scholarly journals Validation of the Scale of Emotional States in the Physical Education Context

2019 ◽  
Vol 11 (18) ◽  
pp. 5006 ◽  
Author(s):  
Trigueros ◽  
Aguilar-Parra ◽  
Cangas ◽  
Álvarez
Keyword(s):  
Physical Education ◽  
Positive Emotions ◽  
Factor Model ◽  
Negative Emotions ◽  
Reliability And Validity ◽  
Higher Order ◽  
Educational Institutions ◽  
Emotional States ◽  
Education Students ◽  
Order Model

The purpose of the present study was to validate an instrument of student emotional experiences in the Spanish Physical Education context. The sample of participants consisted of 864 secondary education students from various educational institutions of Spain who ranged in age from 13 to 19 years. To assess the psychometric properties of the Scale of Emotions in Physical Education (SEPE), various types of analyses were conducted. The factor structure of the SEPE was examined through confirmatory factorial analysis in relation to two models. In the first model, it was proposed that the eight first order factors, which represented the eight emotional states, would be correlated amongst each other. In the second model, an eight-factor model with two higher order factors was proposed, with these higher order factors representing distinct sets of positive and negative emotions. The results provide support the presence of an eight-factor second order model which consisted of sets of four positive emotions and four negative emotions. These results provide evidence for the reliability and validity of the SEPE within the Spanish Physical Education context.

scholarly journals Impact of the Body Mass Index on Affective Development in Physical Education

2019 ◽  
Vol 11 (9) ◽  
pp. 2459 ◽  
Author(s):  
Pedro Gil-Madrona ◽  
Javier Cejudo ◽  
Jesús Manuel Martínez-González ◽  
Guillermo F. López-Sánchez
Keyword(s):  
Body Mass Index ◽  
Physical Education ◽  
Body Mass ◽  
Primary Education ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Sixth Grade ◽  
The Body ◽  
Emotional States ◽  
Essential Condition

The purpose of this study is to show the results and the transcendental conclusions about various kinds of emotions—positive or pleasant and negative or unpleasant—and their intensity as far as they are felt by students of the fifth and sixth grade of Primary Education in the area of Physical Education, comparing the emotional states according to gender and their body-mass index (BMI). The implication is to provide a new, emotional approach, which up to now has been insufficiently dealt with in educational research. The sample was composed of 786 students of the fifth and sixth grade of Primary Education from five localities in the province of Albacete (Spain). In order to assess affectivity, the version of PANAS (Positive and Negative Affect Schedule; Watson, Clark and Tellegen, 1988) was used, validated in Spanish by Sandín (2003) for use with children and teenagers (PANASN). The results showed that the scores were higher in the positive emotions than in the negative ones. In addition, the results showed significant differences among boys and girls in the Physical Education class, especially in the variables which contribute the most to the factor of positive emotions. In relation to the analysis about the differences according to the students’ BMI, it is noteworthy that in the dimension of positive emotions, all the highest average scorings are found in the students without obesity/overweight problems. With respect to the dimension of negative emotions, all the highest average scorings were found in the students with obesity/overweight problems. The results showed significant differences according to BMI among students with obesity/overweight problems and students without obesity/overweight problems in positive emotions. There were no significant differences in negative emotions. Boys as much as girls without obesity/overweight problems show more positive emotions than boys and girls with obesity/overweight problems. Intervention programmes are required, and they should include enjoyment as an essential condition for practicing sport, encouraging the development of positive affects, and diminishing the negative affects in boys and girls.

scholarly journals Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

2019 ◽  
Vol 11 (22) ◽  
pp. 6250 ◽  
Author(s):  
Rubén Trigueros ◽  
Luis A. Mínguez ◽  
Jerónimo J. González-Bernal ◽  
José M. Aguilar-Parra ◽  
David Padilla ◽  
...  
Keyword(s):  
Standard Deviation ◽  
Physical Education ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Reliability And Validity ◽  
Psychological Needs ◽  
Higher Order ◽  
Basic Psychological Needs ◽  
Order Model ◽  
Satisfaction Scale

The purpose of the study was to validate to the physical education context, the Spanish version of the Scale of the Satisfaction of Psychological Needs toward the Physical Education classes of Menéndez and Fernández-Rio, with the incorporation of the novelty, since they contemplated its inclusion. In this study, 1444 students participated (mean = 15.34, standard deviation = 1.12) from several schools in Almeria. To analyze the psychometric properties of the scale, several analyses were carried out. The results offered support for both the four-factor structure and the higher-order model called satisfaction. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. The results of this study demonstrated the reliability and validity of the Scale of the Satisfaction of Psychological Needs, with the incorporation of novelty in the Spanish context of Physical Education.

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.

scholarly journals Measurement invariance of the distress tolerance scale among university students with and without a history of non-suicidal self-injury

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e10915
Author(s):  
Ashley Slabbert ◽  
Penelope Hasking ◽  
Danyelle Greene ◽  
Mark Boyes
Keyword(s):  
University Students ◽  
Measurement Invariance ◽  
Lower Order ◽  
Distress Tolerance ◽  
Factor Model ◽  
Higher Order ◽  
Order Model ◽  
Self Injury ◽  
History Of ◽  
Order Four

Non-suicidal self-injury (NSSI) is the intentional damage to one’s body tissue in the absence of suicidal intent. NSSI primarily serves an emotion regulation function, with individuals engaging in self-injury to escape intense or unwanted emotion. Low distress tolerance has been identified as a mechanism that underlies self-injury, and is commonly assessed using the self-report Distress Tolerance Scale. There are mixed findings regarding the factor structure of the Distress Tolerance Scale, with some researchers utilising a higher-order distress tolerance score (derived from the scores on the four lower-order subscales) and other researchers using the four subscales as unique predictors of psychological outcomes. Neither of these factor structures have been assessed among individuals with a history of self-injury. Of note, an inability to tolerate distress (thought to underlie NSSI) may limit an individual’s capacity to accurately observe and report specific thoughts and emotions experienced in a state of heightened distress, which may impact the validity of scores on the Distress Tolerance Scale. Therefore, measurement invariance should be established before attributing NSSI-related differences on the scale to true differences in distress tolerance. We compared the Distress Tolerance Scale higher-order model with the lower-order four factor model among university students with and without a history of NSSI. Our results indicated that the lower-order four factor model was a significantly better fit to the data than the higher-order model. We then tested the measurement invariance of this lower-order factor model among individuals with and without a history of NSSI, and established configural and full metric invariance, followed by partial scalar and full residual error invariance. These results suggest the four subscales of the Distress Tolerance Scale can be used to confidently discern NSSI-related differences in distress tolerance.

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.

ASSOCIATION BETWEEN PERSONALITY TRAITS AND ATTENDING A FITNESS CENTER

2007 ◽  
Vol 35 (10) ◽  
pp. 1323-1324 ◽  
Author(s):  
Lily Shui-Lien Chen ◽  
Yung-Hsin Lee
Keyword(s):  
Personality Traits ◽  
Positive Emotions ◽  
Factor Model ◽  
Five Factor Model ◽  
Negative Emotions ◽  
Design Strategy ◽  
Openness To Experience ◽  
Measurement Scale ◽  
High Tendency ◽  
Fitness Center

The sports and recreation industry is emerging in Taiwan. Few related studies have used it as a sample. This study has been designed to explore the notion of personality traits based on fitness center members in Taiwan. Because of its validity and wide use (Furnham, Moutafi, & Crump, 2003), the Five Factor Model (FFM) developed by McCrae and John (1992) is adopted in this study to assess the personality of fitness center members. The measurement scale of personality traits is cited from Saucier's (1994) Mini-Markers. The empirical findings reveal that those people with low tendency to experience negative emotions, i.e., neuroticism, and high tendency to experience positive emotions, i.e., extroversion, openness to experience, agreeableness, and conscientiousness, will join the fitness center. Sports and recreation industry managers can design strategy to satisfy their customer needs based on these findings.

Perfectionism Dimensions and the Five–factor Model of Personality

2012 ◽  
Vol 26 (3) ◽  
pp. 233-244 ◽  
Author(s):  
David M. Dunkley ◽  
Kirk R. Blankstein ◽  
Jody–Lynn Berg
Keyword(s):  
Positive Emotions ◽  
Factor Model ◽  
Five Factor Model ◽  
Higher Order ◽  
Theoretical Frameworks ◽  
Confirmatory Factor Analyses ◽  
Personal Standards ◽  
Neo Personality Inventory ◽  
Evaluative Concerns ◽  
Confirmatory Factor

This study of university students ( n = 357) and community adults ( n = 223) examined personal standards (PS) and evaluative concerns (EC) higher–order dimensions of perfectionism that underlie several measures from three different theoretical frameworks. In both students and community adults, confirmatory factor analyses supported PS perfectionism and EC perfectionism higher–order latent factors. In relation to the revised NEO Personality Inventory, PS perfectionism was primarily related to conscientiousness and achievement striving. In contrast, EC perfectionism was primarily related to neuroticism, and lower positive emotions, trust and competence. EC perfectionism accounted for unique variance in current depressive and anxious symptoms over and above the five–factor domain scores. Copyright © 2011 John Wiley & Sons, Ltd.

scholarly journals МОЖЛИВОСТІ АНАЛІЗУ ВАРІАБЕЛЬНОСТІ РИТМУ СЕРЦЯ В ДІАГНОСТИЦІ ЕМОЦІЙНОГО СТАНУ ЛЮДИНИ

2012 ◽  
Author(s):  
І. Chaykovskyi ◽  
V. Kalnysh ◽  
Т. Yena ◽  
А. Yena ◽  
Yu. Vyrovyi ◽  
...  
Keyword(s):  
Structural Organization ◽  
Positive Emotions ◽  
Emotional State ◽  
High Reliability ◽  
Negative Emotions ◽  
Heart Rhythm ◽  
Emotional States ◽  
Linear Discriminant ◽  
Video Clips ◽  
The Third

The is presented the development of method for evaluation of emotional state of man, what suitable for use at the workplace based on analysis of heart rate (HR) variability.28 healthy volunteers were examined. 3 audiovisual clips were consistently presented on the display of the personal computer for each of them. One clip contained information originating the positive emotions, the second one – negative emotions, the third one – neutral. All possible pairs of the emotional states were analysed with help of one- and multi-dimensional linear discriminant analysis based on HR variability.Showing the emotional video-clips (of both signs) causes reliable slowing of HR frequency and also some decreasing of HR variability. In addition, negative emotions cause regularizing and simplification of structural organization of heart rhythm. Accuracy of discrimination for pair “emotional – neutral” video clips was 98 %, for pair “rest – neutral” was 74 %, for pair “positive – negative” was 91 %.Analysis of HR variability enables to determine the emotional state of observed person at the workplace with high reliability.

Selg-regulation of aggressive behavior of convicted persons with disabilities

2020 ◽  
Author(s):  
N. N. Aligaeva ◽  
Keyword(s):  
Aggressive Behavior ◽  
Positive Emotions ◽  
Medical Information ◽  
Negative Emotions ◽  
Skills Training ◽  
Emotional States ◽  
Persons With Disabilities ◽  
Psychological Service ◽  
The People ◽  
Low Degree

This article provides an overview of modern research related to aggressive behavior, ways to control and correct it. The article also displays the results of a pilot study, the main purpose of which is to identify as a need for communication is interconnected with the dominant emotional state of a disabled convict (in particular, with negative emotions − anger, aggression). The basis of the study is the separation of emotional states by E. P. Ilyin. We considered only communicative emotional states, in particular, the emphasis was on negative emotions (anger/aggression). The study was conducted on the basis of correctional colony −2 of the Federal Penitentiary Service of Russia in Ryazan; in total, 34 people took part. The main empirical methods used were a survey, «Need for Communication», a scale of differential emotions. In working with the people, the ethical principles of the psychologist were observed. We have observed the principles of respect, confidentiality (non-disclosure of medical information about the subject), responsibility, honesty. The study was conducted individually with each man. The convict was offered a protocol with tasks that were performed in the presence of the experimenter. It was revealed that disabled convicts have a great need for interpersonal interaction, while they experience positive emotions, and in rare cases, anxious and depressive ones. The low degree of manifestation of anger and aggression towards other people is most likely associated with indulgence, tolerance, awareness and acceptance of not only their own shortcomings, but also others. A large role here can be attributed to the influence of the psychological service, mainly to self-regulatory skills training.

scholarly journals Conciencia emocional en situaciones motrices cooperativas lúdicas y expresivas en bachillerato: perspectiva de género

2019 ◽  
Vol 37 (1 Mar-Jun) ◽  
pp. 195-212
Author(s):  
José Ignacio Alonso Roque ◽  
Marta Marín Guillén ◽  
Juan Luis Yuste Lucas ◽  
Pere Lavega Burgués ◽  
Gemma Gea García
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Positive Emotions ◽  
Negative Emotions ◽  
School Students ◽  
Different Types

El propósito del presente estudio fue analizar las emociones suscitadas en situaciones motrices de cooperación lúdicas y expresivas en clase de Educación física. Para ello se administró el Cuestionario “Games and Emotions Scale” (GES) al término de cada sesión a 24 estudiantes de primero de Bachillerato. El estudio fue descriptivo, correlacional y comparativo, con dos condiciones en las que se tomaban los datos, las cuales eran los dos tipos de sesiones de la unidad didáctica realizada. Los resultados indican que independientemente del género y del tipo de sesión, se valoran como más intensas las emociones positivas, después las ambiguas y por último las negativas. The aim of this study was to investigate the emotions experienced by eleventh grade students in physical education classes involving motor cooperative situations in ludic and expressive contexts. Data were obtained through the administration with 24 high school students of the questionnaire “Games and Emotions Scale” (GES) at the end of each session. The study was descriptive, correlational and comparative, and included two conditions (the two different types of teaching sessions). Results indicate that, regardless of gender and type of session, positive emotions are held to be the most intense, followed by ambiguous and negative emotions.

Sign in / Sign up

Export Citation Format

Share Document