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 High school students’ feelings: Discoveries from a large national survey and an experience sampling study

2019 ◽  
Author(s):  
Julia Moeller ◽  
Marc A. Brackett ◽  
Zorana Ivcevic ◽  
Arielle E. White
Keyword(s):  
High School ◽  
High School Students ◽  
School Engagement ◽  
Rating Scales ◽  
Experience Sampling ◽  
School Students ◽  
Demographic Groups ◽  
Positive Feelings ◽  
The Moment ◽  
Nation Wide Survey

We investigated students’ feelings at high school in a nation-wide survey of 21,678 US students (study 1), and in a four-week study using experience sampling methodology (ESM) with 472 students across 5 high schools (study 2). Both studies combined mixed methods, including open-ended questions and rating scales (e.g., PANAS). In study 1, seventy-five percent of the feelings students reported in their responses to open-ended questions were negative. The three most frequently mentioned feelings were “tired”, “stressed”, and “bored”. Similar findings emerged with rated items, The prevalence of negative feelings was largely similar across demographic groups. Study 2 largely corroborated the findings from study 1. Although the retrospective measures showed similar results to study 1, the in-the-moment measures also showed frequent positive feelings. We discuss the findings in light of the ‘sleep deprivation epidemic’, the school engagement literature, and implications for the validity of state- and trait measures of academic emotions.

scholarly journals Motivation, Positive and Negative Emotion at High School Students

2015 ◽  
Vol 203 ◽  
pp. 429-432
Author(s):  
Mihai Anitei ◽  
Teodor Mihaila ◽  
Vlad Burtaverde ◽  
Lavinia Glăvan
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Emotion ◽  
School Students

scholarly journals The Mediating Roles of Emotional Regulation on Negative Emotion and Internet Addiction Among Chinese Adolescents From a Development Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Lijuan Liang ◽  
Mingrui Zhu ◽  
Jiali Dai ◽  
Min Li ◽  
Ya Zheng
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Addiction ◽  
Emotional Regulation ◽  
Negative Emotion ◽  
Cognitive Reappraisal ◽  
Chinese Adolescents ◽  
Equation Modeling ◽  
School Students ◽  
Development Stages

Previous researches indicated that emotional regulation can be associated with depression and anxiety, which may be an important mediating factor between emotional regulation and internet addiction. However, the mechanism between these associations has received little attention and it is still unclear. This study has examined 716 Chinese adolescents, 341 were males (47.6%), aged 13 to 18(Mean = 14.58, SD = 1.50), using a cross-sectional survey involving Young's Diagnostic Questionnaire for Internet Addiction, the nine-item Patient Health Questionnaire (PHQ-9), the seven-item Generalized Anxiety (GAD-7) scale, and the Emotion Regulation Questionnaire (ERQ). Correlation analysis, multiple-group analysis and structural equation modeling were carried out in SPSS Statistics version 23 (IBM, Armonk, NY) and AMOS version 21. Cognitive reappraisal had a significantly negative direct effect on Internet addiction (β = −0.118, p < 0.05). Furthermore, negative emotions mediated the relationships between expression suppression and Internet addiction [β = 0.149, 95% CI = (0.099, 0.212)] and the relationship between cognitive reappraisal and Internet addiction [β = −0.101, 95% CI = (−0.147, −0.065)]. The differences in the structure path coefficients for different development stages demonstrated that recognitive reappraisal showed more protective roles for negative emotion (p < 0.01), and negative emotion also predict Internet addiction more effectively in high school students (p < 0.001). However, cognitive reappraisal directly predicted negative Internet addiction in junior high school students. Therefore, the intervention on adolescents for internet addiction should not only focus on emotional regulation and negative emotion, but also development stages of adolescents.

scholarly journals Hubungan Kecerdasan Intelektual Dengan Prestasi Belajar Santri Dayah Terpadu Almadinatuddiniyah Syamsuddhuha Cot Murong Aceh Utara

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Nurhayati AR ◽  
Syahrizal Syahrizal
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Predictor Variable ◽  
Boarding School ◽  
Statistical Technique ◽  
School Students ◽  
Learning Achievement ◽  
The Moment ◽  
3Rd Grade

This research is aimed at acknowledging the relation between intellectual intelligence and learning achievement of the students in the Dayah Almadinatuddiniyah Syamsuddhuha, Cot Murong, North Aceh. The research was conducted for 6 months, from June to December 2014. This research is a descriptive research using correlational plan. Variables in this research are intellectual intelligence as predictor variable and learning achievement as criterion variable. The population of this research comprises all 2nd and 3rd grade junior high school students and 2nd and 3rd grade senior high school students of the Almadinatuddiniyah Syamsuddhuha Integrated Islamic Boarding School for the academic year of 2014/2015 with the total number of 305 students. The samples were taken from 20% (61 students) of the total population (305 students) using the stratified proportional random sampling method. For research hypothetical test, data were analyzed with the parametric inferential statistical technique by using the moment product correlation, simple regression, double regression and partial correlation techniques. The research results show that there is significant relation between the students’ intellectual intelligence and learning achievement. The students’ intellectual intelligent and learning achievement has correlation coefficient as much as 0.9765 and the effective contribution given by the intellectual intelligence variable to the students’ learning achievement is 95.69%.

scholarly journals Interpersonal Conflicts in the System of Relations of High School Students

2020 ◽  
Vol 6 (5) ◽  
pp. 496-500
Author(s):  
E. Levina
Keyword(s):  
High School ◽  
High School Students ◽  
Social Roles ◽  
Negative Emotions ◽  
Self Esteem ◽  
School Students ◽  
Interpersonal Conflicts

This article is devoted to the study of problems and ways to solve interpersonal conflicts among high school students (15–18). Thanks to the research, it can be concluded that high school students face the same problems and because of this there is a conflict. Based on the findings of the study, it can be said that the cause of the emergence of the conflict gene is inadequate self-esteem, self-affirmation among peers and expansion of the range of social roles. To solve this problem, the teacher should not ignore the emerging conflicts, high school students try not to hide his appearance, and parents to explain to their children how to solve difficult life situations on their own, without spreading negative emotions to other people.

Bullying and Delinquency: The Impact of Anger and Frustration

2020 ◽  
Vol 35 (4) ◽  
pp. 503-523 ◽  
Author(s):  
Charern Lee ◽  
Justin W. Patchin ◽  
Sameer Hinduja ◽  
Alexandra Dischinger
Keyword(s):  
High School Students ◽  
Negative Emotions ◽  
Delinquent Behavior ◽  
The United States ◽  
National Sample ◽  
School Students ◽  
Being Bullied ◽  
The Impact ◽  
The Relationship ◽  
Research And Policy

Few studies have explored whether individuals who are bullied at school or online are more likely to engage in delinquent behavior. Even less is known about whether negative emotions (i.e., anger or frustration)—as a result of being victimized—mediate the relationships between being bullied or cyberbullied and delinquency (as predicted by Agnew's general strain theory). The current study uses data from a national sample of 2,670 middle and high school students in the United States. Results indicate that youth who were bullied or cyberbullied, and who experience negative emotions as a result, are more likely to engage in delinquency. Negative emotions did not mediate the relationship between bullying and delinquency; however, they did partly mediate the relationship between cyberbullying and delinquency. The findings indicate that being bullied matters more in explaining delinquent behavior than the negative emotions that may result. Implications for research and policy are discussed in light of these findings.

Perceived Structure of Aggressive and Assertive Behaviors

1979 ◽  
Vol 44 (3) ◽  
pp. 695-698 ◽  
Author(s):  
Spencer A. Rathus ◽  
James Alan Fox ◽  
Jerry De Cristofaro
Keyword(s):  
High School Students ◽  
Rating Scales ◽  
Skills Training ◽  
Weakness Of Will ◽  
School Students ◽  
Situational Specificity ◽  
Five Factors ◽  
The Social ◽  
Components Analysis ◽  
Personality Construct

Teachers rated the social behavior, aggressive and otherwise, of high school students according to a 25-item adjective checklist. Principal components analysis of the rating scales yielded five factors: social boldness, positive regard, weakness of will, openness, and social facility. Assertiveness and aggressiveness loaded on the social boldness factor, as did such behavioral descriptors as bold, outspoken, nasty, unfair, and belligerent. Assertiveness was absent from the openness and social facility factors. Given the confounded lay interpretation of “assertiveness,” and the movements toward “social skills training” and viewing assertiveness in terms of situational specificity, it may be that assertiveness, as a personality construct, has outlived its utility. The adjective assertive, as a behavioral descriptor, may not be far behind.

scholarly journals Response Style and Cross-Cultural Comparisons of Rating Scales Among East Asian and North American Students

1995 ◽  
Vol 6 (3) ◽  
pp. 170-175 ◽  
Author(s):  
Chuansheng Chen ◽  
Shin-ying Lee ◽  
Harold W. Stevenson
Keyword(s):  
High School Students ◽  
North American ◽  
Rating Scales ◽  
Extreme Values ◽  
Cross Cultural ◽  
Response Style ◽  
Fairfax County ◽  
School Students ◽  
Cross Cultural Differences ◽  
Cultural Comparisons

This report examines cross-cultural differences in response style regarding the use of rating scales Subjects were high school students 944 from Sendai (Japan), 1,357 from Taipei (Taiwan), 687 from Edmonton and Calgary (Canada), and 2,174 from the Minneapolis metropolitan area and Fairfax County, Virginia Responses to fifty-seven 7-point Likert-type scales were analyzed The Japanese and Chinese students were more likely than the two North American groups to use the midpoint on the scales, the U S subjects were more likely than the other three groups to use the extreme values Within each cultural group, endorsement of individualism was positively related to the use of extreme values and negatively related to the use of the midpoint These small, albeit statistically significant, differences in response styles generally did not alter cross-cultural comparisons of item means

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