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  1.  19
    Attentional Processing of Emotional Material in Types of Anxiety and Depression.Małgorzata Fajkowska, Ewa Domaradzka & Agata Wytykowska - 2017 - Cognition and Emotion 32 (7):1448-1463.
    ABSTRACTThe present study was designed to address the hypothesis that differences and similarities in patterns of attentional processing in recently proposed types of anxiety and depression are connected with the dominant function they play in stimulation processing and their structural components. Participants filled out the Anxiety and Depression Questionnaire, which assesses types of anxiety and depression, and completed the Emotional Faces Attentional Test one week later. The obtained results confirmed our prediction and suggested that the proposed typology of anxiety and (...)
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  2.  10
    Types of Anxiety and Depression: Theoretical Assumptions and Development of the Anxiety and Depression Questionnaire.Małgorzata Fajkowska, Ewa Domaradzka & Agata Wytykowska - 2018 - Frontiers in Psychology 8.
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  3.  11
    Psychometric Properties of the Polish Version of the Trait Emotional Intelligence Questionnaire-Short Form.Agata Wytykowska, Aleksandra Jasielska & Dorota Szczygieł - 2015 - Polish Psychological Bulletin 46 (3):447-459.
    The study was aimed at validating the Polish version of the Trait Emotional Intelligence Questionnaire-Short Form. Our findings confirm the reliability and validity of the scale. With respect to reliability, internal consistency coefficients of the TEIQue-SF were comparable to those obtained using the original English version. The evidence of the validity of the TEIQue-SF came from the pattern of relations with the other self-report measure of EI, personality measures, as well as affective and social correlates. We demonstrated that the TEIQue-SF (...)
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  4.  6
    The Effect of Emotions, Promotion Vs. Prevention Focus, and Feedback on Cognitive Engagement.Anna Gabińska & Agata Wytykowska - 2015 - Polish Psychological Bulletin 46 (3):350-361.
    The purpose of the study was to explore the role of emotions, promotion-prevention orientation and feedback on cognitive engagement. In the experiment participants had the possibility to engage in a categorization task thrice. After the first categorization all participants were informed that around 75% of their answers were correct. After the second categorization, depending on the experimental condition, participants received feedback either about success or failure. Involvement in the third categorization was depended on participants’ decision whether to take part in (...)
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