scholarly journals A Matter of Feelings: Mediators’ Perceptions of Emotion in Hierarchical Workplace Conflicts

2021 ◽  
Vol 12 ◽  
Author(s):  
Meriem Kalter ◽  
Katalien Bollen ◽  
Martin Euwema ◽  
Alain-Laurent Verbeke
Keyword(s):  
The Netherlands ◽  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Theory And Practice ◽  
Similar Extent ◽  
Workplace Conflicts ◽  
Mediation Theory ◽  
Labor Conflicts

Emotions play a central role in the process of conflict and resolution. For a mediator, it is important to recognize emotions correctly and act upon them. Whether interventions are appropriate depends to a large extent on the ability of mediators to accurately perceive the emotions of conflict parties. Particularly in hierarchical labor conflicts, this can be challenging, since subordinates tend to hide emotions while supervisors tend to express them. In this study, we investigated if subordinates and supervisors differ in their emotional experience during mediation and whether mediators perceive these emotions accurately. To this end, we compared the extent to which disputants experienced certain emotions with the extent to which mediators perceived these emotions. Data were collected through surveys of mediation clients and mediators in hierarchical labor conflicts in the Netherlands. As expected, subordinates experienced a higher level of negative emotions during the mediation than supervisors did. Positive emotions, however, were experienced to a similar extent by both supervisors and subordinates in mediation. Mediators perceived supervisors’ emotions more accurately than they did subordinates’ emotions. While supervisors’ emotions were positively related with mediators’ perceptions, this was not the case for subordinates’ emotions. Furthermore, mediators were more accurately perceiving supervisors’ negative emotions than their positive emotions. Implications for mediation theory and practice are discussed.

scholarly journals Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Yingna Wang ◽  
Mateusz Marecki
Keyword(s):  
Positive Psychology ◽  
Language Learning ◽  
Positive Emotions ◽  
English Language ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Classroom Interaction ◽  
Social Contexts ◽  
Illustrative Case ◽  
Reflective Journals

The second wave of positive psychology (PP 2.0) focuses on the way positive and negative psychology complement each other in social contexts. It offers a balanced interactive model that aims at enhancing the optimal learning outcome through the interplay of positive and negative emotions. Building on a large qualitative study of students’ and teachers’ experiences in EFL classrooms in China, this paper argues that adopting the principles of PP 2.0 could deepen our understanding of learners’ emotional experience in SLA. Using one illustrative case, it shows the dynamic and complexity of students’ shifting emotions as they interact in the classroom over a span of 2 months. One major finding is that the students’ positive emotions could transcend negative emotions and influence their engagement in classroom interaction. This study contributes to the existing research into emotional experiences of classroom interaction that integrates the observable, reflective, and participatory. It draws on interrelated sets of data, including a student and teacher profile questionnaire, classroom observation and recording, student and teacher reflective journals documenting their classroom interaction experiences, and stimulated recall interviews based on recordings and reflective journals. The study in the first place has implications for English teachers and teacher trainers in China and abroad as well as researchers interested in the role of emotional experience in English language learning and teaching.

Change of Emotional Experience in Major Depression and Borderline Personality Disorder During Psychotherapy: Associations With Depression Severity and Personality Functioning

2019 ◽  
pp. 1-20 ◽  
Author(s):  
Ulrike Dinger ◽  
Magdalena Fuchs ◽  
Johanna Köhling ◽  
Henning Schauenburg ◽  
Johannes C. Ehrenthal
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Borderline Personality ◽  
Depression Severity ◽  
Personality Functioning ◽  
Before And After ◽  
Patient Groups

This study examines emotional experience in major depressive disorder (MDD) with and without comorbid borderline personality disorder (BPD). It investigates if depression severity or personality functioning mediates group differences and which aspects of emotional experience change during psychotherapy. The emotional experience of MDD-BPD patients (n = 44) was compared to MDD-only patients (n = 35) before and after multimodal short-term psychotherapy. Emotions were classified based on valence and an active/passive polarity. MDD-BPD patients exhibited more active-negative emotions. This group difference was mediated by the level of personality functioning, but not by depression severity. Although passive-negative emotions decreased and positive emotions increased during therapy, there was no significant change in active-negative emotions. The two patient groups did not significantly differ in the change of emotional experience. Lower levels of personality functioning in depressed patients with BPD are associated with a broader spectrum of negative emotions, specifically more active-negative emotions.

scholarly journals Relationships between Dream and Previous Wake Emotions Assessed through the Italian Modified Differential Emotions Scale

2020 ◽  
Vol 10 (10) ◽  
pp. 690 ◽  
Author(s):  
Francesca Conte ◽  
Nicola Cellini ◽  
Oreste De Rosa ◽  
Antonietta Caputo ◽  
Serena Malloggi ◽  
...  
Keyword(s):  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Average Intensity ◽  
Validity And Reliability ◽  
The Past ◽  
Broad Array ◽  
Significant Regression ◽  
Dream Emotions ◽  
Positive And Negative Emotions

Despite the increasing interest in sleep and dream-related processes of emotion regulation, their reflection into wake and dream emotional experience remains unclear. Here, we aimed to assess dream emotions and their relationships with wake emotions through the modified Differential Emotions Scale (Fredrickson, 2003), which includes a broad array of both positive and negative emotions. The scale has been first validated on 212 healthy Italian participants, in two versions: a WAKE-2wks form, assessing the frequency of 22 emotions over the past 2 weeks, and a WAKE-24hr form, assessing their intensity over the past 24 h. Fifty volunteers from the wider sample completed the WAKE-24hr mDES for several days until a dream was recalled, and dream emotions were self-reported using the same scale. A bifactorial structure was confirmed for both mDES forms, which also showed good validity and reliability. Though Positive and Negative Affect (average intensity of positive and negative items, PA, and NA, respectively) were balanced in dreams, specific negative emotions prevailed; rmANOVA showed a different pattern (prevalence of PA and positive emotions) in wake (both WAKE-2wks and WAKE-24hr), with a decrease of PA and an increase of NA in the dream compared to previous wake. No significant regression model emerged between waking and dream affect, and exploratory analyses revealed a stable proportion of PA and NA (with prevailing PA) over the 3 days preceding the dream. Our findings highlight a discontinuity between wake and dream affect and suggest that positive and negative emotions experienced during wake may undertake distinct sleep-related regulation pathways.

Individual Differences in Cognitive Reappraisal Predict Emotional Experience Prior to Achievement Situations

2017 ◽  
Vol 38 (3) ◽  
pp. 144-154 ◽  
Author(s):  
Stefania Balzarotti ◽  
Valentina Chiarella ◽  
Maria Rita Ciceri
Keyword(s):  
Individual Differences ◽  
Negative Affect ◽  
Indirect Effect ◽  
Positive Emotions ◽  
Longitudinal Design ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Cognitive Reappraisal ◽  
Positive And Negative Affect ◽  
Time Points

Abstract. In the present study, we examined whether individual differences in the use of cognitive reappraisal predict the experience of more positive and less negative emotions prior to an evaluative task, as well as whether reappraisal is associated with better performance. In a longitudinal design, 130 students were asked to report their spontaneous use of reappraisal as well as the emotions experienced at three time points prior to an academic exam. Results showed that the use of cognitive reappraisal measured when students began to study predicted less negative and more positive emotions in the following two weeks. Further, positive and negative affect were significant predictors of the grade achieved. Finally, cognitive reappraisal had a significant indirect effect on the grade students achieved. These findings suggest that cognitive reappraisal can be effective in regulating emotions while approaching evaluative stressors.

scholarly journals ТHE ROLE OF EMOTIONS IN THE CREATION OF THE WORLD ARTISTIC TEXT PICTURE

2020 ◽  
Vol 22 (3) ◽  
pp. 171-175
Author(s):  
Adigat N. Magomedova ◽  
Keyword(s):  
Literary Criticism ◽  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Theodore Dreiser ◽  
Reduced Form ◽  
American Novel ◽  
Linguistic Support ◽  
Repeated Calls

Human emotions and the mechanisms for their linguistic support has always been a subject of scientific research. A number of sciences studying the psychological phenomenon are Psychology, Physiology, Sociology, Philosophy, Ethics, Medicine, Biochemistry, Linguistics, Literary criticism. Obviously, the variety of positions and approaches is due to the abundance and the disorder of terminology in the problem of emotions. The ability of a person to experience emotions can be described in many ways – psychological reality, mental state, inner state, an emotional activity. The comparison of positive and negative emotions reveals both common and distinctive properties. However, positive emotions are never long lasting, but the negative emotions very long, prone to summation and more frequently than positive emotions, form a semantic complex that is a collection of images associated with the situation that gave rise to strong emotional experience. While updating one of the elements of this complex leads to the introduction into the consciousness of the other elements and, ultimately, brings to life a whole range of negative emotions, and when repeated calls to complex negative emotions they every time more increasing (growing sadness, anger and fear increase). But positive emotion lives by itself, and, being once called on any matter, the repetition of this circumstance does not occur or occurs in a reduced form. Emotive language is traditionally studied taking into account such categories as evaluation, expressiveness, imagery and its connection with the rating are particularly close. The pairing of emotion and appreciation do not lose their relevance. The article illustrates the analysis emotive vocabulary in the disclosure of the conflict on the example of the extract from the American novel by Theodore Dreiser.

CROSS-CULTURAL DIFFERENCES IN EMOTIVE IMAGE ASSESSMENT: COMPARISON BETWEEN RUSSIAN AND AZERBAIJANI SAMPLES

2021 ◽  
pp. 28-50
Author(s):  
Irina V. Blinnikova ◽  
◽  
Georgy B. Blinnikov ◽  
Alexander N. Bobkov ◽  
◽  
...  
Keyword(s):  
Cognitive Processing ◽  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
General Direction ◽  
Cross Cultural Differences ◽  
Negative Images ◽  
Quantitative Properties ◽  
Image Assessment ◽  
The Given

This paper investigates the mediating influence of culture on emotions evoked by visual stimuli. It explores differences between Russians and Azerbaijanis in assessment of emotionally charged photos. The stimuli came from the International Affective Picture System (IAPS). Having seen photos of objects and situations on their screens, the respondents assessed their emotional response to the stimuli by the valence scale (positive/negative), activation scale (stimulating/soothing) and dominance scale. Both samples showed no difference in the general direction of the given scores. This may speak about universality of emotions evoked in response to emotionally charged images. However, quantitative properties of the given answers also showed several significative differences between the Azerbaijani sample and the Russian one. The Azerbaijani scores of emotional experience valence are polarized, i.e., Azerbaijanis assess negative emotions as more negative and positive emotions as more positive. The Russian sample gravitated towards mean scores. The Russian sample overrated the activating effect of stimuli that invoked negative emotions. The Azerbaijani sample was significantly more restrained in assessing this effect. In addition, Azerbaijani respondents unlike Russian respondents assessed emotions invoked as a response to negative images as more controlled. The results of the study indicate a cultural contribution to the level of the emotive impact as well as to the cognitive processing character of this impact.

scholarly journals Funny and meaningful: media messages that are humorous and moving provide optimal consolation in corona times

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Madelijn Strick
Keyword(s):  
The Netherlands ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Well Being ◽  
Media Messages ◽  
The Us ◽  
Post Measure ◽  
The Uk ◽  
Moving Media ◽  
The Impact

Abstract During the first months of the corona crisis, people worldwide produced and shared thousands of uplifting (e.g., humorous, moving) media messages. The six studies reported here empirically tested the consolatory effects of viewing such positive media messages in the US, The Netherlands, and the UK. I compared the impact of humorous and moving (i.e., touching, heartwarming) messages, as they provide different kinds of well-being: hedonic versus eudaimonic. Studies 1–3 had correlational designs. Largely in line with the hedonic versus eudaimonic well-being framework, the results suggested that humorous messages lift people’s spirits by providing pleasure, while moving messages lift people’s spirits by providing realism, optimism, and by illustrating core human values. Studies 4–6 used a pre- and post-measure of negative and positive emotions. The results showed that viewing non-moving humorous messages significantly reduced negative emotions but did not increase positive emotions. Viewing non-humorous moving messages reduced negative emotions and increased positive emotions in the US and UK, but not in The Netherlands. Finally, viewing messages that are both humorous and moving reduced negative emotions and increased positive emotions in all samples, implying they are particularly valuable as mood-enhancers during crises. The practical and theoretical implications of these findings are discussed.

scholarly journals Chinese Tertiary-Level English as a Foreign Language Teachers’ Emotional Experience and Expression in Relation to Teacher-Student Interaction

2021 ◽  
Vol 12 ◽  
Author(s):  
Xinfeng Xie ◽  
Guiying Jiang
Keyword(s):  
Foreign Language ◽  
Positive Emotions ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Language Teachers ◽  
Tertiary Level ◽  
Foreign Language Teachers ◽  
Emotional Geography ◽  
Teacher Student ◽  
Efl Teachers

The present study examines the emotional experience and expression of Chinese tertiary-level English as a foreign language (EFL) teachers and their interaction with their students. Data were drawn from semi-structured in-depth interviews with 10 EFL teachers recruited from seven universities of different levels in China and were analyzed in light of Emotional Geography Theory. The results reveal that Chinese tertiary-level EFL teachers experience more negative emotions than positive ones. The emotions most frequently reported by them are anger, enjoyment, anxiety, disappointment, and ambivalence. When it comes to emotional expressions, Chinese tertiary-level EFL teachers tend to display positive emotions by following the emotional rules of school settings. This study also uncovers that EFL teaching in Chinese universities is characterized by EFL teachers’ physical and moral distance from but political closeness to students, all of which are the sources of EFL teachers’ negative emotions. The need for providing positive psychology intervention for EFL teachers is then suggested.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

Age Advantages of Emotional Experience during the COVID-19 Pandemic are Robust, but Diminished Compared to Pre-pandemic Conditions

2020 ◽  
Author(s):  
Rui Sun ◽  
Disa Sauter
Keyword(s):  
Older Adults ◽  
Large Scale ◽  
Negative Emotion ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Older Individuals ◽  
Selection Strategies ◽  
Scale Test ◽  
Prolonged Stress

Getting old is generally seen as unappealing, yet aging confers considerable advantages in several psychological domains (North & Fiske, 2015). In particular, older adults are better off emotionally than younger adults, with aging associated with the so-called “age advantages,” that is, more positive and less negative emotional experiences (Carstensen et al., 2011). Although the age advantages are well established, it is less clear whether they occur under conditions of prolonged stress. In a recent study, Carstensen et al (2020) demonstrated that the age advantages persist during the COVID-19 pandemic, suggesting that older adults are able to utilise cognitive and behavioural strategies to ameliorate even sustained stress. Here, we build on Carstensen and colleagues’ work with two studies. In Study 1, we provide a large-scale test of the robustness of Carstensen and colleagues’ finding that older individuals experience more positive and less negative emotions during the COVID-19 pandemic. We measured positive and negative emotions along with age information in 23,629 participants in 63 countries in April-May 2020. In Study 2, we provide a comparison of the age advantages using representative samples collected before and during the COVID-19 pandemic. We demonstrate that older people experience less negative emotion than younger people during the prolonged stress of the COVID-19 pandemic. However, the advantage of older adults was diminished during the pandemic, pointing to a likely role of older adults use of situation selection strategies (Charles, 2010).

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