive anxiety in which we feel threatened by what or who we are. I focus on those cases in which we take an event or action whose possible occurrence we attribute to ourselves to be expressive or constitutive of our identity. As I argue, depending on the kind of event we are dealing with, our descriptive self-conception, our self-esteem, or our evaluative self-conception are (...) at stake. In all cases, we are confronted with a dialectic between self and other, activity and passivity inherent in our personhood or even in our agency. I demonstrate how my analysis is not only of intrinsic value, but it can also help us in achieving a better understanding of self-reflexive emotions in general and ‘traditional’ self-reflexive emotions like shame in particular. (shrink)

People with higher levels of emotional intelligence (EI: adaptive emotional traits, skills and abilities) typically achieve more positive life outcomes, such as psychological wellbeing, educational attainment, and job-related success. Although the underpinning mechanisms linking EI with those outcomes are largely unknown, it has been suggested that EI may work as a ‘stress buffer’. Theoretically, when faced with a stressful situation, emotionally intelligent individuals should show a more adaptive response than those with low EI, such as reduced reactivity (less mood deterioration, (...) less physiological arousal), and faster recovery once the threat has passed. A growing number of studies have begun to investigate that hypothesis in respect to EI measured as both an ability (AEI) and trait (TEI), but results are unclear. To test the ‘stress-buffering’ function of EI, we systematically reviewed experimental studies that explored the relationship between both types of EI and acute stress reactivity or recovery. By searching 4 databases, we identified 45 eligible studies. Results showed that EI was only adaptive in certain contexts, and that findings differed according to stressor type, and how EI was measured. In terms of stress reactivity, TEI related to less mood deterioration during sports-based stressors (e.g. competitions), physical discomfort (e.g. dental procedure), and cognitive stressors (e.g. memory tasks), but did not appear as helpful in other contexts (e.g. speeches). Furthermore, effects of TEI on physiological stress responses, such as heart rate, were inconsistent. Effects of AEI on subjective and objective stress reactivity were often non-significant, with high levels detrimental in some cases. However, data suggest that both higher AEI and TEI relate to faster recovery from acute stress. In conclusion, results provide mixed support for the stress-buffering effect of EI. Limitations and quality of studies are also discussed. Findings could have implications for EI training programmes. (shrink)

This paper proposes a theory of how conscious emotional experience is produced by the brain as the result of many interacting brain areas coordinated in working memory. These brain areas integrate perceptions of bodily states of an organism with cognitive appraisals of its current situation. Emotions are neural processes that represent the overall cognitive and somatic state of the organism. Conscious experience arises when neural representations achieve high activation as part of working memory. This theory explains numerous phenomena concerning (...) emotional consciousness, including differentiation, integration, intensity, valence, and change. Ó 2007 Elsevier Inc. All rights reserved. (shrink)

For a long time most philosophers and some psychologists sought to understand emotions in terms of the thoughts they characteristically involve. Recent achievements in neuroscience and experimental psychology have encouraged radical change: it has become easier to see emotions as essentially visceral experiences that are sometimes flanked by thoughts at one remove but are sometimes quite unmediated by thought. The neophysiological understanding of emotion has started to attract philosophers, who have sharpened its theoretical claims and extended its reach. (...) The primary reliance now in understanding emotions must be on science and therefore on its investigative format and preferred vocabulary. In this paper I will contend that this approach to emotion carries costs, that while revealing much it also, and inevitably, obscures much. Indeed, some of the aspects of the emotional life that it pushes towards oblivion are ones that we should most care about. (shrink)