scholarly journals Fear of Cybercrime. An Experimental Study on the Mismatches between Self-Reported and Physiological Measures in a Simulated Cyberattack Environment

2019 ◽  
Author(s):  
Francisco Javier Castro-Toledo ◽  
Miriam Esteve ◽  
Fernando Miró-Llinares
Keyword(s):  
Experimental Study ◽  
University Students ◽  
Fear Of Crime ◽  
Emotional Experience ◽  
Physical Space ◽  
Physiological Measures ◽  
Cyber Attack ◽  
Self Reports ◽  
Criminal Opportunity ◽  
Scientific Phenomena

Fear of crime has been one of the most compelling scientific phenomena since the 60s. Its scope has traditionally been limited to assess this emotional experience predominantly in physical space. However, studies on fear of crime experiences are gradually increasing in this new area of criminal opportunity, which is cyberspace. The aim of this paper is to analyze, in real time, the fear of crime dynamics elicited from a simulation of cyber-attack by malware infection. To meet this aim, our design and results will be explained from a study carried out with the participation of a sample of university students from the Universidad Miguel Hernández de Elche (Spain) in 2018. Design is as innovative as challenging, since it involves collecting physiological measurements associated in the psychophysiological literature to the experiences of fear as a way of complementing traditional analyzes based on self-reports, as well as to detect possible mismatches between both types of data.

Effects of Provocation on Emotions and Aggression: An Experimental Study with Aggressive Children

2006 ◽  
Vol 65 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Christina Stadler ◽  
Sonja Rohrmann ◽  
Sibylle Steuber ◽  
Fritz Poustka
Keyword(s):  
Experimental Study ◽  
Positive Emotions ◽  
Skin Conductance Level ◽  
Physiological Measures ◽  
Competitive Reaction ◽  
Experimental Conditions ◽  
Conduct Disordered ◽  
Physiological Variables ◽  
Aggressive Children ◽  
Conductance Level

In this study, the effects of an experimental-induced provocation on emotions and aggression were examined in 34 aggressive conduct-disordered children using a competitive reaction time paradigm. Two experimental conditions were created, an increasing provocation and a low constant provocation condition. Self-rated anger was assessed directly after provocation on a 5-point-visual scale. In addition, negative and positive emotions as well as physiological measures (heart rate and skin conductance level) were measured at baseline and after provocation. Results revealed that participants’ aggressive behaviour and subjective emotions differed as a function of the opponent’s level of provocation. Concerning physiological parameters, no significant differences were found between the experimental conditions. These results suggest that affective, but not physiological variables characterize reactive aggression in conduct-disordered children.

scholarly journals Experimental Study of Developing Creativity of University Students

2016 ◽  
Vol 217 ◽  
pp. 407-413 ◽  
Author(s):  
Aigerim Mynbayeva ◽  
Anastassiya Vishnevskay ◽  
Zukhra Sadvakassova
Keyword(s):  
Experimental Study ◽  
University Students

scholarly journals Accurate and biased perceptions of partner’s conflict behaviors shape emotional experience

2018 ◽  
Vol 36 (10) ◽  
pp. 3293-3312
Author(s):  
Rachel B. Venaglia ◽  
Edward P. Lemay
Keyword(s):  
Romantic Relationship ◽  
Emotional Experience ◽  
Romantic Partners ◽  
Destructive Behavior ◽  
Conflict Behaviors ◽  
Self Reports ◽  
Relationship Conflicts

The present study examined both accuracy and bias in perceptions of romantic partners’ destructive behavior during relationship conflicts, as well as implications of accuracy and bias for emotional experience. Perceptions of partners’ destructive behavior during relationship conflicts were associated with indicators’ of partners’ behavior (i.e., target self-reports and objective coder ratings), suggesting that people were somewhat accurate in perceiving their partner’s destructive behavior. Independently of this accuracy effect, the more participants valued their relationship with their partner, the less destructive they interpreted their partner’s behavior to be during the conflict discussion, suggesting biases in perceptions of destructive behavior. These perceptions of destructive behavior, in turn, predicted emotional experience during the conflict. Results suggest that emotional experience during romantic relationship conflicts is dependent on both accurate and biased perceptions of partners’ behavior.

scholarly journals Structure of readiness of pedagogical university students for prevention of addictive behavior

2021 ◽  
Vol 113 ◽  
pp. 00049
Author(s):  
E.G. Shubnikova
Keyword(s):  
Experimental Study ◽  
Young People ◽  
University Students ◽  
Children And Adolescents ◽  
Educational Environment ◽  
Addictive Behavior ◽  
Educational Organizations ◽  
Future Teachers ◽  
Children And Young People ◽  
Behavior Based

The spread of addictive behavior among minors continues to be a dangerous trend about children and young people. Therefore, one of the most important areas of pedagogical activity is the prevention of addictions in educational organizations, as well as the training of pedagogical university students for being able to prevent addictions in children and adolescents. The study considers the structure of pedagogical university students’ readiness for the prevention of addictions in the educational environment, relying on a competence-based approach. We have proposed a characteristic of the model for assessing the competence of future teachers in the prevention of addictive behavior in children and young people. We considered the content of the training of future teachers for the prevention of addictive behavior based on the study of preventive pedagogy, and analyzed the main approaches to the prevention of addictive behavior in the educational environment. We presented the results of an experimental study and revealed the effectiveness of the training of pedagogical university students for preventive activities with adolescents.

scholarly journals The university campus and a sense of belonging: what do students think?

2020 ◽  
Author(s):  
Hilda Mary Mulrooney ◽  
Alison Faith Kelly
Keyword(s):  
Student Perceptions ◽  
Ethnic Diversity ◽  
Therapeutic Potential ◽  
Emotional Experience ◽  
Academic Staff ◽  
Physical Space ◽  
Student Experiences ◽  
University Campus ◽  
The University ◽  
The Impact

The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.

A Theory of Emotions Based on Natural Language Semantics

2009 ◽  
pp. 292-323 ◽  
Author(s):  
Tom Adi
Keyword(s):  
Natural Language ◽  
Clinical Psychology ◽  
Affective Computing ◽  
Emotional Experience ◽  
Emotional Word ◽  
Natural Language Semantics ◽  
Integrated Theory ◽  
Arabic Word ◽  
Language Semantics ◽  
Self Reports

A new theory of emotions is derived from the semantics of the language of emotions. The sound structures of 36 Old Arabic word roots that express specific emotions are converted into abstract models. By substitution from two tables, abstract models are converted into concrete theories about the nature of the specific emotions that are likely to be validated. Theories confirmed by the author’s own emotional experience (self reports), and by previously corroborated theories, are considered corroborated. These theories about specific emotions are woven together into an integrated theory of all emotions. The theory models emotions and emotional mechanisms, dimensions and polarities in ways amenable to affective computing. The findings are supported by clinical psychology. Old Arabic is chosen because its words, sounds and meanings are consistent and have not changed for at least 1,400 years. The theory can be expanded by incorporating additional emotional word roots from Arabic and other alphabetical languages.

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