Shame on me for needing you: A multistudy examination of links between receiving interpersonal emotion regulation and experiencing shame

Recent theory and research have drawn attention to interpersonal dimensions of emotion regulation. Yet, few empirical investigations of the outcomes of interpersonal emotion regulation have been conducted. We propose that one negative affective outcome of received interpersonal emotion regulation of conceptual and practical interest is shame. In the present series of studies, participants from six, disparate samples were asked to report on experiences of receiving interpersonal emotion regulation using autobiographical recall and ecological sampling paradigms (total analyzed n = 1868; total analyzed k = 2515 instances of receiving interpersonal emotion regulation). We sought to quantify the frequency and distinctiveness of shame as an outcome of receiving interpersonal emotion regulation. We used an exploratory-confirmatory approach to identify robust and generalizable correlates of shame. We considered individual (e.g., trait external shame-proneness), situational (e.g., desire for regulation), relational (e.g., perceived closeness with the provider) and interaction-specific (e.g., perceptions of provider hostility) variables. Our results indicate that it is not uncommon for people to experience receiving interpersonal emotion regulation as shame-inducing, and these perceptions are distinct from their evaluations of the overall effectiveness of the interaction. The most robust correlates of shame across studies and samples were interaction-specific ratings of responsiveness and hostility, which were negatively and positively correlated with shame, respectively. We discuss the conceptual, methodological, and practical implications of these findings for studying interpersonal emotion regulation and shame.

Introduction

The Introduction lays out the main aim of the project—to uncover choreography’s role in immersive productions—and suggests that two specific challenges must be addressed in order to do so. The first challenge concerns the ways that dance and theater have long been maintained as separate academic disciplines and continue to be disconnected in the research surrounding contemporary performance, including participatory forms such as immersive theater. The second challenge when foregrounding choreography’s role in immersive productions is to address the questions about power and control. By recognizing the generative interplays within immersive productions—tensions between agency and control, between performer and spectator, between scriptedness and improvisation—we are able to understand choreography’s nuanced role as a primary mechanism for shaping audience participation to effectively engender immersion as an affective outcome.

Musical Features and Affective Responses to Personalized Playlists in People With Probable Dementia

Objectives: Personalized music playlists are increasingly being utilized in aged care settings. This study aims to investigate how musical features influence the affective response to music of people with probable dementia. Methods: A factorial experiment (2 × 2 × 3) was conducted to investigate the influence of tempo (fast, slow), mode (major, minor), and lyrics (none, negative, positive). Ninety-nine people with probable dementia were randomly assigned to 3 conditions, listening to 3 personalized playlists. Galvanic skin response and activation of facial action units were measured. Results: Music with fast tempos increased arousal and reduced enjoyment. Music in minor keys increased activation of the depressor anguli oris, suggesting increased sadness. Lyrics had no significant effect on response. Discussion: The findings demonstrate that both tempo and mode influenced the response of the listener. As well as accounting for personal preferences, music for people with dementia should be carefully targeted toward the affective outcome desired.

Affective Determinants of Health Behavior

This chapter summarizes common themes and some ongoing controversies addressed in this volume. Common themes include the growing agreement regarding distinctions between affect proper and cognition about affect, between incidental and integral affect, between implicit and explicit affective attitudes, and between instrumental and affective outcome expectancies/attitudes. The need for a common taxonomy of affect constructs is clear, and this chapter provides preliminary distinctions as a starting point for further refinement. It overviews aspects that require more in-depth theorizing such as behavior-specificity in affect–behavior relationships, and the relationship among affect, social processes, and behavior. Finally, it highlights how the impact of affective determinants on health behavior may be intervened on via three separate routes (independent, direct, moderated), using examples across various chapters within the volume.

Influence Mechanisms That Leverage Participation Quality in a Professional Virtual Community

Despite the considerable attention paid to the determinants of participation (e.g., time spent and visit frequency) in professional virtual communities (PVCs), what and how to enhance participation quality have seldom been addressed. Participation quality is an affective outcome of social emotion for assessing the success of a PVC. By using the social-relationship perspective, this work develops a theoretical model based on relationship commitment and social psychology theories to examine how dedication-constraint mechanisms influence participation quality in a PVC. Empirical results of a PVC demonstrate that the dedication-based mechanisms (i.e. affective commitment and normative commitment) are more salient than the constraint-based mechanism (i.e. calculative commitment) to leverage participation quality. Additionally, identity-based attachment influences participation quality more than bond-based attachment does. Interestingly, the constraint-based mechanism positively affects identity-based attachment, yet negatively affects bond-based attachment to a virtual community.

Does Contact With Advisors Predict Judgments and Attitudes Consistent With Student Success? A Multi-institutional Study

We introduce 5 cognitive and 3 affective outcome measures related to student judgments and attitudes that might result from quality advising encounters. The outcomes have been linked to, or can be conceptualized as predictive of, retention. We examined these outcomes in an online survey of 22,305 students from 2 community colleges and 7 universities as a function of (a) whether or how often students contacted faculty/professional advisors in the formal advising system and (b) whether students consulted advisors, self-advised using official advising materials, or relied upon advice from informal sources to choose required classes. Students who contacted advisors scored higher on all outcomes: They reported more knowledge and attitudes consistent with continuing at their institution and completing their educational program.