The Mediation Effects of Parenting Stress on the Relationships between Mothers’ Difficulties in Emotional Regulation and Their Young Children’s Regulation of Negative Emotions

2018 ◽  
Vol 36 (2) ◽  
pp. 39-53
Author(s):  
Ji Young Ha
Keyword(s):  
Parenting Stress ◽  
Emotional Regulation ◽  
Negative Emotions ◽  
Mediation Effects

scholarly journals From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

2021 ◽  
Vol 13 (13) ◽  
pp. 7263
Author(s):  
Aaron Rillo-Albert ◽  
Unai Sáez de Sáez de Ocáriz ◽  
Antoni Costes ◽  
Pere Lavega-Burgués
Keyword(s):  
Secondary School ◽  
Interpersonal Relationships ◽  
Emotional Regulation ◽  
Negative Emotions ◽  
Well Being ◽  
School Students ◽  
Motor Action ◽  
Pedagogical Intervention ◽  
Validated Questionnaires ◽  
Associative Strategy

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

Cognitive and social mechanisms: the role of emotions in creativity through work-based learning from a functionalist perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wei Liu ◽  
Jing Wei Li ◽  
Qi Wei Zhou
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Employee Creativity ◽  
Learning Mechanisms ◽  
Mediation Effects ◽  
Content Type ◽  
Negatively Associated ◽  
Chinese Company ◽  
Positive And Negative Emotions

Purpose From a functionalist perspective, this study aims to examine empirically how positive and negative emotions can exert influence on creativity in the workplace. This study built and tested a theoretical framework that delineates the effect of emotions on employee creativity through different learning mechanisms. Design/methodology/approach Field surveys were conducted in a Chinese company and data were collected from 340 employee-supervisor dyads. Findings The results indicate that positive emotions were positively related to task-related learning and interactional learning, both of which promote employee creativity. Task-related learning mediated the association between positive emotions and creativity. Nevertheless, negative emotions hindered employees from interactional learning and were negatively associated with creativity. Interactional learning mediated the association between negative emotions and creativity. Moreover, the interaction between positive and negative emotions was negatively associated with task-related learning. Originality/value This study contributes to the literature on emotions and employee learning by demonstrating the value of using a functionalist perspective through different procedural mechanisms for employee outcomes and exploring the mediation effects of different learning behaviors in promoting creativity.

scholarly journals Interactional Justice and Counterproductive Work Behaviors: The Mediating Role of Negative Emotions

2012 ◽  
Vol 40 (8) ◽  
pp. 1341-1355 ◽  
Author(s):  
Jeanne Le Roy ◽  
Marina Bastounis ◽  
Jale Minibas -Poussard
Keyword(s):  
Cognitive Theory ◽  
Negative Emotions ◽  
Interactional Justice ◽  
Counterproductive Work Behaviors ◽  
Work Behaviors ◽  
Insurance Company ◽  
Mediation Effects ◽  
Informational Justice ◽  
Mediating Role ◽  
The Relationship

Perceptions of interactional justice have been shown to explain why employees engage in counterproductive work behaviors (CWB; Bies, 2005). However, the processes involved in this relationship have yet to be clarified. In this study, we drew on the cognitive theory of emotions and extended work published on the mediating role in this relationship (Fox & Spector, 1999) by conducting a survey with insurance company employees (N = 187). Data analyses confirmed that CWB are significantly predicted by both low perceived interactional justice and negative emotions. In addition, 2 significant mediation effects were observed: (a) perceived anger mediates the relationship between low perceived interpersonal justice and active CWB, and (b) perceived fear mediates the relationship between low perceived informational justice and passive CWB. The theoretical and organizational implications of these findings are discussed.

Young people’s uses of music for emotional immersion

2019 ◽  
pp. 25-38 ◽  
Author(s):  
Genevieve Dingle ◽  
Leah Sharman ◽  
Joel Larwood
Keyword(s):  
Young People ◽  
Emotional Regulation ◽  
Negative Emotions ◽  
Developmental Trajectory ◽  
Age Group ◽  
International Survey ◽  
Multiple Cues ◽  
Sad Mood ◽  
Understanding Emotions

Children are typically able to integrate emotion information from multiple cues by the age of 8 years, although their developmental trajectory for understanding emotions appears to slow down as they enter adolescence. Adolescence is a period of intense emotions and the age group with the highest consumption of music. In this chapter, we argue that young people may be emotionally immersing in music as a way of ‘practising’ negative emotions and developing their emotional regulation skills. We present data showing that emotional immersion is one mechanism through which music is linked with wellbeing among young people. An international survey of 372 participants shows that young people use music more to immerse in sadness and anger than those aged over 25 years. Finally, studies in which angry or sad mood was evoked reveal that participants select music that allowed them to immerse in these emotions which helped to process them.

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