cognitive appraisals
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2022 ◽  
Vol 12 ◽  
Author(s):  
Robert J. Vallerand ◽  
Virginie Paquette ◽  
Christine Richard

The present study fills a void in research on passion by examining for the first time the role of passion in physiological responses. The aim of the study was to investigate the role of passion, and the mediating role of cognitive appraisals, in the psychological and physiological responses to a stressful situation related to one’s passion. Students (43 women, 12 men, M age = 27.21 years), who were passionate for their studies, completed the Passion Scale for their studies and the Cognitive Appraisal Scale (assessing perceptions of challenge/threat). Then, they engaged in an education task under stressful conditions, and a subsequent unrelated leisure task under no-stress. Physiological reactivity was measured throughout the entire session and their perceptions of situational vitality and positive and negative emotions were assessed directly after the education task. Results showed that harmonious passion (HP) positively predicted challenge appraisals that, in turn, were positively related to positive emotions, vitality, and positive cardiovascular adaptation while engaging in the stressful education task, but less so with the leisure task (unrelated to one’s passion for academia). On the other hand, obsessive passion (OP) positively predicted threat appraisals. In turn, threat appraisals were positively related to negative emotions, negatively associated with vitality, and not related to cardiovascular reactivity. The present findings suggest that HP creates the onset of an adaptive psychological and physiological response whereas the response is less adaptive with OP.


Author(s):  
Aline Woine ◽  
Moïra Mikolajczak ◽  
James Gross ◽  
Hedwig van Bakel ◽  
Isabelle Roskam

2022 ◽  
Author(s):  
Michaël Parmentier

Most future educational and career transitions represent major life events that individuals anticipate to a considerable extent, possibly with multiple emotions at the same time. However, few studies have examined the emotions that individuals experience when they anticipate a future educational or career transition, imagine how it will occur, the consequences it will have for them, and visualize their coping efforts. The aims of the present dissertation are fourfold. First, we explore individuals’ combinations of multiple future-oriented emotions at the prospect of three major educational and career transitions: (a) the transition from high school to higher education, (b) the transition from higher education to the job market, and (c) the transition from unemployment to employment. Due to the rather exploratory nature of our first research question, our second objective pertains to the replication of these combinations and the investigation of similarities between several groups of individuals based on (a) gender, (b) institutional context, and (c) the temporal distance before the transition. Third, we examine several antecedents of individuals’ combinations of future-oriented emotions. These antecedents ranged from career-related constructs such as career decidedness and career adaptability to affective mechanisms such as cognitive appraisals, trait affect, and emotion regulation. Finally, we examine the behavioral effects of future-oriented emotions in terms of anticipated vocational planning and effort. Overall, the present dissertation brings several implications in highlighting the combinations of future-oriented emotions that individuals experience when anticipating important vocational transitions, a research strand that is scarce both in vocational and emotion research. From a practical point of view, the evidence of several combinations—and the differences and similarities among several groups or contexts—carries practical implications for designing and implementing career-related interventions. Finally, examining antecedents and outcomes of future-oriented emotions combinations underlines the importance of taking emotional anticipation processes into account when individuals prepare for and cope with major educational and career transitions.


PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262283
Author(s):  
Iris Schelhorn ◽  
Swantje Schlüter ◽  
Kerstin Paintner ◽  
Youssef Shiban ◽  
Ricardo Lugo ◽  
...  

In stressful situations such as the COVID-19-pandemic, unpleasant emotions are expected to increase while pleasant emotions will likely decrease. Little is known about the role cognitive appraisals, information management, and upregulating pleasant emotions can play to support emotion regulation in a pandemic. In an online survey (N = 1682), we investigated predictors of changes in pleasant and unpleasant emotions in a German sample (aged 18–88 years) shortly after the first restrictions were imposed. Crisis self-efficacy and felt restriction were predictors of changes in unpleasant emotions and joy alike. The application of emotion up-regulation strategies was weakly associated with changes in joy. Among the different upregulation strategies, only “savouring the moment” predicted changes in joy. Our study informs future research perspectives assessing the role of upregulating pleasant emotions under challenging circumstances.


2021 ◽  
Author(s):  
Michaël Parmentier

Most future educational and career transitions represent major life events that individuals anticipate to a considerable extent, possibly with multiple emotions at the same time. However, few studies have examined the emotions that individuals experience when they anticipate a future educational or career transition, imagine how it will occur, the consequences it will have for them, and visualize their coping efforts. The aims of the present dissertation are fourfold. First, we explore individuals’ combinations of multiple future-oriented emotions at the prospect of three major educational and career transitions: (a) the transition from high school to higher education, (b) the transition from higher education to the job market, and (c) the transition from unemployment to employment. Due to the rather exploratory nature of our first research question, our second objective pertains to the replication of these combinations and the investigation of similarities between several groups of individuals based on (a) gender, (b) institutional context, and (c) the temporal distance before the transition. Third, we examine several antecedents of individuals’ combinations of future-oriented emotions. These antecedents ranged from career-related constructs such as career decidedness and career adaptability to affective mechanisms such as cognitive appraisals, trait affect, and emotion regulation. Finally, we examine the behavioral effects of future-oriented emotions in terms of anticipated vocational planning and effort. Overall, the present dissertation brings several implications in highlighting the combinations of future-oriented emotions that individuals experience when anticipating important vocational transitions, a research strand that is scarce both in vocational and emotion research. From a practical point of view, the evidence of several combinations—and the differences and similarities among several groups or contexts—carries practical implications for designing and implementing career-related interventions. Finally, examining antecedents and outcomes of future-oriented emotions combinations underlines the importance of taking emotional anticipation processes into account when individuals prepare for and cope with major educational and career transitions.


2021 ◽  
Author(s):  
Benjamin J. I. Schellenberg ◽  
Daniel Seth Bailis

Background and Objectives: In this research, we testing the role of cognitive appraisals in explaining why harmonious and obsessive passion dimensions are related to distinct forms of coping, and explored if performance was impacted by these appraisal and coping processes.Design: Undergraduate students (N = 489) participated in a longitudinal study and completed three surveys throughout the course of an academic year.Methods: Participants completed assessments of both passion dimensions (Time 1), reported how they were appraising and coping with the mid-year exam period (Time 2), and provided consent to obtain their final grade in Introductory Psychology (Time 3). The hypothesised model was tested using structural equation modeling.Results: Harmonious and obsessive passion dimensions were linked with approach and avoidant coping responses, respectively. Cognitive appraisals, particularly appraisals of challenge and uncontrollability, played an indirect role in these relationships. In addition, both appraisals and coping responses had an indirect effect in the relationship between passion dimensions and final grade. Conclusions: These results identify cognitive appraisal as a reason why passion dimensions are linked with distinct coping tendencies, and demonstrate the role appraisal and coping processes in the journey toward passionate goal attainment.


2021 ◽  
Author(s):  
Seow Ai Na ◽  
◽  
Choong Chee Keong ◽  
Choong Yuen Onn ◽  
◽  
...  

The main purpose of this paper is to understand the behavioural intention of health tourists through cognitive appraisals and maladaptive coping. A research model is proposed. A field study was conducted in Malaysia’s various international airports. 718 international tourists were approached to partake in the paper survey. The data collected was analysed using SmartPLS software version 3 with partial least square structural equation modelling (PLS-SEM). This study’s findings show that only response severity is not significant related to maladaptive coping, which is defined as a compulsive behaviour individuals use to soothe themselves when feeling anxious. Perceived vulnerability and response cost are positively related to maladaptive coping, whereas response efficacy and self-efficacy are negatively significant to maladaptive coping. This study’s abstract consists of seven main elements: purpose and background, methodology, findings, conclusion, contribution/practical implications, references, and keywords.


2021 ◽  
Vol 7 (6) ◽  
pp. 5903-5913
Author(s):  
Xu Jiajia ◽  
Shen Huawen

Objectives: It is shown by studies prior that smoke-free hotel accommodation destinations should have the edge over their rivals via offering impressive and unforgettable value to consumers. There is an increasing number of customers who hope to enjoy experiential service when traveling. Studies are scant in investigating the extent to which the experiential value has an impact on positive behavioral intention in customers’ cognitive appraisals. This paper, therefore, applied the cognitive appraisal theory (CAT) and script theory to explore the determining factors of customers’ affective responses and the impact of these enticed affections on recollection and consequent behavior. Results of this research elucidate the influence exerted by the experiential value of "pleasure" on behavior. This paper also contributes to the practical implication, helping marketers through an explicit direction for triggering positive emotions of tourists.


2021 ◽  
pp. 082957352110539
Author(s):  
Virginia Tze ◽  
Patti Parker ◽  
Alyse Sukovieff

The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students’ emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists’ work.


Vaccines ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1203
Author(s):  
Yi-Lung Chen ◽  
Yen-Ju Lin ◽  
Yu-Ping Chang ◽  
Wen-Jiun Chou ◽  
Cheng-Fang Yen

The present study aimed (1) to identify distinct latent classes of motivation to get vaccinated against coronavirus disease 2019 (COVID-19) and previous seasonal influenza vaccination among people in Taiwan and (2) to examine the roles of sources of information, risk perception, and cognitive appraisals of vaccination against COVID-19 in these classes. We recruited 1047 participants through a Facebook advertisement. The participants’ motivation to get vaccinated against COVID-19, previous seasonal influenza vaccination, sources of information about COVID-19 vaccination, risk perception of COVID-19, and cognitive appraisals of vaccination against COVID-19 were determined. We examined the participants’ motivation for COVID-19 vaccination and previous seasonal influenza vaccination through latent profile analysis. Four latent classes of motivation were identified: participants with high motivation for COVID-19 vaccination and high seasonal influenza vaccination, those with high motivation for COVID-19 vaccination but low seasonal influenza vaccination, those with low motivation for COVID-19 vaccination but high seasonal influenza vaccination, and those with low motivation for COVID-19 vaccination and low seasonal influenza vaccination. Compared with participants in the latent class of high motivation for COVID-19 vaccination and high seasonal influenza vaccination, those in the other three latent classes had lower levels of positive appraisals of COVID-19 vaccination; participants in the latent class of low motivation for COVID-19 vaccination and low seasonal influenza vaccination had lower risk perception of COVID-19 and were also less likely to obtain information about COVID-19 vaccination from the internet, friends, and family members. The various motivations and behaviors for vaccination, sources of information, risk perception, and cognitive appraisals of vaccination against COVID-19 should be considered in intervention programs aiming to increase people’s motivation to get vaccinated against COVID-19.


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