scholarly journals Syntactic means of positive emotions representation in American and British drama

2021 ◽  
Vol 122 ◽  
pp. 01004
Author(s):  
Tatiana Nikolaevna Sineokova ◽  
Svetlana Evgenyevna Rakhmankulova ◽  
Ekaterina Ivanovna Belyaeva
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Emotional States ◽  
Linguistic Features ◽  
Qualitative And Quantitative ◽  
Syntactic Features ◽  
British Drama ◽  
Structural Deformations ◽  
Positive And Negative Emotions

The paper discusses the peculiarities of syntactic constructions presenting positive emotions in the speech of characters in dramas by modern American and British playwrights. The proposed research method suggests application of a correlative classification of extralinguistic and linguistic features including paradigmatic systems of emotional states and structural forms as an instrument for qualitative and quantitative analysis. Positive emotions are classified according to the criterion of their impact on speech-thought processes. A hierarchical paradigmatic classification of structural deformations of the emotionally neutral invariant including transformations, modifications and primary syntactic features is introduced. The prognostic potential of primary syntactic features in respect of the three types of emotional states is explored. It is shown that more than a half of primary features when used in isolation belong to the first (absolute) or the second level of dominancy according to the algorithmic identification of the emotional state type and that the character of positive emotions’ effect on the speech-thought process (beneficial, boundary or destructive) correlates with the choice of syntactic structures. Differences in the number and types of syntactic constructions realized under the influence of positive and negative emotions are described. The role of qualitative and quantitative discrepancy in syntactic specificities with positive and negative emotions for further researches concerning identification issues purposes is shown.

Lay Theories of Emotion: 2. Interindividual and Intraindividual Variance in the Appraisal of Emotions

1996 ◽  
Vol 15 (3) ◽  
pp. 273-293 ◽  
Author(s):  
Elisheva Ben-Artzi ◽  
Mario Mikulincer
Keyword(s):  
Individual Differences ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Lay Theories ◽  
Emotional States ◽  
Specific Component ◽  
Appraisal Process ◽  
Current Mood ◽  
Cognitive Differentiation ◽  
Positive And Negative Emotions

Consistency of lay theories of emotion across particular emotional states and the cognitive differentiation of those states was assessed. In Study 1, the Lay Theories of Emotion (LTE) questionnaires was completed with reference to four negative emotions. In Study 2, subjects answered the LTE with reference to four positive emotions. In Study 3, the LTE was filled out with reference to two negative emotions and two positive emotions. In Study 4, the LTE was filled out every day for a period of four weeks with reference to a person's current mood. Results indicated that subjects' scores in the LTE factors were found to be consistent across various positive and negative emotions. The findings also indicated that an emotion-specific component contributed to the explanation of intraindividual variance in the appraisal of different emotions. Specifically, individual differences in the appraisal process remained fairly stable over a variety of emotions and moods and the LTE factors were found to significantly discriminate among the various emotions assessed.

scholarly journals Positive Emotions Boost Enthusiastic Responsiveness to Capitalization Attempts. Dissecting Self-Report, Physiology, and Behavior

2021 ◽  
Author(s):  
Lukasz D. Kaczmarek ◽  
Todd B. Kashdan ◽  
Maciej Behnke ◽  
Martyna Dziekan ◽  
Ewelina Matuła ◽  
...  
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Emotional Valence ◽  
Self Report ◽  
Physiological Reactivity ◽  
Direct Effects ◽  
High Quality ◽  
Video Clips ◽  
And Behavior ◽  
Positive And Negative Emotions

AbstractWhen individuals communicate enthusiasm for good events in their partners' lives, they contribute to a high-quality relationship; a phenomenon termed interpersonal capitalization. However, little is known when individuals are more ready to react enthusiastically to the partner's success. To address this gap, we examined whether positive and negative emotions boost or inhibit enthusiastic responses to partner's capitalization attempts (RCA). Participants (N = 224 individuals) responded to their partner's success. Before each capitalization attempt (operationalized as responses following the news that their partner won money in a game), we used video clips to elicit positive (primarily amusement) or negative (primarily anger) or neutral emotions in the responder. We recorded emotional valence, smiling intensity, verbal RCA, and physiological reactivity. We found indirect (but not direct) effects such that eliciting positive emotions boosted and negative emotions inhibited enthusiastic RCA (smiling intensity and enthusiastic verbal RCA). These effects were relatively small and mediated by emotional valence and smiling intensity but not physiological reactivity. The results offer novel evidence that positive emotions fuel the capitalization process.

scholarly journals Temporal dependency of emotional states at work and its relationship with dynamic performance

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Evelina De Longis ◽  
Guido Alessandri
Keyword(s):  
Organizational Behavior ◽  
Psychological Functioning ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Dynamic Performance ◽  
Well Being ◽  
Emotional States ◽  
Emotion Dynamics ◽  
Affective Experiences ◽  
And Performance

Emotion dynamics, how people’s emotions fluctuate across time, represent a key source of information about people’s psychological functioning and well-being. Investigating emotion dynamics in the workplace is particularly relevant, as affective experiences are intimately connected to organizational behavior and effectiveness. In this study, we examined the moderating role of emotional inertia in the dynamic association between both positive and negative emotions and self-rated job performance among a sample of 120 Italian workers (average age 41.4, SD = 14), which were prompted six times per day, for five working days. Emotional inertia refers to the extent that emotional states are self-predictive or carry on over time and is measured in terms of the autocorrelation of emotional states across time. Although inertia has been linked to several indicators of maladjustment, little is known about its correlates in terms of organizational behavior. Findings revealed that workers reporting high levels of positive emotions and high inertia rated their performance lower than workers high in positive emotions, but low in inertia. In contrast, the relation between negative emotions and performance was not significant for either high levels of inertia or low levels of inertia. Taken together, these results suggest the relevance of investigating the temporal dependency of emotional states at work.

Cognitive and social mechanisms: the role of emotions in creativity through work-based learning from a functionalist perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wei Liu ◽  
Jing Wei Li ◽  
Qi Wei Zhou
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Employee Creativity ◽  
Learning Mechanisms ◽  
Mediation Effects ◽  
Content Type ◽  
Negatively Associated ◽  
Chinese Company ◽  
Positive And Negative Emotions

Purpose From a functionalist perspective, this study aims to examine empirically how positive and negative emotions can exert influence on creativity in the workplace. This study built and tested a theoretical framework that delineates the effect of emotions on employee creativity through different learning mechanisms. Design/methodology/approach Field surveys were conducted in a Chinese company and data were collected from 340 employee-supervisor dyads. Findings The results indicate that positive emotions were positively related to task-related learning and interactional learning, both of which promote employee creativity. Task-related learning mediated the association between positive emotions and creativity. Nevertheless, negative emotions hindered employees from interactional learning and were negatively associated with creativity. Interactional learning mediated the association between negative emotions and creativity. Moreover, the interaction between positive and negative emotions was negatively associated with task-related learning. Originality/value This study contributes to the literature on emotions and employee learning by demonstrating the value of using a functionalist perspective through different procedural mechanisms for employee outcomes and exploring the mediation effects of different learning behaviors in promoting creativity.

The Effect of Daily Fluctuation of Abusive Supervision over Employees Positive and Negative Emotions, and Recovery Experience

2021 ◽  
Vol 25 ◽  
Author(s):  
Ivonne Gallegos ◽  
Rita Berger ◽  
Joan Guardia-Olmos ◽  
Jordi Escartín
Keyword(s):  
Hierarchical Linear Modeling ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Abusive Supervision ◽  
Linear Modeling ◽  
Daily Fluctuation ◽  
Predictive Variables ◽  
Event Theory ◽  
Negative Effect ◽  
Positive And Negative Emotions

Abstract Abusive supervision impacts employees’ emotions negatively and creates feelings of shame and fear. But it remains unclear how daily employees’ positive and negative emotions are affected and if they can recover. Applying the affective event theory and job demands-resources model we hypothesized that daily abusive supervision influences employees’ positive and negative emotions fluctuation over the day, recovery after work, and employee emotions the next morning. Two daily surveys were answered by 52 Mexican employees for ten days providing 347 registers in the morning and 255 in the afternoon. Hierarchical linear modeling shows alteration of positive and negative emotions in the afternoon and next day, and a positive effect over recovery in relaxation, mastery and control restoring positive emotions. However, negative emotions cannot be recovered for the following day. Additionally, we found effects of predictive variables, as the days of the week go by, positive emotions in the afternoon and negative emotions in the morning decrease. Gender shows for men a more negative effect on positive emotions in the afternoon, next morning and on mastery-recovery. Marital status revealed effect over married individuals incrementing the four recovery dimensions, increasing positive emotions, and reducing negative emotions in the afternoon and next morning. Tenure has an effect over abusive supervision, the longer employees in the company, more likely they suffer abusive supervision. We show how employees restore positive emotions after daily recovery and that negative emotions cannot be recovered for the following day; revealing how abusive managers cause emotional damage to employees every day.

Positive vs. Negative Emotions and Network Size

2019 ◽  
pp. 284-297 ◽  
Author(s):  
Yeslam Al-Saggaf
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Network Size ◽  
The Relationship ◽  
Positive And Negative Emotions

This chapter looks at the relationship between the expression of positive and negative emotions in Twitter and users' network size. The questions that guided this study are: Do users who tweet twice or more “I am bored,” “I am excited,” “I feel lonely,” “I feel loved,” “I feel sad,” and “I feel happy” gain more followers and friends or lose them? Do users who express positive emotions twice or more have more followers and friends compared to users who express negative emotions or less? Do users who express boredom, excitement, loneliness, feeling loved, sadness, and happiness twice or more interact more with their networks or less? To address these questions, the study collected 35,096 English tweets in 2016. The findings indicate that users who tweeted these emotions, their number of followers and number of friends have increased, not decreased and that only users who expressed excitement had more followers and friends than users who expressed boredom. The study contributes to the literature on the benefits that lonely, sad, and bored users can reap from expressing emotions in Twitter.

Pre-performance emotions and music performance anxiety beliefs in young musicians

2019 ◽  
Vol 42 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Julia Kaleńska-Rodzaj
Keyword(s):  
Music Education ◽  
Positive Emotions ◽  
Guided Imagery ◽  
Negative Impact ◽  
Negative Emotions ◽  
Music Performance ◽  
Performance Anxiety ◽  
Emotional States ◽  
Music Performance Anxiety ◽  
Practical Implications

The aim of this study is to investigate the structure and complexity of emotional states experienced by young musicians before entering the stage and to explain the influence of emotional beliefs on their pre-performance emotions. Emotions were elicited with a guided imagery induction, where 222 students aged 9- to 12-years-old recalled their most recent concert memory. They described their emotions on the list of 18 emotions (nine pairs of contrary emotions) and answered three questions measuring music performance anxiety (MPA) beliefs: MPA utility beliefs, MPA regulation beliefs, and audience attitude beliefs. The cluster analysis results show the complexity and multiplicity of emotional states reported by young musicians. Five emotional profiles vary from negative emotions of fear and sadness (High MPA) through a mixture of positive and negative emotions (Moderate MPA, Hesitation, Ambivalence) to positive emotions of confidence, courage and happiness (Composure-Confidence). Beliefs that MPA has negative impact on performance, beliefs of inefficacy in managing MPA and perceived audience pressure rather than support were related to High and Moderate MPA profiles. Practical implications for music education are discussed.

scholarly journals ANALYSIS OF INTERDEPENDENCIES BETWEEN STUDENTS’ EMOTIONS, LEARNING PRODUCTIVITY, ACADEMIC ACHIEVEMENTS AND PHYSIOLOGICAL PARAMETERS / STUDENTŲ EMOCIJŲ, MOKYMOSI PRODUKTYVUMO, AKADEMINIŲ PASIEKIMŲ IR FIZIOLOGINIŲ PARAMETRŲ RYŠIŲ ANALIZĖ

2011 ◽  
Vol 3 (2) ◽  
pp. 51-56 ◽  
Author(s):  
Agnė Matuliauskaitė ◽  
Lina Žemeckytė
Keyword(s):  
Negative Emotions ◽  
Physiological Parameters ◽  
Psychological State ◽  
Emotional States ◽  
Research Results ◽  
Academic Achievements ◽  
Learning Productivity ◽  
Positive And Negative Emotions

A sufficient amount of studies worldwide prove an interrelation linking students’ learning productivity, interest in learning, emotional and psychological state to physiological parameters. Emotional states and the interest in learning affect learning productivity, while physiological parameters demonstrate such changes. Different authors‘ research results are discussed and systematized in this article. The article analyses how positive and negative emotions affect learning productivity and which physiological parameters have to be discussed to estimate students‘ productivity. After indentifying interrelations between these above mentioned parameters, their analysis could be used to improve students‘ academic achievements.

Approach or Avoid? Exploring Overall Justice and the Differential Effects of Positive and Negative Emotions

2012 ◽  
Vol 40 (7) ◽  
pp. 1857-1898 ◽  
Author(s):  
Laurie J. Barclay ◽  
Tina Kiefer
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Behavioral Outcomes ◽  
Field Studies ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Differential Effects ◽  
Overall Justice ◽  
The Relationship ◽  
Positive And Negative Emotions

As empirical research exploring the relationship between justice and emotion has accumulated, there have been key questions that have remained unanswered and theoretical inconsistencies that have emerged. In this article, the authors address several of these gaps, including whether overall justice relates to both positive and negative emotions and whether both sets of emotions mediate the relationship between overall justice and behavioral outcomes. They also reconcile theoretical inconsistencies related to the differential effects of positive and negative emotions on behavioral outcomes (i.e., performance, withdrawal, and helping). Across two field studies (Study 1 is a cross-sectional study with multirater data, N = 136; Study 2 is a longitudinal study, N = 451), positive emotions consistently mediated the relationship between overall justice and approach-related behaviors (i.e., performance and helping), whereas negative emotions consistently mediated the relationship between overall justice and avoidance-related behaviors (i.e., withdrawal). Mixed results were found for negative emotions and approach-related behaviors (i.e., performance and helping), which indicated the importance of considering context, time, and target of the behavior. The authors discuss the theoretical implications for the asymmetric and broaden-and-build theories of emotion as well as the importance of simultaneously examining both positive and negative emotions.

A preliminary typology of emotional connotations in morphological diminutives and augmentatives

2018 ◽  
Vol 42 (1) ◽  
pp. 17-50 ◽  
Author(s):  
Maïa Ponsonnet
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Emotional Valence ◽  
Social Contexts ◽  
Regional Studies ◽  
Positive And Negative Emotions

Abstract This article presents a preliminary typology of emotional connotations in evaluative morphology, starting with diminutives and augmentatives. I inventory the emotional meanings and connotations found in a sample of nineteen languages for diminutives, and nine languages plus a few additional regional studies for augmentatives. Given the small size of the samples, this typology can only remain preliminary, but it does highlight a number of points. Across languages and continents, diminutives can express positive emotions such as compassion, love and admiration, as well as negative emotions such as contempt. The emotional connotations of augmentatives are more limited, but display a blend of positive and negative emotions including contempt and repulsion, admiration and respect, endearment and compassion. Diminutives and augmentatives do not contrast sharply with respect to emotional valence (positive or negative), but while diminutives are anchored in intimacy, the emotions conveyed by augmentatives more often relate to broader social contexts.

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