Effects of Modulated Emotion and Facial Masking Encounter on Personal Distance

2020 ◽  
pp. 003151252097351
Author(s):  
Natsuo Sakuma ◽  
Kazunari Ikeda
Keyword(s):  
Interaction Effect ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Personal Space ◽  
Interpersonal Behavior ◽  
Emotional States ◽  
Interpersonal Distance ◽  
Insight Into ◽  
Positive And Negative Emotions

In this study, we examined the effects of participants’ emotional states on personal space when an approaching person’s face was either masked or unmasked. We used the participants’ uncomfortable stop-distance as our method of measuring personal space. Inducing a positive emotion narrowed perceived personal space, whereas inducing a negative emotion widened personal space. For both positive and negative emotions, the perceived interpersonal distance was shorter when the approaching face was unmasked than masked. There was no interaction effect on personal space between induced affect and masking or unmasking the approaching face. This study might provide insight into interpersonal behavior during a pandemic juncture.

Comment: Homing in on a Balanced Psychology

2018 ◽  
Vol 10 (1) ◽  
pp. 61-63
Author(s):  
Jeff T. Larsen
Keyword(s):  
Positive Psychology ◽  
Positive Affect ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Well Being ◽  
To Come ◽  
Positive And Negative Emotions

Hernandez et al.’s (2018) review provides clear evidence that positive affect can contribute to well-being and fits nicely within the positive psychology framework. The emergence of positive psychology has been valuable for understanding well-being, but I suggest that a balanced psychology can prove even more valuable in the years to come. A balanced psychology requires giving as much attention to negative emotion as to positive emotion. It also requires considering whether there are circumstances in which positive emotions can be detrimental and negative emotions can be beneficial. Along those lines, evidence reviewed here indicates that healthy coping with severe stressors involves experiencing a combination of positive and negative emotions.

scholarly journals Sleep quality is associated with the experience and adaptive regulation of positive emotion: an experience sampling study

2021 ◽  
Author(s):  
Christine Elizabeth Parsons ◽  
Beatrice Ellen Schofield ◽  
Sofia Batziou ◽  
Camilla Ward ◽  
Katherine Seaton Young
Keyword(s):  
Young Adults ◽  
Emotion Regulation ◽  
Sleep Quality ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Smartphone Application ◽  
Emotional Dysregulation ◽  
Poor Sleep ◽  
Positive And Negative Emotions

Poor sleep patterns have been strongly linked to disrupted emotional experiences. Emotion regulation, defined as the capacity to manage one’s own emotional responses, is comprised of strategies to increase, maintain, or decrease the intensity, duration, and trajectory of positive and negative emotions. Poor sleep has been identified as a risk factor for emotional dysregulation, but most of the focus has been on negative emotion regulation. We therefore asked whether natural variations in sleep are associated with the experience and regulation of both positive and negative emotion. Young adults, aged between 18-24 years, (n = 101) completed seven-days of ecological momentary assessments using a smartphone application. Duration and quality of the previous night’s sleep was reported each morning. Levels of positive and negative emotions, and the strategies used to regulate emotions, were measured at pseudo-random timepoints four times a day. Multilevel modelling indicated that higher self-reported sleep quality was significantly associated with increased intensity and duration of positive emotion, and decreased intensity of negative emotion. Sleep quality, and not sleep duration, was also associated with reported use of adaptive positive emotion regulation strategies. For negative emotion regulation strategy use, we found no associations with sleep quality or duration. Naturally occurring fluctuations in daily sleep quality may be important for the experience and regulation of positive emotion in young adults. These findings emphasise the need to examine both positive and negative emotion, and emotion regulation to understand the links between sleep and mood.

scholarly journals Emotion Goals: What Do Sexual Offenders Want to Feel?

2019 ◽  
Vol 63 (15-16) ◽  
pp. 2611-2629 ◽  
Author(s):  
Carlo Garofalo ◽  
Belén López-Pérez ◽  
Michaela Gummerum ◽  
Yaniv Hanoch ◽  
Maya Tamir
Keyword(s):  
Emotion Regulation ◽  
Sexual Offenders ◽  
Positive Emotion ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Negative Emotions ◽  
The Other ◽  
Limited Data ◽  
Perceived Utility ◽  
Emotional Dysfunction

Sexual offenders typically experience more negative emotions and greater difficulties in regulating emotions than non-offenders. However, limited data exist on what sexual offenders want to feel (i.e., their emotion goals). Notably, emotion goals play a key role in emotion regulation and contribute to emotional experience. The present study tested whether sexual offenders ( N = 31) reported higher scores for negative emotion goals and lower scores for positive emotion goals, compared with general offenders ( N = 26) and non-offenders ( N = 26). In addition, we tested whether sexual offenders differed from the other two groups in their perceived pleasantness and perceived utility of emotions. Sexual offenders reported greater scores for the emotion goal of sadness, and lower scores for the emotion goal of excitement, compared with both general offenders and non-offenders. State and trait levels of these emotions could not fully account for these differences. Furthermore, sexual offenders reported lower perceived pleasantness for sadness than general offenders and lower perceived pleasantness for excitement compared with both other groups. Finally, sexual offenders reported greater perceived utility of sadness than non-offenders. These novel findings and their implications for research and interventions are discussed in the context of sexual offenders’ emotional dysfunction.

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.

scholarly journals Effect of Cognitive Variables and Emotional Variables on Urban Residents’ Recycled Water Reuse Behavior

2019 ◽  
Vol 11 (8) ◽  
pp. 2208 ◽  
Author(s):  
Yi Gao ◽  
Zhiguo Li ◽  
Kashif Khan
Keyword(s):  
Water Reuse ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Cognitive Factors ◽  
Urban Residents ◽  
Cognitive Variables ◽  
Recycled Water ◽  
Emotional Factors

Urban residents’ perception of recycled water reuse is the foundation for the realization of recycled water reuse behavior. However, even though the perception factor is equipped, it does not mean that urban residents will use recycled water continuously for sure. Therefore, in this research, the authors try to put cognitive factors and emotional factors into a unified behavioral process. Based on this theory framework, the paper will interpret the initiation, formation and continuing process of recycled water reuse behavior of urban residents. On the basis of previous studies, this study established a theoretical model to study the influence of cognitive factors and emotional factors on recycled water reuse behavior of the residents. Based on the data of 325 samples, the direct and indirect relationship between the variables in the model is verified through path analysis and mediation analysis. The empirical results show that: firstly, the urban residents’ perception of recycled water reuse can activate their emotion for recycled water, and the emotion includes both positive emotion and negative emotion; secondly, although the recognition of recycled water can stimulate both positive and negative emotional factors, there are great differences between positive and negative emotions on the initiation, formation and sustainability of recycled water behavior. Negative emotion has a certain effect on the initiation of recycled water reuse behavior, but it has no significant effect on the formation and sustainability of recycled water reuse behavior. By contrast, positive emotion has no significant effect on the initiation of recycled water reuse behavior, but it has a significant effect on the formation and sustainability of recycled water reuse behavior. That is to say, at different stages, the recycled water reuse behaviors are affected differently by positive emotions and negative emotions. Thirdly, compared with negative emotional variables, positive emotions have a greater impact on individual recycled water reuse behavior. Positive emotional variables can significantly mediate the impact of cognitive variables on recycled water reuse behavior habits. In other words, positive emotions play a vital role in the sustainability of recycled water reuse.

scholarly journals Emotional Inertia and Psychological Maladjustment

2010 ◽  
Vol 21 (7) ◽  
pp. 984-991 ◽  
Author(s):  
Peter Kuppens ◽  
Nicholas B. Allen ◽  
Lisa B. Sheeber
Keyword(s):  
Emotion Regulation ◽  
Negative Emotions ◽  
Fundamental Property ◽  
Self Esteem ◽  
Emotional States ◽  
Psychological Maladjustment ◽  
Emotion Dynamics ◽  
Positive And Negative Emotions

In this article, we examine the concept of emotional inertia as a fundamental property of the emotion dynamics that characterize psychological maladjustment. Emotional inertia refers to the degree to which emotional states are resistant to change. Because psychological maladjustment has been associated with both emotional underreactivity and ineffective emotion-regulation skills, we hypothesized that its overall emotion dynamics would be characterized by high levels of inertia. We provide evidence from two naturalistic studies that, using different methods, showed that the emotional fluctuations of individuals who exhibited low self-esteem (Study 1) and depression (Study 2) were characterized by higher levels of inertia in both positive and negative emotions than the emotional fluctuations of people who did not exhibit low self-esteem and depression. We also discuss the usefulness of the concept of emotional inertia as a hallmark of maladaptive emotion dynamics.

Personality Differences in Emotions

2009 ◽  
Vol 30 (2) ◽  
pp. 100-106 ◽  
Author(s):  
Weiting Ng ◽  
Ed Diener
Keyword(s):  
Emotion Regulation ◽  
Positive Emotion ◽  
Positive Emotions ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Emotional Reactions ◽  
Personality Differences ◽  
Laboratory Situation

In Study 1, individuals high in neuroticism (high N) felt more negative and experienced less decrease of their negative emotions than individuals low in Neuroticism (low N) when extremely unpleasant hypothetical scenarios improved. Study 2 also found that high N individuals felt more negative than low N in a slightly unpleasant laboratory situation, and that individuals high in Extraversion (high E) felt more positive than individuals low in Extraversion (low E) in a slightly pleasant laboratory situation. The present studies also confirmed that high N individuals were less likely to repair negative emotions than low N, and high E individuals were more likely to savor positive emotions than low E. These attempts at negative and positive emotion regulation predicted negative and positive emotional reactions, respectively, and accounted for the trait differences in emotions. Hence, there is evidence that differences in negative emotion regulation mediated the relation between Neuroticism and negative emotions, and differences in positive emotion regulation mediated the relation between Extraversion and positive emotions.

scholarly journals Mixed Emotions: Network Analyses of Intra-Individual Co-occurrences Within and Across Situations

2016 ◽  
Author(s):  
Julia Moeller ◽  
Zorana Ivcevic ◽  
Marc A. Brackett ◽  
Arielle E. White
Keyword(s):  
High School Students ◽  
Rating Scales ◽  
Negative Emotion ◽  
Negative Emotions ◽  
School Students ◽  
Mixed Emotions ◽  
Network Analyses ◽  
New Directions ◽  
The Moment ◽  
Positive And Negative Emotions

This study revisits the structure of emotions by employing a co-occurrence network analysis. While previous studies have examined the structure of emotions primarily through inter-individual correlations, we investigated how often and which specific positive and negative emotions occur together within individuals. Two studies were conducted with high school students, one (N=21,678) using retrospective emotion measures (open-ended questions and 28 rated items) and the other (N = 472) using in-the-moment emotion measures (experience sampling).As in previous studies, positive and negative emotion ratings were negatively correlated across individuals, and this negative correlation became stronger when measurement error was controlled. Nevertheless, network analyses of both the open-ended responses and of emotion rating scales found frequent co-occurrences between both positive and negative emotions within individuals and within situations. Across all networks, happy, tired, and stressed were among the most frequent emotions that occurred together with emotions of opposite valence. The network analyses presented in this article open new directions to the long-lasting debate about the structure of emotions by revealing co-occurrences that inter-individual correlations would not show.

scholarly journals Emociones en aulas con Neuroeducación: diagnóstico en el contexto universitario

2020 ◽  
Vol 5 (4) ◽  
pp. 111
Author(s):  
Kenna Josefina Ferrer Villasmil ◽  
Lorelis Molero Rodríguez ◽  
Anirelis Leal Pacheco ◽  
Omaira Añez Fernández ◽  
María De los Ángeles Araque
Keyword(s):  
Positive Emotions ◽  
Emotional State ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Decisive Role ◽  
Long Term Memory ◽  
Emotional States ◽  
Low Level ◽  
Palabras Clave ◽  
The University

Actualmente está científicamente probado que las emociones desempeñan un papel decisivo en la formación de la memoria. Por esta razón, en educación, el docente es pieza fundamental para incluir este aspecto en la enseñanza, planificando y creando acontecimientos didácticos emocionalmente positivos en el aula. En consonancia con ello, el objetivo de este estudio fue analizar las emociones predominantes en los estudiantes de Química Analítica de la Escuela de Bioanálisis de la Universidad del Zulia luego de aplicar un programa de estrategias neurodidácticas basadas en la memoria de largo plazo. La investigación fue descriptiva, no experimental, transeccional, de campo, conformada por una población de 197 estudiantes correspondientes a los períodos académicos U-2015 y I-2016, bajo un muestreo por conveniencia. Para el procesamiento de los datos se emplearon técnicas descriptivas y prueba t de Student para muestras independientes a través del programa SPSS®. Los resultados revelaron predominio de emociones positivas de inspiración, agradecimiento y amor en ambos grupos experimentales; seguidos de alegría, orgullo, esperanza y diversión (también alto). Por otro lado, la emoción negativa más ponderada en ambas poblaciones fue la vergüenza (nivel bajo), seguido de enojo (U-2015), ansiedad y miedo (I-2016). El resto de las emociones negativas se presentaron a nivel muy bajo. Finalmente, al comparar los estados emocionales de los estudiantes en ambos períodos se obtuvo que el estado emocional positivo predominó sobre el estado emocional negativo (p<0.05), señalando así, que la metodología aplicada bajo el enfoque de las neurociencias influyó eficaz y satisfactoriamente en las emociones de los estudiantes. PALABRAS CLAVE: neuroeducación; emociones; emociones positivas; emociones negativas; memoria. Emotions in aulas with Neuroeducation: diagnostic in the university context ABSTRACT It is currently scientifically proven that emotions play a decisive role in memory formation. For this reason, in education, the teacher is fundamental to include this aspect in teaching, planning and creating emotionally positive didactic events in the classroom. In line with this, the objective of this study was to analyze the prevailing emotions in the students of Analytical Chemistry of the School of Bioanalysis of the University of Zulia after implementing a program of neurodidactic strategies based on the long-term memory. The research was descriptive, non-experimental, transactional, field, consisting of a population of 197 students corresponding to the academic periods U-2015 and I-2016, under a sampling for convenience. For the processing of the data, descriptive techniques and student t-test were used for independent samples through the SPSS® program. The results revealed predominance of positive emotions of inspiration, gratitude, and love in both experimental groups; followed by joy, pride, hope and fun (also high). On the other hand, the most weighted negative emotion in both populations (low level) was shame. Then anger (U-2015), anxiety and fear (I-2016), also low. All other negative emotions were presented at an exceptionally low level. Finally, comparing the emotional states of the students in both periods it was obtained that the positive emotional state dominated the negative emotional state (p<0.05), thus noting, that the methodology applied under the approach of neurosciences effectively and satisfactorily influenced students' emotions. KEYWORDS: neuroeducation; emotions; positive emotions; negative emotions; memory.

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.

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